Our Voyagers English course for 11 to 14-year-olds is designed for this age group specifically, because young people’s interests, independence, relationships with their peers and the way they engage in lessons can change quickly.
A 12-year-old no longer needs the same activities as a primary school child, but they are not yet a secondary school student in the later teenage years. Keeping them engaged takes more than simply making the grammar harder or placing them in a generic junior English course.
This is why Astrolabio also separates its programmes according to age and stage of development:
- Explorers, for children aged 7 to 11;
- Voyagers, for young people aged 11 to 14.
Voyagers develops English language skills through team activities, projects, cultural topics and situations in which students need to use English to communicate and achieve a specific goal.
The programme works on language and soft skills at the same time, including problem-solving, collaboration, creative thinking and the confidence to take part in an international environment.
We don’t simply divide students according to their English level. We design our teaching around their age.
The Voyagers programme at a glance
Voyagers is an English programme designed primarily for students aged 11 to 14, with English levels generally ranging from A2 to C1 on the Common European Framework of Reference for Languages (CEFR).
The two-week programme includes:
- 27 academic hours;
- classes of no more than 16 students;
- development of communication and functional language skills;
- CLIL lessons covering art, history and drama;
- activities developing problem-solving, collaboration and creative thinking;
- projects on global citizenship and environmental awareness;
- lessons linked to excursions and cultural exchange;
- workshops, sports and creative activities;
- collaborative activities and organised evening events;
- 3 full-day excursions;
- 2 half-day excursions;
- a stated ratio of one leader for every 25 students.
The aim is not simply to expand students’ vocabulary or revise grammar. Voyagers helps young people use English as a practical tool for working with others, expressing their ideas and taking part in an international experience.
Why 11 to 14-year-olds need a programme designed for their age
The term “English course for young people” covers a very broad age range.
A student in the early years of secondary school may need:
- activities that do not feel childish;
- topics that reflect their interests;
- real opportunities to express opinions;
- a gradual increase in independence;
- tasks that allow them to work with their peers;
- clear goals;
- a mixture of communication, subject content and projects;
- an environment where they can try speaking without worrying about every mistake.
At this age, the peer group becomes particularly important. Activities therefore need to avoid both lessons dominated entirely by teacher instruction and games with no educational purpose.
Voyagers uses interaction between students to turn English into a working language. Students need it to understand a task, suggest an idea, make a decision and contribute towards a shared result.
From the age of 14, students can continue with the Trailblazers programme for 14 to 17-year-olds, which introduces more advanced activities involving debate, critical thinking, content creation and leadership.
Explorers and Voyagers: what is the difference?
Explorers and Voyagers are not the same course with exercises set at different levels of difficulty.
Explorers (ages 7 to 11)
Indicative levels: A1–B1.
Approach: Guided, practical and highly supported.
Academic hours: 23 hours over two weeks.
Lesson length: 50-minute sessions.
Main activities: Vocabulary, projects, drama and performance.
Topics: Practical experiences and environmental awareness.
Independence: The teacher leads students through each stage of the programme.
Aim: To become familiar with the language and gain confidence using English.
Voyagers (ages 11 to 14)
Indicative levels: A2–C1.
Approach: More independent, communicative and collaborative.
Academic hours: 27 hours over two weeks.
Lesson length: 60-minute sessions.
Main activities: Functional English, CLIL, soft skills and projects.
Topics: Art, history, drama, global citizenship and the environment.
Independence: Students take greater responsibility for individual and group work.
Aim: To use English to collaborate, communicate and express ideas.
This distinction means 11 or 13-year-olds are not given activities designed for much younger children.
At the same time, Voyagers retains a structured approach suitable for students who have not yet developed the independence expected of older teenagers.
You can also find out more about the previous stage of the programme in our Explorers programme for children aged 7 to 11.
What English levels is Voyagers designed for?
Voyagers is suitable for students with English levels between A2 and C1.
Broadly speaking:
- an A2 student can understand frequently used expressions and communicate in simple situations;
- a B1 student can understand the main points of clear messages and talk about experiences;
- a B2 student can interact more fluently and understand more complex content;
- a C1 student can use English independently across more demanding activities.
Such a wide range does not mean that A2 and C1 students will necessarily work in the same group or be expected to complete the same tasks.
Both age and language level need to be considered when classes are formed. Activities may share the same topic while differing in terms of:
- the complexity of instructions;
- the amount of vocabulary involved;
- the length of spoken or written work;
- the level of independence required;
- the depth of the content;
- how students present their final work.
You can find a fuller explanation of these classifications in our page on A1, A2, B1, B2, C1 and C2 language levels.
Can a 10-year-old take part in Voyagers?
