A class trip is a lively way to practise budgeting because the numbers connect to a real plan: getting there, eating, taking part and allowing for surprises. This activity uses a fictional limit of $25 per student. It is not a statement about current New Zealand transport or admission prices; teachers should replace the sample figures with verified local quotes before making a real booking.
The challenge
In teams, plan a day out for 24 students. Your total must stay at or below $600, which is $25 per student. Your plan should include travel, an activity, food and a small contingency. It should also explain how students with different access, food or mobility needs can take part.
Give each team these sample costs to start: bus contribution $8 per student, activity entry $7, packed lunch $6 and contingency $4. The total is $25 each, or $600 for 24 students. These are invented classroom figures. Teams can change them, but they must show the arithmetic and say which numbers they would need to confirm with a provider.
Make the numbers tell a story
Ask teams to make a one-page plan with four columns: item, cost per student, group total and how the figure was checked. Multiply each per-person amount by 24. For example, a $7 activity cost becomes $168 for the group. Add all group totals and compare the result with the $600 limit.
Then introduce a change card: the bus quote rises by $48 for the whole class, rain moves the group indoors, or one student needs a different lunch option. Teams should decide whether to use contingency, change an activity, or revise the plan. They must explain who is affected by each choice. A budget is a way to make trade-offs visible, not just a maths worksheet.
For a second round, invite students to design two options: the lowest-cost workable trip and the best-value trip. Best value may mean a more accessible venue, a shorter travel day or an activity that everyone can enjoy. The cheapest line on a page does not always make the best overall experience.
Debrief without judging
Finish by asking what the teams found easy to estimate and what they needed to verify. Which cost changed the total most? Did the contingency protect the plan? What would make the plan fairer for a family unable to contribute the same amount? Keep the focus on systems and choices, not on classmates’ household circumstances.
Sorted’s step-by-step budgeting guide describes a budget as a plan for money coming in and going out. This activity turns that idea into a shared, low-stakes exercise. In a real trip, the organiser should confirm quotes, payment deadlines, transport, permissions and any school subsidy before asking families to pay.
Quick check: If a team chooses a $9 bus contribution, $6 activity, $5 lunch and $3 contingency, what is the total per student? ($23.) For 24 students, what is the group total? ($552.) How much remains under the fictional $600 cap? ($48.)
FAQs
Are the sample prices real New Zealand prices?
No. They are invented for the classroom exercise. Check current local quotes before planning a real trip.
Why include a contingency?
It gives the plan room to respond to a change or an overlooked cost without immediately exceeding the limit.
What is the class limit in this activity?
The fictional limit is $25 for each of 24 students, or $600 in total.
Can students choose a plan over budget?
They can show it as an alternative, but they should identify the gap and explain a realistic adjustment before it counts as a workable plan.
How can the activity include different needs?
Ask teams to consider access, travel, food and participation from the start, then verify options with the school and providers.
Should the class ask families to cover a shortfall?
That is a school decision, not an assumption for students to make. Discuss affordability and available support with the appropriate adults.
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