School Geography Trips to Iceland

FAQs about this tour

Find the answers to some of our most frequently asked questions.

• When do you recommend travelling to Iceland?

  Anytime between February and November. It when the weather is most settled.

• When would you say we would have the best chance of seeing the Northern Lights?

  It goes without saying that it’s not guaranteed – but we would say travel between September and April for the best chance of seeing this amazing natural phenomenon!

• Is it better to visit Iceland in winter or summer?

  Both times of year are great! They offer very different experiences and landscapes – cold and snowy or lush and green. Whichever your school prefers!

• Can you visit Iceland on a budget when planning a Geography School Trip?

  Yes, you don’t need a huge budget to visit Iceland on a school trip, as long as you can be flexible on dates. It’s always much cheaper to travel during term time if this is possible for your school. It’s also much quieter so you have more space and freedom to explore the stunning landscape of Iceland – school trips to Iceland cannot be beaten.

• How do we get to Heimaey?

  There is short ferry crossing from Landeyjahöfn to Vestmannaeyjar that  takes around 35-40 minutes.

• What locations and geological features will students visit, and how do they support learning objectives?

  On the Reykjanes Peninsula and Geopark, students are introduced to Iceland’s dramatic tectonic setting. Here they can walk across the Bridge Between Continents, literally standing on the boundary between the Eurasian and North American plates. Geothermal features such as the bubbling mud pools at Gunnuhver and the steaming vents of Krýsuvík bring volcanic and hydrothermal processes to life, while young lava fields and rugged coastlines highlight the interaction between volcanism and erosion. These experiences directly reinforce understanding of plate tectonics, rifting, and landform development.

  The Golden Circle is a highlight of the trip, combining several key sites. At Thingvellir National Park, students can observe a rift valley formed by plate separation, supporting learning about tectonic plate boundaries. The Geysir geothermal area demonstrates hydrothermal activity with erupting geysers and steaming hot springs, offering a vivid case study of geothermal processes. At Gullfoss waterfall, students study fluvial erosion, waterfall formation, and river systems in action, while visits to the Secret Lagoon or Fridheimar greenhouse connect physical geography to human activity, showing how geothermal energy is used for bathing and agriculture.

  On the South Coast, geography students encounter a mix of glacial, fluvial, and coastal processes. The powerful Skogafoss and delicate Seljalandsfoss waterfalls reveal the influence of erosion and geology on waterfall formation. A guided walk on Solheimajökull glacier provides first-hand evidence of glacial retreat and meltwater channels, linking to climate change and glacial systems topics. At Reynisfjara beach, students see black volcanic sands and towering sea stacks, which illustrate the impact of wave action and coastal erosion in a volcanic setting. The nearby Eyjafjallajökull visitor centre gives context to the 2010 eruption, linking physical geography with human impacts and hazard management.

  At the Hellisheidi Geothermal Power Station, students gain insight into how Iceland harnesses its unique geology for renewable energy. By exploring the power plant’s systems and outputs, they see how geothermal energy is converted into electricity and hot water, reinforcing curriculum objectives around energy resources, sustainability, and human–environment interaction. This case study contrasts sharply with fossil fuel reliance in other countries and helps students evaluate the benefits and challenges of renewable energy.

  A visit to the Blue Lagoon demonstrates another human use of geothermal resources, this time through tourism and leisure. Students learn how heated groundwater, originally drawn from a geothermal power plant, has been developed into one of Iceland’s most famous tourist attractions. This location raises valuable questions about sustainable tourism, environmental impacts, and the economic role of natural features, making it a strong link to human geography.

  The Fagradalsfjall eruption site and Natthagi Valley allow students to explore a newly formed volcanic landscape. They can walk over solidified lava flows, study craters, and observe the scale of recent eruptions. This reinforces concepts of volcanic hazards, landform development, and risk management, while emphasising how active Iceland’s geology remains today.

  The interactive LAVA Centre builds on these field experiences by helping students visualise the processes behind earthquakes, eruptions, and rifting. Through simulations and models, students gain a clearer understanding of the internal structure of the Earth, magma movement, and hazard monitoring. This strengthens their theoretical knowledge and connects classroom learning to real-world evidence.

  An optional excursion to Heimaey in the Westman Islands introduces students to the 1973 eruption of Eldfell. Here, they can see how lava nearly engulfed the town, study how the community responded, and explore how the eruption reshaped both the island’s landscape and its economy. This provides a case study of natural hazards and human resilience, highlighting the close relationship between people and environment in volcanic regions.

• How does the itinerary link to the GCSE Geography curriculum?

  The Reykjanes Peninsula & Geopark section directly connects with the GCSE topic of plate tectonics and volcanic/tectonic landforms. Students can see faulting and rifting in the landscape (e.g. the Bridge Between Two Continents), active geothermal features (hot springs, mud pools, lava flows) and understand how the Mid‐Atlantic Ridge exerts influence on land formation in Iceland.

  Moving on to the Golden Circle itinerary – Thingvellir, Geysir, Gullfoss, etc. – this provides concrete examples for hydrothermal activity, river systems & landscapes, and erosion. Gullfoss waterfall demonstrates river erosion, waterfall profiles and how rivers can shape land; Geysir geothermal area shows the release of heat and geothermal water, supporting thermal features and geothermal power themes; Thingvellir helps students visualise plate boundary effects on landscapes.

  The glacier visits (notably Sólheimajökull glacier) are central to the GCSE topic of glacial systems and landscapes, especially showing glacial retreat, moraine formation, and glacier dynamics. These also tie into climate change, since students can observe evidence of ice loss or changing glacier extent.

  The itinerary’s inclusion of Hellisheidi Geothermal Power Station (and other geothermal areas) serves as a case study in renewable energy sources. Students learn how geothermal energy is harnessed in Iceland: the engineering, benefits, cost, sustainability and environmental impact, which matches the GCSE requirement to understand different energy resources and their management.

  Visits to recent volcanic sites (e.g. Fagradalsfjall eruption site, Eldfell on Heimaey) and features such as geysers hot springs or lava fields are directly relevant to natural hazards: understanding volcanic hazards, risk, monitoring, mitigation, and also considering the human response and recovery.

  Coastal locations (Reynisfjara black sand beach, sea stacks, cliffs) link to the GCSE topic of coastal systems and landscapes. Students see wave action, erosion (e.g. arches, stacks, cliff retreat), sediment transport, and volcanic influence on coastal landforms.

  Finally, many of the sites contribute to broader cross-cutting themes in the GCSE specification: weather and climate (seeing how Iceland’s climate shapes its glaciers, weathering, landscapes), resource management, water and carbon cycles, ecosystems, tourism (how natural features are used by people and the tensions between conservation and use).