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This online field trip supports a STEM-based, cross curricular approach to teaching and learning. Participation encourages curiosity, citizen-science and student inquiry.

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:

Health and Physical Education

Personal health and physical development - A

  • A1 Personal growth and development
    Level 3: Identify factors that affect personal, physical, social, and emotional growth.

  • A2 Regular physical activity
    Level 2: Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.
    Level 3: Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being.
    Level 4: Demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being

  • A3 Safety management
    Level 2: Identify risk and use safe practices in a range of contexts.
    Level 3: Identify risks and their causes and describe safe practices to manage these.
    Level 4: Access and use information to make and action safe choices in a range of contexts.

  • A4 Personal identity
    Level 3: Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self worth.

Healthy communities and environments - D

  • D1 Societal attitudes and values
    Level 2: Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.
    Level 3: Identify how health care and physical activity practices are influenced by community and environmental factors.

  • D2 Community resources
    Level 3: Participate in communal events and describe how such events enhance the well-being of the community.

  • D3 Rights, responsibilities, and laws; D4 People and the environment
    Level 4: Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

  • D4 People and the environment
    Level 3: Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment.


Social Science

  • Continuity and change
    Level 2: Understand how time and change affect people's lives.
    Level 4: Understand that events have causes and effects.
    Level 5: Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

  • Place and environment
    Level 2: Understand how places influence people and people influence places.
    Level 3: Understand how people view and use places differently.
    Level 5: Understand how people's management of resources impacts on environmental and social sustainability.

  • Identity, culture, and organisation
    Level 2: Understand how cultural practices reflect and express people's customs, traditions, and values.
    Level 2: Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.
    Level 3: Understand how people remember and record the past in different ways.
    Level 4: Understand how formal and informal groups make decisions that impact on communities.
    Level 4: Understand how people participate individually and collectively in response to community challenges.

Aotearoa New Zealand histories (ANZH)

This authentic learning resource aligns with the ANZH curriculum content. Use this trip to springboard into inquiry and gain broader understandings.

Below is ONE suggested direction to support understanding a big idea and progress outcome by the end of year 8, as a guideline:


  • Māori history is the foundational and continuous history of Aotearoa New Zealand.

Know: Tūrangawaewae me te kaitiakitanga | Place and environment

  • Māori cared for and transformed te taiao, and expressed their connection to place by naming the land and its features.


  • I can use historical sources with differing perspectives on the past, giving deliberate attention to mātauranga Māori sources.

Key questions:

  • What practices of Māori transformed the natural environment?
  • How did Māori express their kinship with and custodianship of the environment?
  • How did naming features of the land express their connection with it?

Learning experiences: (Explore examples of)

  • how iwi gave expression to their world-view of a deep kinship and holistic relationship between themselves and the natural world
  • how the Māori sense of custodianship of the environment was defined by the concepts of whakapapa, manaakitanga, mauri, and kaitiakitanga.



The Nature of Science

  • Participating and contributing
    Levels 1-2: Explore and act on issues and questions that link their science learning to their daily living.
    Level 3-4: Use their growing science knowledge when considering issues of concern to them.
  • Understanding about science
    Levels 1-2: Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.
    Level 3-4: Identify ways in which scientists work together and provide evidence to support their ideas.
  • Communicating in science
    Level 3-4: Begin to use a range of scientific symbols, conventions and vocabulary.

Planet Earth and Beyond

  • Life processes
    Levels 1-2: Recognise that all living things have certain requirements so they can stay alive.
    Level 3-4: Recognise that there are life processes common to all living things and that these occur in different ways.
  • 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.
  • Evolution
    Level 1-2: Recognise that there are lots of different living things in the world and that they can be grouped in different ways. Explain how we know that some living things from the past are now extinct.
    Level 3-4: Begin to group plants, animals, and other living things into science-based classifications. Appreciate that some living things in NZ are quite different from living things in other areas of the world.



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:

  • web conferencing
  • 3D images
  • virtual maps
  • video and images
  • online content and narrations
  • 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.