All staff - excursions

7 – excursions

Sooner or later, almost everyone who works for Elac will get involved in excursions. They are an integral and important part of our courses.

Knowing about excursions will help you to:

	know your role
	help the excursion run smoothly
	keep our students safe
	make the excursion a happy event for our students
	make the excursion a happy event for you

Where do we go?

All over the place! The excursion programmes vary from centre to centre, focusing on destinations which are accessible, interesting, varied and enjoyable days out. Check the centre pages on www.elac.co.uk to see where we go and what we do.

What do you need to know?

It is important for the staff accompanying groups on excursions to have as much information as possible. This includes details of the travel and timings, as well as any information that has been provided about the destination. We do not expect our staff to be tour guides – many will be unfamiliar with the course centre – and we impress this on the group leaders. Nonetheless, you will be expected to absorb the information that is provided for the excursion, and where appropriate explain it, or bring it to the attention of the students. We have developed a set of excursion-specific lessons for our teachers (more on the teachers' induction pages about this) which everyone can look at for some information.

What are excursions for?

Excursions are an important part of the course not just for the entertainment they provide, but because they offer further opportunities for learning and for practising English. One common complaint from group leaders is that the excursion staff don’t talk with the students while they are on the excursion. At the end of a busy week, there is a temptation to see the excursion as an opportunity to have a sleep on the way, and once the students are organised, to go off and do your own thing at the destination. However, it is important to recognise that you are working on the excursion, and being paid for doing so. Occasional exchanges with students and leaders, pointing out things that they may have missed are always very warmly appreciated.

Excursion Briefing Meeting

Make sure that you attend the Excursion Briefing Meeting which will take place on an evening before the excursion. At this meeting you will have the opportunity to meet with the Group Leader that you will be accompanying and to discuss with him or her any special arrangements that the group want to include in their itinerary. You will also be asked to read and sign the risk assessment form (if you have not already done so).

Before leaving …

Be ready to leave 15 minutes before the scheduled time – don’t make the groups late!

Make sure that you have all of the information and things that you need, including:

	what the itinerary and timings of the excursion are
	whether there are any minors that need to be accompanied
	whether there are individuals (Elac responsibility) to be accounted for at various check points
	emergency procedure instructions and contact numbers
	packed lunches (for residential students)
	any worksheets or quizzes that have been prepared
	any cheques, cash or letters of authorisation for entrances (PLEASE BRING BACK RECEIPTS)

During the excursion …

	You will be responsible with the Group Leader for the conduct of the students. This begins with their behaviour on the coach/train and towards the driver if travelling by coach. Although the Group Leader knows the students well, and can be relied on to shout instructions in their own language from time to time, you cannot rely on them entirely, as there may be different cultural expectations that they are unaware of regarding safety, noise, conduct etc – use this as a teaching opportunity. Don’t shout, but be prepared to point out (firmly if necessary) to students the expectations that we need them to conform to. It is particularly important when travelling by coach that we retain the goodwill of our coach providers.
	Always be aware of how many students are in your group and continually look out for stragglers if you are taking them on a walking tour. Do frequent headcounts. If there are two Elac staff members, then don’t walk together: one near the front, one near the back.
	When students have free time in a particular location, then before they are allowed to go off make sure they understand the instructions, and allow the Group Leader time to translate if appropriate.

	The students should only be allowed to go off on their own with the permission of you and the Group Leader.
	They must always be in groups of at least 3 rather than alone; groups should not be too big either as this can cause problems (maximum 8).
	They should be told to meet back at a clearly defined spot at least 25 minutes before you need to move on.
	You must have a mobile telephone number for at least one of the group, and they must have your number if possible and Elac's emergency telephone number. You should also exchange mobile numbers with the Group Leader. Elac's emergency telephone number is printed on their Elac Identity Card.
	They must be carrying their Elac Identity Card.

What to do in an emergency …

	If you are unsure then 'phone for advice.
	Missing Student: this is the most frequent cause for concern. This is usually because they are late back to the meeting point, and this is usually because they have lost track of the time. If they are very late, and the coach / train is leaving, one member of staff will need to remain behind (with money to travel back). Keep in contact with Elac until the student is found and then travel back independently. When visiting London there will be an Elac excursion co-ordinator in London who will come to your meeting point and take responsibility for the late student.
	Accident: deal with the accident as appropriate, either yourself if it is minor, or by recourse to the emergency services. Contact Elac as soon as possible to inform us of the situation.
	Incident (e.g., shoplifting): Contact Elac for instructions.
	Whatever the emergency, assistance is at hand. Be ready to give your on-the-spot assessment of the situation and proposed course of action. You are in the best possible position to know this and your Course Director will take your advice and support you. It is essential that these matters are reported, however, because ultimately the Course Director has to take responsibility.


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