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This online field trip supports a STEM-based, cross curricular approach to teaching and learning. Participation encourages curiosity, citizen-science and student inquiry.

New Zealand Curriculum (NZC)

Students will be encouraged to value:

  • innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively
  • diversity, as found in our different cultures, languages, and heritages
  • community and participation for the common good
  • ecological sustainability, which includes care for the environment.

Students will be challenged and supported to develop key competencies in the context of this field trip:  

  • Thinking
    Make sense of information, experiences and ideas in this field trip. Seek, use and create new knowledge.
  • Using language, symbols and texts
    Make meaning of a range of field trip content and other related information. Provide information and communicate ideas to others.
  • Managing self
    Individually or with others: establish goals, make and work to a plan, create and present ideas, and/or take action.  
  • Relating to others
    Connect with a range of stakeholders and experts. Recognise different points of view and collaborate with people.
  • Participating and contributing
    Explain, display and/or present to people beyond the classroom. Make connections with others to take action on a field trip related challenge/opportunity, with and for the local community.


NZC learning areas

This field trip supports, but is not limited to, learning in the following areas:

Social Science

  • Identity, culture, and organisation
    Level 2: Understand that people have social, cultural, and economic roles, rights, and responsibilities.
    Level 2: Understand how cultural practices reflect and express people’s customs, traditions, and values.
    Level 2: Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.
    Level 3: Understand how cultural practices vary but reflect similar purposes.
    Level 3: Understand how people remember and record the past in different ways.
    Level 3: Understand how the movement of people affects cultural diversity and interaction in New Zealand.
    Level 4: Understand how formal and informal groups make decisions that impact on communities.
  • 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 4: Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
  • Continuity and change
    Level 3: Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
    Level 4: Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Aotearoa New Zealand histories

Taonga tuku iho also supports the Aotearoa New Zealand histories curriculum, which is part of the social sciences learning area. The following key knowledge areas will be explored in this online field trip:

Years 7 - 8:
Tino rangatiratanga me te kāwanatanga | Government and organisation

  • The signings of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of Independence and Te Tiriti o Waitangi | The Treaty of Waitangi emerged from a long period of complex interactions between hapū/iwi and newcomers in which Māori were the majority. These interactions, particularly those with missionaries, helped to facilitate the treaty process. Also important were the international events and ideas of the time that informed the Crown’s thinking and actions.

Years 4-6:
Tūrangawaewae me te kaitiakitanga | Place and environment

  • People adapted their technologies and tools to the new environment of Aotearoa New Zealand.

Kōwhiringa ohaoha me te whai oranga | Economic activity

  • Traditional Māori economies were finely tuned to the resources within each rohe, which provided the basis for trade between iwi. There were complicated economic relationships between iwi and early newcomers as newcomers sought resources.


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.

  • Listening, Reading and Viewing
    Selects and reads for enjoyment and personal fulfilment
    Recognises connections between oral, written, and visual language
    Integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
    Thinks critically about texts with increasing understanding and confidence
  • Speaking, Writing and Presenting
    Uses an increasing understanding of the connections between oral, written, and visual language when creating texts
    Creates a range of texts by integrating sources of information and processing strategies with increasing confidence


Making use of digital technologies

This field trip utilises a range of digital technologies to connect students to a range of people and places that might otherwise be hard to access. This includes:

  • Web conferencing
  • 3D images
  • Virtual maps
  • Video and images
  • Online content and narrations
  • Social  media

Consider how you can integrate digital technologies to remove barriers and enable further learning in this topic.  Students can integrate digital technologies in innovative ways to design quality, fit-for-purpose digital solutions to field trip related challenges and opportunities.