Planning a Visit


  • The many ways an experience at a cultural organisation, eg a museum, gallery, zoo or botanic garden can connect your classroom learning and assessment program to the wider community
  • The learning outcomes you want your students to achieve—both on the day and after the event.


  • Your needs and learning program with an education coordinator at the organisation prior to booking. Most events can be adapted to meet your requirements.

Book ahead

  • To guarantee access to displays, special events and prices (as appropriate)
  • To ensure the venue knows you are onsite
  • To maximise learning opportunities available on the day.



  • Visit the organisation or its website
  • Read, adapt and use any supplied learning resources
  • Clarify any questions you have with the education officer or coordinator
  • Refer to your school guidelines for excursions
  • Refer to the SA Teaching for Effective Learning (TfEL) framework 1.4, 4.2 and 4.3.

Your students

  • Determine what prior knowledge and skills your students have that are relevant to the visit
  • Decide what intentional teaching you need to undertake to prepare and orientate your students for the visit e.g. content knowledge, site protocols such as audience behaviour or team skills
  • Think about how you can support students to personalise the experience
  • Include students in planning the experience and determining behavioural expectations.

Accompanying adults

  • Brief other adults coming on the excursion about their role and expectations.

Stay safe in a public place

  • Book in advance
  • Understand your duty of care as a supervising teacher
  • Adhere to the required ratio of students to adults
  • Note in your risk assessment that all of the organisations you might visit have public liability insurance and staff trained in first aid and emergency evacuation procedures. All state government employees have undertaken a criminal history screening in accordance with the respective agency's policy and guidelines.

Debrief and reflect

  • Use any supplied follow up learning resources
  • Allow students to share, apply and assess their learning.