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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

archaeology, celebrations, changing values, conservation, culture, cultures, customs, future focus, human impacts, identity, Māori, maps, migration, New Zealand History, people in the past, perspectives, science, scientific research, sustainability, traditions, values, viewpoints, voyaging

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)


The Tūhura Ahuahu 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 Tūhura Ahuahu 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 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.


Strand Achievement Aims Related background pages

Nature of Science

Participating and contributing

  • Levels 1-2: Explore and act on issues and questions that link their science learning to their daily living.
  • Level 3-4: Use their growing science knowledge when considering issues of concern to them | Explore various aspects of an issue and make decisions about possible actions.

Living World

Life Processes

  • Level 2: Recognise that all living things have certain requirements so they can stay alive.
  • Level 3-4: Recognise that there are life processes common to all living things and that these occur in different ways.


  • Levels 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.



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 chat pod, videos, and diaries can be used to make sense of background pages and diaries and generate questions to put to experts for further clarification.