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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

carbon, carbon cycle, changing values, citizenship, climate, climate change, coast, data, data gathering, data visualisation, earth cycles, earth processes, earth science, emissions, energy, environment, future focus, GIS, government, GPS, hauora, human impacts, interactive maps, maps, oceans, satellite, scientific research, story telling, viewpoints, weather

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 Learners will explore a range of concepts and related questions about climate and weather, climate change causes and impacts, and short, medium, and long term actions to reduce those impacts.
Using language, symbols and texts Learners will have the opportunity to use a variety of methods to communicate information, experiences and ideas. They will interpret and make meaning of the 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. On this field trip, learners have the opportunity to actively engage with their school and wider community about climate change. Through their inquiry they generate their own knowledge and could use this to develop suggestions, activities and resources to share with relevant community groups or businesses.

(See page 12-13 NZC 2007)


The Climate Change 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 Climate Change 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

Place and Environment

Identity, Culture and Organisation

Continuity and Change

Students will gain knowledge, skills and experience to:

  • Understand how exploration and innovation create opportunities and challenges for people, places and environments.
  • Understand events have causes and effects.
  • Understand how formal and informal groups make decisions that impact on their communities.
  • Understand how people participate individually and collectively in response to community challenges.


Strand Achievement Aims

Nature of Science

Understanding about science

  • Appreciate that science is a way of explaining the world & that science knowledge changes over time.
  • Identify ways in which scientists work together and provide evidence to support their ideas.

Participating and contributing

  • 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


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


  • Explore how the groups of living things we have in the world have changed over time and appreciate that some living things in New Zealand are quite different from other living things in other areas of the world.

Physical World

Physical inquiry and physics concepts

  • Explore forms of energy and energy transformations.

Planet Earth and Beyond

Earth systems

  • Appreciate that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.

Intetacting systems

  • Investigate the water cycle and its effect on climate, landforms, and life.

 Material World

Properties and changes of matter

  • Compare chemical and physical changes.


Strand Achievement Aims

Technological Practice

Planning for practice

Level 2: Develop a plan that identifies the key stages and the resources required to complete an outcome.

Level 3: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.

Level 4: Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and consideration of stakeholder feedback, to enable the development of an outcome..

Technological Knowledge

Technological products

Level 2: Understand that there is a relationship between a material used and its performance properties in a technological product.

Level 3: Understand the relationship between the materials used and their performance properties in technological products.

Level 4: Understand that materials can be formed, manipulated, and/or transformed to enhance the fitness for purpose of a technological product.

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.

Health and Physical Education

Strand Achievement Aims

Healthy communities and environments - D

D2 Community Resources

Level 2:  Identify and use local community resources and explain how these contribute to a healthy community.

Level 3:  Participate in communal events and describe how such events enhance the well-being of the community.

Level 4:  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.


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