Curriculum

NZ Curriculum icon.

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

Auckland, business, carbon cycle, catchment, changing values, chemical reactions, consequences of consumption, ecosystems, electric vehicles, electricity, electric generation, energy, environment, geology, GPS, green waste, land use, landfill, methane, resource use, restoration, risk management, sustainability, technological innovation, transport, 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 No More Tips or Dumps 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 No More Tips or Dumps 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

Background Pages

Economic World

Continuity and Change

Place and Environment

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.

All

Science


Strand	Achievement Aims	Background Pages
Physical World	Physical inquiry and physics concepts Levels 1-2: Explore everyday examples of physical phenomena (electricity).	Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)
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).	The Environment and Modern Landfills (landfill liner) Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)
Living World	Ecology Levels 1-2: 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.	The Environment and Modern Landfills (soluble run-off, noise, odours, wind-blown rubbish, visual considerations) Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)
Planet Earth and Beyond	Interacting Systems Levels 1-2: Describe how natural features are changed and resources affected by natural events and human actions.	Why do Landfills Exist? (the modern landfill) The Environment and Modern Landfills (extreme events - earthquakes, wind and rain) Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)

Technology


Strand	Achievement Aims	Background Pages
Technological Knowledge	Technological products Level 1: Understand that technological products are made from materials that have performance properties. Technological systems Level 1: Understand that technological systems have inputs, controlled transformations and outputs.	The Environment and Modern Landfills (state-of-the-art liner, environmental monitoring and testing, methane capture for electricity generation) Organic Waste and Landfill Gas (methane capture for electricity generation and reducing environmental harm)
Nature of Technology	Characteristics of technology Level 2: Understand that technology both reflects and changes society and the environment and increases people's capability. Characteristics of technological outcomes Level 2: Understand that technological outcomes are developed through technological practice and have related physical and functional nature.	The Environment and Modern Landfills (state-of-the-art liner, environmental monitoring and testing, 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	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 the connection between Web conferences, Background Pages, Videos, and own discussion when generating written responses assimilate information from Web conferences, Background Pages and Videos to create a range of texts
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	printed copies of Background Pages could be part of classroom library making links between Web conferences, Background Pages and Videos Web conferences, Videos and Diaries can be used to make sense of Background Pages and generate questions to put to experts for further clarification