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NZ Curriculum icon.

All LEARNZ field trips targeting primary and secondary schools are closely linked to the New Zealand curriculum, in particular health and physical education, science and social studies. They can also be used by other subject teachers.

Key concepts

Adventure, Auckland, expedition, explorers, goal setting, hauora, heritage, identity, inspiration, islands, leadership, managing resources, Māori, marine environment, migration, ocean currents, oceans, Outdoor Education, outdoor pursuits, Pacific Ocean, people and the environment, people in the past, personal health, resilience, risk management, traditions, voyaging, weather, wind.

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)


The Spirit of Adventure 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 Spirit of Adventure 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).

Health and Physical Education

Strand Achievement Aims Related Background Pages

Personal health and physical development - A


A3 Safety management

L2: Identify risk and use safe practices in a range of contexts.

L3: Identify risks and their causes and describe safe practices to manage these.

L4: Access and use information to make and action safe choices in a range of contexts.

L5: Investigate and practise safety procedures and strategies to manage risk situations.

  • Learning to Sail
  • Spirit of Adventure
  • Life Onboard
  • Health and Safety
  • Why Go Sailing

Relationships with other people - C

C1 Relationships

L2: Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

L3: Identify and compare ways of establishing relationships and managing changing relationships.

L4: Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses.

L5: Identify issues associated with relationships and describe options to achieve positive outcomes.

  • Spirit of Adventure
  • Life Onboard
  • Health and Safety
  • Why Go Sailing

Healthy communities and environments - D

D1 Societal attitudes and values

L2: Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

L3: Identify how health care and physical activity practices are influenced by community and environmental factors.

L4: Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand.

L5: Investigate societal influences on the well-being of student communities.

  • Spirit of Adventure
  • Life Onboard
  • Health and Safety
  • Why Go Sailing

Social Science

Strand Achievement Aims Background Pages

Identity, Culture and Organisation

Continuity and Change

Place and Environment


Level 2: Understand how cultural practices reflect and express people’s customs, traditions, and values.


Level 3: Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.


Level 4: Understand how exploration and innovation create opportunities and challenges for people, places, and environments.


Level 5: Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.



Strand Achievement Aims Background Pages

Nature of Technology



Nature of Technology
  • Level 1-3; Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.
  • A Brief History of Sailing
  • Traditional Navigation
  • Learning to Sail
  • Health and Safety


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 

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, Videos and Diaries can be used to make sense of Background Pages and generate questions to put to experts for further clarification