Curriculum

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All LEARNZ field trips targeting primary and secondary schools are closely linked to the New Zealand curriculum, in particular science, social studies and geography. They can also be used by other subject teachers.

NZ Curriculum icon.

Key concepts

citizenship, community involvement, conservation, culture, DoC, environment, environmental education, future focus, GIS, GIS and iwi, identity, location based information, Māori, maps, monitoring change, native species, perspectives, population, recording, recreation, science, scientific research, sustainability, taonga, values

The New Zealand Curriculum - NZC

Key Competencies

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

Key competencies Examples of related field trip components
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 Map my Waahi 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 Map my Waahi 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).

Science

     
Strand Achievement Aims Background Pages

Nature of Science


The Map my Waahi field trip relates strongy to nearly all areas of the Nature of Science achievement objective (including understanding about science, investigating in science, communicating in science, and participating and contributing).

Go to The New Zealand Curriculum science achievement objectives for selection of those most applicable to your area of focus.

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Living World


Ecology

  • Levels 1-2: Recognise that living things are suited to their particular habitat.

  • Level 3-4: Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

  • level 5: Investigate the interdependence of living things (including humans) in an ecosystem.

  • level 6: Investigate the impact of natural events and human actions on a New Zealand ecosystem.
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Social Science

     
Strand Achievement Aims Related background pages

Place and Environment

Identity, Culture and Organisation

Continuity and Change


Level 1: Understand how places in New Zealand are significant for individuals and groups | Understand how the past is important to people.

Level 2: Understand how places influence people and people influence places | Understand that people have social, cultural, and economic roles, rights, and responsibilities.

Level 3: Understand how groups make and implement rules | Understand how people view and use places differently.

Level 4: Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people | Understand how exploration and innovation create opportunities and challenges for people, places, and environments | Understand how people participate individually and collectively in response to community challenges.

 

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Technology

     
Strand Achievement Aims Background Pages

Technological Practice

   

Technological Knowledge

 

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Nature of Technology

 

Characteristics of technology

Level 2: Understand that technology both reflects and changes society and the environment and increases people’s capability.

Level 3: Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function.

Level 4: Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.

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Health and Physical Education

     
Strand Achievement Aims Related Background Pages

Personal health and physical development - A

 

A3 Personal identity

L2: 

L3: 

L4: 

 

Healthy communities and environments - D

D2 Community resources

L2: Identify and use local community resources and explain how these contribute to a healthy community.

L3: Participate in communal events and describe how such events enhance the well-being of the community.

L4: Investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members.

 

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 

  1. uses an increasing understanding of the connections between oral, written, and visual language when creating texts
  2. creates a range of texts by integrating sources of information and processing strategies with increasing confidence
  1. making the connection between web conferences, Background Pages, Videos, and own discussion when generating written responses
  2. assimilate information from web conferences, Background Pages, and Videos to create a range of texts

Listening, Reading and Viewing

  1. selects and reads for enjoyment and personal fulfilment
  2. recognises connections between oral, written, and visual language
  3. integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
  4. thinks critically about texts with increasing understanding and confidence
  1. printed copies of Background Pages could be part of classroom library
  2. making links between web conferences, Background Pages, and Videos
  3. web conferences, web conference Backchannel, Videos, and Diaries can be used to make sense of Background Pages and Diaries and generate questions to put to experts for further clarification