fbpx Curriculum | LEARNZ


<--Matariki: A wānanga with Dr Rangi Matamua

The page provides information about the New Zealand Curriculum (NZC) to support teaching and learning in relation to this field trip.

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
Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals.

Level 2

  • Understand how cultural practices reflect and express people’s customs, traditions, and values.
  • Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.
  • Understand how people make significant contributions to New Zealand’s society.

Level 3

  • Understand how cultural practices vary but reflect similar purposes.
  • Understand how people remember and record the past in different ways.

Level 4

  • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Place and Environment
Students learn about how people perceive, represent, interpret, and interact with places and environments. They come to understand the relationships that exist between people and the environment. (In this instance, Matariki is “the place”).

Continuity and Change
Students learn about past events, experiences, and actions and the changing ways in which these have been interpreted over time. This helps them to understand the past and the present and to imagine possible futures. (In this case, it could be about European and Māori perspectives about “the stars”, how celebrations marked with a holiday are chosen, or how different people celebrate “New Year”.)


Planet earth and beyond
The interconnecting systems and processes of the Earth, the other parts of the solar system, and the universe beyond. Knowing and understanding the numerous interactions of Earth’s four systems – geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (life) – with the solar system.

Nature of science
Students learn what science is and how scientists work. They develop the skills, attitudes, and values to build a foundation for understanding the world. They come to appreciate that while scientific knowledge is durable, it is also constantly re-evaluated in the light of new evidence. They learn how scientists carry out investigations, and they come to see science as a socially valuable knowledge system. They learn how science ideas are communicated and to make links between scientific knowledge and everyday decisions and actions.

The Arts

Arts education explores, challenges, affirms, and celebrates unique artistic expressions of self, community, and culture. It embraces toi Māori, valuing the forms and practices of customary and contemporary Māori performing, musical, and visual arts.

Aotearoa NZ Histories

MOE draft for consultation (PDF)


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:

  • Video and images
  • Online content
  • Soundbites
  • 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.