Planning trips out

This page brings together all the key project elements of thinking through a trip or a visit in one handy place, with downloadable resources for you to plan from, to help you audit your practice, and to write an action plan to develop your practice further. 

Where to go

If you are thinking about where you might take your children for a meaningful experience, use this example of a mapping activity  to identify where you might go that is age appropriate and where you can extend their learning.

As well as going out, you can look to bring the local environment in: here are our suggestions to enable this:

What you currently do

Auditing your current practice is important and is a key part of being a reflective practitioner. This audit will allow you to consider your areas of strengths and areas for development in the light of Understanding the World strand taken from Development Matters (2012).


Being prepared is key to success, especially when it comes to taking trips where there are lots of external factors that may come into play. Here are some resources to help with this so you can mitigate issues occurring:

What to do

If you are looking for a starting point for experiences relating to various places, we have created some suggestions for the museum, the canal, and the farm, and how you can make these happen – as well as blank possibility sheets for you to plan your own. Download these possibilities to develop in relation to your cohort of children’s experiences and interests:

We have created a possibility sheet for you to plan your own trips – with guidance for completion and a blank copy for your own planning:

When you come back

Why not continue to extend the learning by exploring what your children are interested in through the medium of a selection of appropriate texts: we have made some suggestions here but would welcome further books or resources that you have used effectively with your children.

Further reading

Overcoming barriers

An early task for the Exploring the Wider World project was to identify the barriers to taking children out and about beyond the setting. Only

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Taking risks

Risk is a natural part of our existence, as we look to explore and make sense of the world around us. What is key is

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Your resources

Meaningful learning opportunities relating to understanding the world rely on rich and stimulating resources. Consider what you have Rich and well thought out resources make

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Taking 4-year-olds out

Most 4-year-olds can walk faster and further than their younger counterparts. This means that they can venture further afield than the three year olds in

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Using social media

Social media is a powerful tool for sharing examples of good practice and celebrating achievements – but there potential pitfalls, particularly relating to consent. We

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Cultural capital

This article by Early Education Associate Anni McTavish explores the term “cultural capital”, and what it might mean for early years practitioners and their settings.

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Transition is part of the maturation process. Most children and their families find moving from one stage to the next seamless. Transitions need careful planning and will

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