The standard age range for Voyagers is 11 to 14.
A 10-year-old may only be admitted in exceptional circumstances when enrolling as part of a larger group.
Admission should not be considered automatic.
Before participation is confirmed, several factors need to be considered:
- English level;
- maturity;
- independence;
- ability to work alongside older students;
- group composition;
- the school’s decision;
- availability at the chosen destination.
For most 10-year-olds, Explorers remains the programme corresponding to their age group. Any placement in Voyagers must be confirmed on a case-by-case basis.
27 academic hours over two weeks
The Voyagers programme includes 27 academic hours spread across two weeks.
Lessons may take place in the morning:
- 9:00–10:00;
- 10:00–11:00;
- 11:30–12:30;
or in the afternoon:
- 14:00–15:00;
- 15:00–16:00;
- 16:30–17:30.
Breaks separate the sessions, giving students time away from formal lesson activities and allowing periods of concentration and interaction to be balanced with more informal moments.
Whether lessons take place in the morning or afternoon depends on how the individual centre is organised. The other part of the day is used for activities, workshops, sports or excursions. Academic hours form the formal core of the course, but students continue using English throughout the social and cultural programme.
Classes of no more than 16 students
Voyagers classes have a maximum of 16 students.
This limit allows teachers to organise activities where students can:
- work in pairs;
- collaborate in small groups;
- discuss a choice;
- divide tasks and roles;
- present a project;
- compare opinions;
- receive feedback from their teacher.
A maximum class size alone does not guarantee a good lesson.
What matters is how the group is used. A class of 16 can be highly participative when everyone has a role, or remain passive if teaching consists entirely of the teacher speaking from the front of the room. Voyagers uses its class structure to encourage communication and collaboration.
Communication and functional English
One of the main elements of the programme is the development of communication and functional language skills.
Functional English means using the language to achieve a practical purpose.
Students might use English to:
- ask for information;
- understand a rule;
- suggest an activity;
- express agreement or disagreement;
- compare two options;
- make a decision as a group;
- describe a problem;
- present a solution;
- talk about an experience;
- ask for clarification.
Grammar and vocabulary remain important, but they are connected to a communicative situation.
Rather than studying a structure solely to complete an exercise, students have the chance to use it while interacting with other people.
CLIL: learning subject content through English
Voyagers includes Content and Language Integrated Learning, usually known as CLIL.
With CLIL, students use English to explore another subject or topic. The programme may include content related to:
- art;
- history;
- drama.
Students do not necessarily study these subjects in the same depth as they would in a school lesson.
Instead, the content creates a context in which they can:
- read or listen to information;
- learn new vocabulary;
- ask questions;
- compare ideas;
- complete an activity;
- present what they have discovered.
A history lesson, for example, might prepare students for a visit to a city. An art activity could ask them to observe, describe and interpret a work of art, while drama can be used to understand a character and act out a situation.
CLIL helps students see that English is not simply a school subject. It can also be the language they use to learn something new.
Soft skills: collaboration, problem-solving and creative thinking
Voyagers dedicates part of the programme to developing soft skills.
The programme focuses on:
- problem-solving;
- collaboration;
- creative thinking.
These skills are not taught through abstract definitions. Students develop them through activities where they need to make decisions and work towards a result.
Problem-solving
Students may be given a task, challenge or situation to solve.
They need to:
- understand the problem;
- identify the information available;
- suggest possible approaches;
- compare alternatives;
- choose a solution;
- explain their reasoning.
English therefore becomes a language for thinking and negotiating, rather than simply answering the teacher’s questions.
Collaboration
Collaboration means more than simply sitting around the same table.
A collaborative activity requires:
- clearly defined roles;
- listening to one another;
- sharing tasks;
- keeping to agreed timings;
- taking responsibility towards the group;
- sharing the final result.
The quality of group work also depends on the teacher making sure that one student does not complete the entire task while everyone else remains passive.
Creative thinking
Creative thinking comes into play when there is no single correct answer.
Students may be asked to:
- invent a solution;
- build an object;
- create a story;
- plan a presentation;
- consider a topic from a different point of view;
- turn information into an original piece of work.
Creativity does not replace language learning. It gives students a reason to use the language.
Global citizenship and environmental awareness
The programme includes content and projects related to global citizenship and environmental awareness.
Global citizenship can involve topics such as:
- cultural differences;
- life in other countries;
- individual responsibilities;
- collaboration between people;
- sustainable behaviour;
- shared problems;
- respect for different perspectives.
The international setting of a study holiday can make these subjects more immediate.
Students may meet young people whose habits, opinions and ways of communicating differ from their own. Lessons provide a structured setting where they can notice and understand these differences.
