While we often talk about ‘the curriculum’ – as I have done in the title of this chapter – there is, in fact, no one curriculum, but many, given life by the passions of educators and the places that we visit. In fact, it might even be argued that the most important facets of learning in the field come from the spontaneity and emergent experiences which arise in relationship with the places we visit with our students. While the impetus for fieldwork is provided by a preconceived notion of what is important and what should be learnt (i.e. ‘the curriculum’), it is demonstrated that these wider conceptions of learning are also important for learners. Interaction with the environment, with each other, and reflections on personal experiences, can elicit considerable learning and – on occasion – produce transformative, and disruptive, moments, which resonate into young people’s lives and which crucially have the power to contribute to a citizenship capable of environmentally and socially responsible decision-making (Selby and Kagawa, 2015; Jickling, 2017). This, it might seem, is an extraordinary ask for fieldwork – but we live in extraordinary times. The generation studying GCSEs and A-levels1 today face great changes and uncertainty.