Keep the learning objective and change the setting or format. A school can use a curriculum-linked outdoor investigation, another suitable venue or qualified provider, an in-school practical activity, or a virtual excursion. Choose the option that fits pupils’ needs, local approval rules, actual risks, and practical constraints—not a one-size-fits-all replacement.
Start with what pupils should learn
Write a clear objective before choosing a destination. Specify what pupils should observe, measure, classify, explain, or produce. Then select the simplest format that can achieve that outcome for the whole class. The National Science Teaching Association’s field-trip guidance recommends beginning with curriculum-aligned objectives and checking district policies and approval requirements: NSTA, “Planning for Safer Outdoor Instructional Space Activities”.
For example, if the objective is to compare habitats, pupils may be able to collect observations in an accessible local green space rather than a museum. If the objective depends on seeing a specialist collection or demonstration, another provider or a virtual visit may be a closer match. The setting can change; the evidence pupils gather and the reasoning they practise should remain connected to the objective.
Choose a format that fits the class
Outdoor investigation
A school garden, park, or other appropriate nearby site can support observation, measurement, classification, and question-driven investigations. Research the exact site and activity first. Check accessibility, travel, weather exposure, communications, and emergency access, as well as hazards relevant to the location—such as traffic, water, uneven ground, wildlife, plants, or allergens. These are planning considerations, not a universal checklist; assess the real conditions and follow local procedures.
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Another venue or outside provider
A nature centre, university outreach activity, working site, or other suitable provider may offer expertise or equipment the school cannot provide. Before booking, check the provider’s competence, safety and emergency arrangements, relevant qualifications or licences, insurance where applicable, safeguarding arrangements, and who will supervise pupils. Make responsibilities explicit. The provider’s assessment is useful information, but it does not replace the school’s own context-specific planning.
In-school practical activity
A change of venue does not mean abandoning hands-on science. Adapt the investigation for a classroom or school grounds, using the school’s science-safety and approval procedures. The UK Health and Safety Executive (HSE) says health and safety law is not a blanket bar to practical science; planning should address the risks of the actual activity. See the HSE school science and educational visits FAQs.
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Virtual excursion
A virtual visit can give pupils access to a place, expert, or demonstration they cannot visit in person. Check whether pupils can access the required technology and whether the content is suitable. A virtual activity is not automatically risk-free: New South Wales (NSW) excursion policy notes that some virtual excursions involve equipment or controversial content that may call for risk assessment. Apply the policy for your school system: NSW Excursions policy.
Plan for pupils who cannot attend
Decide how each pupil can access the learning, including those unable to attend an excursion. NSW policy says those students should receive adequate supervision and an alternative experience that provides similar learning outcomes. That is a NSW requirement; schools elsewhere should check their own rules and make an appropriate participation plan.
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Work through approvals and risk planning
- Check the approval route first. Confirm school and district requirements, relevant jurisdictional policy, and any approval needed before promising a date or making a booking. NSTA guidance emphasizes checking district policy; England’s Department for Education (DfE) sets out a separate process for educational visits in England.
- Match the option to pupils and logistics. Consider age, health and learning-support needs, accessibility, transport, cost, weather, and available adult supervision. NSW policy specifically calls for consideration of students, the activity, venue, provider, and transport.
- Assess the actual activity and location. For off-site work, research the exact site and identify relevant hazards and emergency access. Scale planning to the circumstances. England DfE distinguishes routine visits involving everyday risks from visits outside school policy that may need a risk assessment, detailed planning, and informed approval. HSE guidance likewise calls for proportionate attention to genuine risks. Follow your local requirements rather than treating this England-specific distinction as a universal rule. Read DfE, “Health and safety on educational visits” and HSE guidance on school trips.
- Check providers without handing over responsibility. Review their arrangements and agree who does what, including pupil supervision and emergency response. Victoria’s school policy says schools must not rely solely on a provider’s risk assessment; England DfE also describes checks schools should make. See Victoria Department of Education, Excursions: risk management.
- Set supervision, communication, and emergency plans. Establish boundaries, who is responsible for each group, how staff will communicate, what happens if a pupil is separated or someone is injured, and who contacts families. Trip leaders should know the response plan. There is no universal pupil-to-staff ratio in HSE guidance: it says ratios are not prescribed in law and should be decided through risk assessment, considering the activity and pupils’ age and maturity. Local rules still apply.
- Inform families and obtain consent as required. Requirements vary by jurisdiction and trip type. In England, written consent is always required for nursery-age children; under DfE guidance, consent is not needed for most curriculum trips for older pupils, though informing families is good practice. Consent is usually needed for higher-risk or out-of-hours trips. Check the current rules that apply to your school.
- Evaluate the activity afterward. Consider whether pupils achieved the objective and record incidents, accidents, and near misses as applicable. DfE recommends evaluating visits after they take place.
Compare alternatives against the objective
| Option | Best fit | Key checks |
|---|---|---|
| Outdoor investigation | Direct observation, measurement, classification, or a local field question | Site conditions, access, relevant hazards, weather, transport, and emergency access |
| Another venue or provider | Expertise, equipment, or a setting pupils cannot replicate at school | Provider competence and arrangements, safeguarding, relevant qualifications, responsibilities, and the school’s own assessment |
| In-school practical | A hands-on objective that can be adapted to a classroom or school grounds | Science-safety procedures, materials, activity risks, and required approvals |
| Virtual excursion | Access to a distant place, expert, collection, or demonstration | Technology access, content suitability, equipment needs, and local policy |
No option is best for every class. Compare how well each supports the objective, access and support needs, site or activity risks, travel and weather demands, staffing, and approval requirements.
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