ABSTRACT
Somehow it is accepted wisdom in schools that fieldwork is vital to progression in geography, but the same consensus does not exist for progression in history. History teachers can find themselves having to justify the need for an educational visit both to sceptical members of leadership teams and to colleagues reluctant to release students from their lessons. Therefore, any chapter on educational visits for the use of history teachers needs to start with a rehearsal of the arguments as to why educational visits are a vital and integral part of historical education and not just a bolted-on extra; nice but not essential.