Environmental projects may cover:
- use of resources;
- recycling;
- energy;
- transport;
- protecting nature;
- everyday behaviour.
The aim is not to impose simplistic answers, but to use English to understand a subject and suggest ideas.
Lessons linked to excursions
Voyagers connects some lessons with excursions and cultural exchange.
Before a visit, students may work on:
- the history of the place;
- people connected with it;
- useful vocabulary;
- things to look out for;
- questions to ask;
- tasks to complete.
During the excursion, students may collect information, images or observations.
Once they return, they may use the experience to create:
- a presentation;
- a discussion;
- a poster;
- a story;
- a group project;
- a short written or spoken activity.
This means the excursion does not remain completely separate from the course. The place students visit becomes part of their language and cultural experience.
What might a Voyagers lesson look like?
Individual lessons vary according to the students’ level, the topic and the teacher. One possible lesson structure consistent with the programme might include:
- introducing the topic or problem;
- presenting the vocabulary and language functions students will need;
- a comprehension activity;
- pair or group work;
- completing a task or project;
- sharing solutions;
- a short reflection on the work completed.
A lesson connected to an excursion, for example, might begin with photographs and information about the place students are going to visit.
Students could then work in groups to:
- prepare questions;
- identify things to look out for;
- assign roles;
- create a short visitor resource;
- present what they expect to find.
After the visit, they can compare their expectations with what they actually experienced.
Workshops in the Voyagers programme
The social programme includes workshops requiring concentration, creativity and active participation.
These may include:
- photography;
- circus skills;
- body percussion;
- cultural exchange.
Photography
Photography can be used to work on observation, description and storytelling.
Students might choose a subject, explain why they selected it or create a short narrative using photographs.
Circus skills
Circus activities require coordination, listening to instructions, practice and teamwork.
Students do not need any particular skills or previous experience to take part.
Body percussion
Body percussion uses the body to create sounds and rhythmic sequences.
The activity requires concentration, memory, synchronisation and awareness of the group.
Cultural exchange
Cultural exchange activities can give students the chance to compare:
- habits;
- music;
- school;
- food;
- celebrations;
- everyday life;
- interests.
The exchange should avoid stereotypes and encourage students to ask one another genuine questions.
Sports and physical activities
Sports available within the programme may include:
- football;
- basketball;
- swimming;
- rounders.
Sport contributes to group life and creates immediate situations in which students need to understand rules, give instructions and coordinate with their teammates.
Participation in individual activities depends on the facilities, conditions and organisation of each departure.
The presence of a particular facility does not automatically mean students will have unrestricted access to it.
Creative activities
The programme may include:
- T-shirt customisation;
- comic creation;
- bracelet making;
- building small boats.
These activities can be connected to language learning by asking students to:
- follow instructions;
- choose materials;
- describe their project;
- divide up tasks;
- explain their decisions;
- present the finished result.
Building or making something does not automatically turn an activity into an English lesson. It becomes relevant to language learning when English is incorporated throughout the different stages.
Collaborative activities
Collaborative activities within the programme include:
- walk and talk;
- treasure hunts;
- Minute to Win It challenges.
Walk and talk
During walk and talk activities, students have conversations while walking, using questions, topics or short tasks as prompts.
Moving around can make the conversation feel less formal than speaking in front of the whole class.
Treasure hunts
Treasure hunts require students to understand clues, find their way around, divide up tasks and make decisions as a group.
Minute to Win It
Short, timed challenges give students an immediate goal and require organisation.
Competition should remain a way of encouraging participation rather than making less confident students feel unable to join in.
Evening activities
Organised evening activities may include:
- a disco;
- talent shows;
- escape rooms;
- sports tournaments.
Evening activities add to the social side of the study holiday.
They give students the chance to interact in a less formal setting, get to know their group and use English more spontaneously.
Participation must still follow the centre’s rules, schedules and supervision arrangements.
Educational excursions
The two-week programme includes:
- 3 full-day excursions;
- 2 half-day excursions.
Excursions are linked to preparatory lessons before each visit.
This gives students the chance to learn about:
- historical context;
- vocabulary;
- points of interest;
- the aims of the activity;
- cultural aspects to look out for.
The actual destinations depend on the centre and the season.
Excursions included in previous programmes or on pages for other destinations should not be considered guaranteed.
One leader for every 25 students
The stated programme ratio is one leader for every 25 students.
This figure should be understood separately from:
- the maximum number of students in a class;
- any Italian group leaders accompanying students;
- residential centre staff;
- teachers;
- activity staff;
- staff present during excursions.
A 1:25 ratio does not mean that one person necessarily looks after 25 students alone at every point in their daily routine!
