Teacher testimonials

Geohazards

Formed the basis of an introduction to AS90952 - Demonstrate understanding of the formation of surface features in New Zealand. Curiosity increased as a result of the first audioconference in particular and led to some interesting off-line questions and discussions.

Christopher Manuel from Westland High School

The videos and background material on the Alpine Fault were useful to the students in their studies of Achievement Standard 1.1 - extreme natural events.

Michele Larnder from Westlake Girls' High School

Level of language in the resources was perfect for my wide-range ability Year 10s. The format encourages persistence and allows students to work at their own pace, through material that engages them, testing their knowledge without lots of writing! Parents were able to view the material and this was a valuable opportunity to engage our community.

Claudine Tyrrell from Kaikorai Valley College

This Geohazards virtual field trip hit the nail on the head as a learning tool for Year 8 Earth Science. It has been a great chance for a small rural Northland school to see the wider world, and has broadened my horizons in terms of what is possible with my classes.

Adrian Humm from Ruawai College

The students now have an increased sense of responsibility and citizenship regarding Geohazards, especially as I was able to completely integrate the learning into my reading and writing programme. The resources are amazing and so perfect because they are about N.Z. and show how scientists work.

Dorothy Hutton from Columba College

Learnz field trips allow the students to develop all of the key competencies, principals and values of the NZ curriculum, and complements an innovative learning environment. This Geohazards field trip was very relevant and at an appropriate level for our year 7 and 8 students.

Teresa Shepherd from Mercury Bay Area School

Love your Rubbish

The trip supported the Curriculum values by enabling students to work in differing capacities. LEARNZ gives me the opportunitiy to share experiences from all over NZ with the students in my class whose life experiences may be limited.

Laura Hensley from Rosehill Intermediate

The trip was very effective for my class as we had just finished a school inquiry based on the Invercargill estuary which had been used as the city dump. It inspires students to do something about their environment or begins conversations about how life used to be and how things change, such as the new technology that has been used to make the Kate Valley landfill safe for the environment.

Paula O'Neill from New River School

The field trip fitted with our environment and sustainability topic and saved a lot of resource development time which allowed me to focus more on my students learning. The content was readily accessible for my year 9 students and was effective because of the bite-size delivery e.g. short videos and diary entries that did not take too long to read.

Jonathan Carter from Tikipunga High School

This trip was fantastic as it made direct links to sustainability and future focus. It was also ideal for our new collaborative teaching techniques which included students recording their ideas on iPads.

Dorothy Hutton from Columba College

Under our sustainability inquiry during this field trip, students had a say in what they learned (student voice and agency); they were motivated to learn new things and were comfortable about this (personal agency); and they worked in groups to find answers (peer support). Also students are thinking about changes/actions needed in the future (future-focussed learning); and they worked with other students and people in the community who help them learn (connected agency).

Helen Kennedy from Waverley Park School

As we move to inquiry learning, this is a wonderful tool for supporting teachers - scaffolding our professional development. For students, because there are several ways to access the information our lower ability readers can still complete tasks, supporting their literacy.

Erica Lindridge from Buller High School

It was a great follow on from our litter less lunch inquiry. Good for Social Action, informing our parents about choices when purchasing goods and disposing of the waste.

Deirdre Duggan from Maungatapu School

We had just gone through a process of making submissions to our local council - it will be good to continue to ask them questions now that we are knowledgeable about the Kate Valley landfill.

Ryan Fraser from Maheno School

It (the virtual field trip) helped students think about the environment and how they can contribute to looking after it. The topics related to what we were studying and we did't have to leave the school to experience it.

Peter McDonough from Hebron Christian College (Auckland)

This field trip tied in nicely with our work looking at how we can care for the environment. It also tied in with our maths which included students collecting and analysing their own data about the rubbish we have in our class, at home and around school. The boys in particular were actively engaged; students were amazed at what they didn't actually know about the process that our rubbish goes through.

Marcia Karaitiana from Longford Intermediate

Garden Bird Survey

Being a Citizen Scientist was extremely valuable and hit many curriculum areas, especially science, maths, art and language. We have been prompted by student feedback to move onto healthy environments and Maori aspects as well. 

Shelley Friedrich from Dargaville Primary School

This field trip fitted in perfectly with our philosophy and values as an enviro-school. As a Y1-8 sole charge school everyone was able to access the field trip at some level and we were able to do all the activities together as there was so much photo and video content for the less able readers, yet those more interested could read the texts for greater detail.

Teresa Jones from Waitoriki School

These trips are fantastic. Students absolutely love them. Meets lots of areas of the curriculum - science, arts, english (reading, writing, speaking), maths.

Shelley Barbour from St Albans School

This field trip immediately captured the interest of my tauira (students). As well as encouraging participation in science, it could also be seen in a cultural context of Ngā Tamariki ā Tānemahuta – The Children of Tānemahuta.

Ngawahine Apanui from Te Waha O Rerekohu Area School

When taking part students had to manage self, a Key Competency, to find out more information and research the bird of their interest.

Anna Morton from Pukekohe East School

Where Are We?

My tauira (students) were well engaged about GIS, maps and cartography by the background readings, videos, photos and captions, and listening in on the audioconference. They relished the opportunity to experience the ferry, train and plane through virtual learning. Good links to the Social Sciences and also Technolology.

Ngawahine Apanui from Te Waha O Rerekohu Area School

Using a LEARNZ field trip is important in transforming my teaching from a part digital to a fully digital classroom. We spend three weeks working on this field trip as it fitted in really well with our whole school topic of examining our place in the world. It covered many of the areas of the NZ Curriculum through a cross curricular learning experience. My year 4/5 class liked the choice of reading or listening to the background material. The support provided is thorough and I found it very useful in my teaching.

Jennifer Barrow from Kaniere School

Videos were very helpful to gain students' interest. Activities and discusssions were at the correct level for my class. The field trip involved students of all levels and abilities - they used skills and curriculum knowledge from English, Science, Maths and Social Sciences learning areas.

Michelle O'Neill from Verdon College

Opera

This Opera field trip turned out to be a really neat and enjoyable experience for my tauira (students). There was a lot of interest and comment about the careers and qualifications each member held. Major links to The Arts  but also to Technology (creating/designing costumes, props, sets) and Health/P.E (rehearsals, nutrition, rest, decision making, looking after each other, relating to others, taking responsibility).

Ngawahine Apanui from Te Waha O Rerekohu Area School

Pages