This article provides an up-to-date list of reasons for teachers to create a case for residential
fieldwork. The list was developed as part of a project examining ‘learning journeys’ of inner-urban
school visits to residential field centres in England. Uniquely, it draws from the perspectives of students
and teachers in light of the changes to A-level biology assessment. As resourcing constraints following
the COVID-19 pandemic threaten fieldwork, this evidence-based case shows that residential visits
are more valuable than ever. It is argued that, amidst the post-pandemic ‘catch up’ discourse and by
putting ‘nature’ at the centre, field visits can work even harder for the benefit of urban students
