Blog Post Two
How to Make Geography Field Trips a Success: A Practical Guide for Teachers
Field trips are one of the most powerful tools in a geography teacher’s toolkit. They bring classroom learning to life, offer real-world context, and often become the most memorable part of the year for students. But to make them successful, field trips require thoughtful planning, clear learning objectives, and sharp logistical coordination.
Whether you're leading your first excursion or looking to refine your current approach, this guide shares tried-and-tested steps to ensure your geography field trip is educational, safe, and enjoyable for everyone involved.
1. Start With Clear Learning Outcomes
Before booking a coach or packing a clipboard, ask yourself:
What do I want students to learn or experience from this trip?
Fieldwork should be linked directly to curriculum content — whether it’s urban regeneration, river processes, coastal erosion, sustainability, or settlement patterns. This not only gives the trip purpose but also helps in planning suitable activities, assessments, and follow-up lessons.
Tip: Use your exam board (e.g. AQA, Edexcel, OCR) to identify relevant fieldwork requirements and assessment objectives.
2. Scout and Risk Assess the Location
Visit the site in advance, if possible. This helps you:
Identify hazards and control risks.
Find suitable spots for data collection.
Check for access, parking, toilet facilities, and shelter in bad weather.
Time how long walking routes take.
Don’t forget to complete a detailed risk assessment and get it approved by your school’s SLT and EVC (Educational Visits Coordinator). Include contingency plans for transport issues, injury, or unexpected weather.
3. Design Engaging Fieldwork Tasks
Keep activities focused, but flexible. Aim for tasks that balance data collection, observation, mapwork, and student voice.
Example activities:
Footfall surveys in a town centre.
Field sketches from key viewpoints.
Questionnaires with locals or tourists.
Environmental quality surveys using a scoring system.
Annotated photos using tablets or phones.
Give students clipboards, printed instructions, and pre-prepared tables. Consider group rotations to manage time and space effectively.
4. Prepare Students in Advance
Build excitement while setting expectations. In the lessons before the trip:
Share the objectives and itinerary.
Practise key skills (e.g. using equipment, map orientation).
Discuss appropriate behaviour and safety.
Review fieldwork methods and sampling techniques.
Encourage students to bring the right gear: waterproof jackets, sensible shoes, lunch, stationery, and any school-provided kit.
5. Streamline the Day With Clear Roles
On the day of the trip, assign staff and students clear roles. For example:
One adult leads each group.
Students act as data recorders, photographers, or group leaders.
Staff take attendance regularly and manage transitions.
Bring printed checklists, emergency contacts, and a portable first aid kit. Timekeeping and communication are key!
6. Follow Up With Meaningful Work
A successful trip doesn’t end on the bus home. Use the experience to boost engagement back in the classroom. Ideas include:
Creating posters or reports using collected data.
Mock NEA activities (especially for GCSE/A-Level).
Reflection tasks on what went well and what could improve.
Group presentations or digital story maps.
This reinforces learning and gives the fieldwork lasting value.
7. Make It Inclusive and Enjoyable
Fieldwork should be accessible for all students, including those with SEN or physical limitations. Offer alternative roles or locations when necessary.
Don’t forget to keep the day enjoyable! Field trips are a rare chance to learn outdoors and connect with students differently — so include moments of fun, free exploration, or a treat at the end.
Final Thoughts
A well-run field trip can spark curiosity, deepen understanding, and even shape future career paths. With good planning, clear curriculum links, and structured follow-up, your geography field trip can become the highlight of your teaching year.
