Camborne Students Visit Iceland to Support Geography Studies

Students from Camborne Science & International Academy have travelled to Iceland this term, swapping the classroom for glaciers, geysers and volcanic landscapes as part of their geography studies.

The trip gave students the chance to see GCSE and A-level geography brought to life across some of the world’s most dramatic natural environments.

Exploring Iceland’s Natural Wonders

During the visit, students explored key sites across the country, including glaciers, waterfalls, geothermal areas and volcanic landscapes.

One of the highlights was walking on part of the Sólheimajökull glacier with specialist guides. While there, students learned how glaciers shape the land and how climate change is affecting them.

The group also visited a geothermal power station to see how Iceland uses renewable energy to heat homes and generate electricity. The journey continued to Gullfoss waterfall, Geysir and Þingvellir National Park.

At Þingvellir, students stood between the Eurasian and North American tectonic plates, gaining a real-world understanding of plate tectonics and landscape formation.

Learning Beyond the Classroom

The trip also included time in Reykjavík, where students explored the city and coastline. An evening spent viewing the northern lights marked a memorable end to a visit focused on geography, sustainability and the natural environment.

Camborne Science & International Academy, part of Athena Learning Trust, offers students opportunities to extend learning beyond the classroom through experiences designed to build knowledge, confidence and curiosity about the world. The Iceland trip supports the school’s geography curriculum, which encourages students to explore how human and physical processes shape places and landscapes.

Emma Haase, Principal of Camborne Science and International Academy, said:

“The trip gave students a fantastic opportunity to see geography in action. Experiencing Iceland’s landscapes first-hand helped deepen their understanding of climate, energy and physical geography in a way that classroom learning alone can’t.”