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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.

Key Concepts

3D maps, adventure, citizenship, drones, electronic navigation, expedition, flight, future focus, gadgets, geospatial, GIS, goal setting, government, GPS, hauora, identity, innovation, interactive maps, kaitiaki, kaitiakitanga, land use, LINZ, location based information, maps, navigation, Outdoor Education, outdoor pursuits, people and the environment, personal health, physical activity, risk management, satellite, sustainability, technological change, technological innovation, technology, topographical maps, tramping, weather, Wellington.

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 Get Outdoors 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 Get Outdoors 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).

Health and Physical Education

Strand Achievement Aims

Personal health and physical development - A

A2 Regular physical activity

Level 2: Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

Level 3: Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being.

Level 4: Demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being

A3 Safety management

Level 2: Identify risk and use safe practices in a range of contexts.

Level 3: Identify risks and their causes and describe safe practices to manage these.

Level 4: Access and use information to make and action safe choices in a range of contexts.

Healthy communities and environments - D

D1 Societal attitudes and values

Level 2: Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

Level 3: Identify how health care and physical activity practices are influenced by community and environmental factors.

D3 Rights, responsibilities, and laws; D4 People and the environment

Level 4: Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

Social Science

Strand Achievement Aims

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



Strand Achievement Aims

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.


Strand Achievement Aims 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

  • Field Trip Number Challenge - Word (31k) | PDF (125k)
  • Surveying Maths Problem - Word (87k) | PDF (485k)



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 

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.

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, Videos and Diaries can be used to make sense of Background Pages and Diaries and generate questions to put to experts for further clarification


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

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)