What can students realistically improve?
Voyagers does not guarantee that a student will become fluent in English after two weeks.
It can, however, give them opportunities to:
- use English more consistently;
- expand their vocabulary;
- communicate in practical situations;
- understand more detailed instructions;
- collaborate with other students;
- present a project;
- express an opinion;
- work through a problem using English;
- discover cultural topics in English;
- become more confident speaking.
Results vary according to:
- starting level;
- participation;
- class composition;
- length of stay;
- motivation;
- willingness to use English;
- the quality of interaction with international students.
A student may not progress by an entire CEFR level, but they may return home feeling more confident, more comfortable listening to English and with a different relationship with the language.
Who might Voyagers suit?
Voyagers may be suitable for a student who:
- is normally aged between 11 and 14;
- has an English level between A2 and C1;
- enjoys working with others;
- wants to use English through practical activities;
- is interested in cultural and international topics;
- is willing to take part in projects;
- wants to become more confident speaking;
- prefers varied teaching rather than lessons based entirely on teacher instruction;
- is willing to meet and work with new people;
- can follow an organised routine.
Students do not need to be extroverted or already highly independent.
Activities should allow less confident students to take part gradually, including those who initially speak less or prefer to observe the group before joining in.
When might Voyagers not be the right programme?
Voyagers may not be suitable when:
- the student falls outside the age range and an exception has not been granted;
- their English level is below A2 and no suitable group is available;
- the family is looking for individual lessons;
- the student wants a course focused exclusively on grammar;
- they are unwilling to take part in collaborative activities;
- they need individual support that the programme does not provide;
- they are unwilling to participate in group life;
- they strongly do not want to take part in the trip.
Finding a programme that suits the student’s learning style and needs matters just as much as choosing the destination.
A prestigious campus or famous city cannot make up for a programme that does not suit a student’s age, level or personality.
Where is Voyagers available?
The Voyagers programme is available at the time of writing in the following destinations:
Please note: availability for the Voyager programme should always be checked on the latest programme page for individual departures.
Destinations may differ in terms of:
- the age range accepted;
- dates;
- accommodation;
- number of teaching hours;
- excursions;
- activities;
- services;
- price;
- international student mix;
- optional examinations.
You can compare the available options through our study holidays in Great Britain hub.
Eastbourne
Eastbourne is a seaside town on the south coast of England, making it a good option for students who like the idea of combining their English programme with time by the coast. Its seafront and more manageable size offer a different experience from studying in a large city.
Before booking, check the age range accepted for the specific departure, as not every date or programme option may be available across the full 11 to 14 age range.
Bath
Bath gives students the chance to experience one of England’s best-known historic cities while taking part in a residential study programme. Its Roman history, Georgian architecture and cultural heritage also provide plenty of opportunities to connect what students encounter during excursions with topics explored in English.
You can find more information about the location, its advantages and its limitations in our page on study holidays at Bath Spa University.
Horsham
Horsham offers a smaller-scale setting in West Sussex, giving students an alternative to spending their study holiday in a major British city. For younger students in particular, this type of setting can work well with the structured group life of the Voyagers programme.
Nottingham
Nottingham combines a residential campus experience with opportunities to discover a well-known English city. Students can experience the independence of campus life within the organised structure provided by the programme, while taking part in lessons, activities and excursions as a group.
You can find details about the college and everyday experience in our page on study holidays in Nottingham.
Cirencester
Cirencester offers a very different setting from England’s larger cities. Located in the Cotswolds, it gives students the chance to experience a smaller English town while taking part in a structured residential programme. It’s also one of the destinations where the distinction between programmes for different age groups is particularly useful!
Ardingly
Ardingly offers a boarding-school experience in the West Sussex countryside, with students living, studying and taking part in activities within a structured residential setting. Its green surroundings make it a good choice for students and families who prefer a campus-based experience away from a busy city centre.
The centre may therefore suit students looking for a structured campus experience where activities are concentrated within the same setting!
Why Voyagers offers a more carefully designed approach to teaching
The quality of Voyagers does not depend on generic claims of excellence.
It can be seen in specific, verifiable features:
- a defined age range;
- defined language levels;
- 27 academic hours;
- no more than 16 students per class;
- CLIL content;
- development of functional language skills;
- soft-skills projects;
- global citizenship activities;
- lessons connected to excursions;
- an age-specific social programme;
- continuity between lessons, activities and visits.
Many programmes divide students according to their level of English.
Voyagers also considers how 11 to 14-year-olds learn, work with others and gradually become more independent.
The difference is not simply adding entertaining activities to a traditional English course.
It means designing a programme in which language, subject content, group life and cultural experiences are connected!
