<- Homepage: Taonga tuku iho: keeping our heritage alive. Also Curriculum and Glossary.
Heritage New Zealand Pouhere Taonga
The leading national historic heritage agency.
A resource to support teachers of years 1-10. It explores ways to develop understanding about heritage, why it's important, how 'our places' contribute to our concept of heritage and identity, and why heritage is worth preserving.
A range of heritage resources from Te Papa Atawhai Department of Conservation.
NZ History Nga korero a ipurangi o Aotearoa
Information and resources from within the Research and Publishing Group of the Ministry for Culture and Heritage, Wellington, New Zealand. A Classroom and Hands-on history section includes links to guides, external websites and other material for those who are 'doing' and teaching history.
Te Papa National Services Directory of NZ museums and art galleries
Find museums, explore collections, share stories. Kimihia ngā whare taonga, rangahaua ngā taonga, tohatohatia ōna kōrero.
Digital NZ Ā-Tihi o Aotearoa
All things New Zealand. On DigitalNZ you can discover more than 30 million digital items from more than 200 organisations on any topic, all for free.
NZ Identity and Heritage
Features resources related to New Zealand's national symbols and monuments - from the Manatū Taonga/Ministry for Culture and Heritage.
Tohu Whenua is a visitor programme that connects New Zealanders with our heritage and enhances our sense of national identity by promoting significant historical and cultural places.
World Heritage Youth Forum
World Heritage Youth Forum is among the main activities of the World Heritage Education Programme designed to foster intercultural learning and exchange by bringing students and teachers together from different parts of the world.
UNESCO Pacific Heritage Kit
One of the main tools of the World Heritage Education Programme.
UNESCO Memory of the World Aotearoa New Zealand Register
The International Memory of the World Register, administered by UNESCO, seeks to identify items of documentary heritage which have worldwide significance. The Aotearoa New Zealand Register seeks to recognise items of recorded heritage which have national significance, to bring their cultural and historic value to people’s attention, alongside the work done by libraries, archives and museums in preserving this valuable heritage.
World Heritage interactive map.
Our Place, the world heritage collection
Our Place has official partnership status with UNESCO and is photographically documenting world heritage places for global promotions as well as archiving them for posterity.
A project-based learning approach in this field trip
Project-based learning (PBL) is a suggested teaching and learning approach to support student-led inquiry into an area of interest. PBL provides opportunities for students to build key competencies and skills such as:
- critical thinking
- problem solving
Use the online field trip: Taonga tuku iho: keeping our heritage alive to ignite student curiosity and questions, and the following framework to support student-led learning through PBL.
Students can use resources in this field trip to:
- Discover more: Interesting background information, images and page narrations about the field trip topic.
- Connect with experts: Insights into field trip people, their interests and careers
- Explore field trip videos: Field trip videos and information
- Take a Google Earth for Web tour: A virtual experience using interactive maps, 3D images, video images and information.
See, Think, Wonder
Project-based learning requires a meaningful and authentic problem to solve or question to answer. Support students to identify an area of interest, including a problem to solve or question to answer, For example:
- Problem: There are special stories and unique history in our area that not many people are aware of.
- Question: So... how do we keep this history alive and share it with others in the community?
Students can identify their own problem and question to answer as they engage with this field trip, supported by the following questions:
- What do you SEE?
- What do you THINK?
- What did you WONDER about?
- What QUESTIONS do you have?
- What do you want to FIND OUT MORE about?
Help students to establish goals, plan, connect, and create content and/or a solution. For example:
- Plan and approach: Brainstorm various methods for gathering and recording a range of unique stories and history from the local area. Consider where these stories might come from and who might tell them. They could be stories unique to families of students in the class. Ask: How can we ensure these stories are correctly told? Who might we ask to tell the story or verify it? What phtographic evidence or artefacts might help to tell the story? What criteria might we establish to help us decide what stories and history to record?
- Solution: Decide what stories to focus on and arrange suitable methods for recording them.
Students analyse who they want to know about their project and why. Essentially who cares?
- Who in the school and community would benefit from their ideas and information?
- What careers connect with their ideas and information?
- What organisations can use student ideas and information?
- Is there need for a wider audience? National? Global?
Students identify how they will share their content for effective impact. Some examples include, but are not limited to:
- School assembly and communications with whānau.
- Showcase in a local library, community centre, cafe and/or to a local business.
- A community event
- Digital platform: in a movie, website, Google Earth for Web, on a school social media platform.
- Local media outlets.
Share your students' work with LEARNZ!
Send us a small file (less than 10Mb). You can do this as an attachment to firstname.lastname@example.org.
If it's a large file, send a link to a public file/resource to email@example.com.
For example, entries can be uploaded onto a YouTube account with the privacy option on ‘Public'. Or send a link to a file in your school Google drive, set it to ‘Anyone with a link’, as ‘Viewer’. Please do not send in large source files. Make sure you provide us with your students' first names, year group/s and the name of your school in your email. Add a brief description if you think it's needed. Before your students share any learning, please ensure you review it first; Any other media content, such as images and sound, need to adhere to appropriate Creative Commons licensing. Make sure any people who are in images and video have given their permission to feature.
Student self assessments
Your students can complete the online student pre-assessment and post-assessment forms for this field trip. Once completed you can email firstname.lastname@example.org to have your class submissions extracted and emailed to you. It's OK if just some of your students have filled them in or if they have submitted either self assessment rather than both.
- Video question sheet - Word (31k) | PDF (217k) | Google doc to use for each video (based on SOLO Taxonomy).
- Web conference activity: Students can work on this activity while they listen to live or recorded web conferences - PDF (118k) | Google Doc. Notes from these pages could be shared to help put together the class web conference summary.
- Webconference summary sheet: A class summary of an web conference is a great way of reviewing the information your students heard. It's easy to do, purely as some text, or as main facts on a picture background. - PDF (78k) | Google doc.
The LEARNZ team would love to see how students and teachers are participating in this trip! We will use your mahi to improve this and other online field trips, as well as share and credit any teacher and student contributions in our online spaces! Send to: email@example.com