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Curriculum

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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

Canterbury, carbon cycle, catchment, changing values, chemical reactions, consequences of consumption, conservation, electric vehicles, electricity, electric generation, energy, environment, geology, land use, landfill, methane, recreation, rubbish, sustainability, technological innovation, waste, water quality.

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)

Values

The Waste not Wasted 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 Waste not Wasted 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

Economic World

Place and Environment

Continuity and Change

Level 1: Understand that people have different roles and responsibilities as part of their participation in groups.

Level 2: Understand how people make choices to meet their needs and wants | Understand how places influence people and people influence places | Understand how time and change affect people's lives.

Level 3: Understand how groups make and implement rules (and laws) | Understand how people view and use places differently | Understand how people make decisions about access to and use of resources.

Level 4: Understand how producers and consumers exercise their rights and meet their responsibilities | Understand how exploration and innovation create opportunities and challenges for people, places, and environments | Understand that events have causes and effects | Understand how formal and informal groups make decisions that impact on communities.

Science

     
Strand Achievement Aims Related background pages

Physical World


Physical inquiry and physics concepts

  • Levels 1-2: Explore everyday examples of physical phenomena (electricity).

Material World

Chemistry and society

  • Levels 3-4: Relate the observed characteristic chemical and physical properties of a range of different materials to technological uses and natural processes (landfill liner, decomposition, methane).

Living World


Ecology

  • 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.

Planet Earth and Beyond

Interacting Systems

  • Levels 1-2: Describe how natural features are changed and resources affected by natural events and human actions.

Technology

     
Strand Achievement Aims Background Pages

Nature of Technology

Characteristics of technologicaly
  • 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.

Characteristics of technological outcomes

  • Level 2: Understand that technological outcomes are developed through technological practice and have related physical and functional nature.
  • Level 3: Understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures.
  • Level 4: Understand that technological outcomes can be interpreted in terms of how they might be used and by whom and that each has a proper function as well as possible alternative functions.

Technological Knowledge

Technological systems

  • Level 2: Understand that there are relationships between the inputs, controlled transformations, and outputs occurring within technological systems.
  • Level 3: Understand that technological systems are represented by symbolic language tools and understand the role played by the “black box” in technological systems.
  • Level 4: Understand how technological systems employ control to allow for the transformation of inputs to outputs.

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.
  • Innovation at Kate Valley (state-of-the-art liner, extensive environmental monitoring and testing, modern machinery, trucks with real-time cameras and GPS, methane capture for electricity generation)
  • Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)

English

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.