Curriculum

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Key Concepts

Celebrations, changing values, culture, cultures, customs, earth processes, future focus, geospatial, human impacts, hydrographic charts, identity, innovation, location based information, Māori, maps, Matariki, migration, navigation, Nelson, New Zealand History, people in the past, perspectives, science, scientific research, technological change, technological innovation, topographical maps, traditions, values, viewpoints, voyaging, weather, Wellington.

The New Zealand Curriculum - NZC

Key Competencies

LEARNZ virtual field trips contribute to the development of all five key competencies:

Key Competencies	Field trip examples
Thinking	Constructing questions to put to experts during web conferences.
Using language, symbols and texts	Interpreting and making meaning of a variety of language and symbols in the Background Pages and throughout the web site.
Managing self	Numerous content-related Activities provide students with chances to engage with the material and create their own interpretation of the content.
Relating to others	Videos connect students with a range of expert opinions. Students listen actively when seeking answers to video questions.
Participating and contributing	LEARNZ Virtual Field Trips are an ideal medium for group-based topic inquiry. They also enable students to transfer new learning into the context of their own communities where they are encouraged to take action.

(See page 12-13 NZC 2007)

Values

The Matariki and Navigation field trip encourages, models and explores these values:

• innovation, inquiry and curiosity
• ecological sustainability
• community and participation

(see page 10 NZC 2007).

E-learning and pedagogy

The Matariki and Navigation field trip directly involves learning that is supported by information and communication technology (ICT).

In particular, the trip will:

• Assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time.
• Facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom.
• Enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further (Page 36 NZC 2007).

Social Science

Strand	Achievement Aims	Background Pages	Related Activities
Social Studies	Continuity and Change Level 2: Understand how time and change affect peoples' lives Level 4: Understand that events have causes and effects Place and Environment Level 2 Understand how places influence people and people influence places Level 3 Understand how people view and use places differently Level 5 Understand how people's management of resources impacts on environmental and social sustainability Identity, Culture, and Organisation Level 4: Understand how formal and informal groups make decisions that impact on communities Level 5: Understand how systems of government in New Zealand operate and affect people's lives, and how they compare with another system	All	Acitivities

 

Technology

Strand	Achievement Aims	Background Pages	Related Activities
Nature of Technology	Nature of Technology Level 1-3; Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.	All	Acitivities

Mathematics

Strand	Achievement Aims	Background Pages	Related Activities
Number and Algebra	Level 3: Use a co-ordinate system or the language of direction and distance to specify locations and describe paths Level 4: Communicate and interpret locations and directions, using compass directions, distances, and grid references Level 5: Apply trigonometric ratios and Pythagoras’ theorem in two dimensions	All	Field Trip Number Challenge - Word (31k) | PDF (125k) Surveying Maths Problem - Word (87k) | PDF (485k)

English

The selected processes and strategies indicators used in the table below are from Level three of the NZC, but aim to cover indicators from levels two to four.

Strand	Processes and Strategies Indicators	Example of Related Field Trip Component
Speaking, Writing and Presenting	uses an increasing understanding of the connections between oral, written, and visual language when creating texts creates a range of texts by integrating sources of information and processing strategies with increasing confidence	making the connection between Web conferences, Background Pages, Videos, and own discussion when generating written responses assimilate information from Web conferences, Background Pages and Videos.
Listening, Reading and Viewing	selects and reads for enjoyment and personal fulfilment recognises connections between oral, written, and visual language integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts thinks critically about texts with increasing understanding and confidence	printed copies of Background Pages could be part of classroom library making links between Web conferences, Background Pages, and Videos Web conferences, Videos and Diaries can be used to make sense of Background Pages and Diaries and generate questions to put to experts for further clarification

Geography

Level 6: Understand that natural and cultural environments have particular characteristics and how environments are shaped by processes that create spatial patterns

Level 7: Understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns

Level 8: Understand how interacting processes shape natural and cultural environments, occur at different rates and on different scales, and create spatial variations

NCEA Geography

Level 1 

1.6 Describe aspects of a contemporary New Zealand geographic issue (AS91012)
1.8 Apply spatial analysis, with direction, to solve a geographic problem (AS91014)

Level 2

2.6 Explain aspects of a contemporary New Zealand geographic issue (AS91245) 
2.8 Apply spatial analysis, with guidance, to solve a geographic problem (AS91247)

Level 3 

3.6 Analyse a contemporary geographic issue and evaluate courses of action (AS90706)