You can contact LEARNZ, part of CORE Education, at:
PO Box 13 678,
Helped to get students actively involved and participating in science and suitability projects.
This trip was real science in action and my students had buy-in from the start. The videos and real life experiences are very beneficial to the children's learning, opening their eyes to the wider world and I love the way the field trips incorporate aspects of Maori culture and beliefs.
It supported teaching about the principles and values of the NZC for this group of 5-10 year old students, who are a part of the school's environmental team. It has been a driver for these students to form connections with those experts in our community who can support their projects, such as biosecurity officers at the regional council and local iwi.
For my NZ students currently living overseas, it was most effective in raising their awareness of fauna back home and actions some people have taken to help kerer.
Great. We used it to plan our own Kereru Count field trip.
The students love the fact that the website format doesn't change from field trip to field trip. When you have chosen the 'right' field trip, there is an increase in student agency. As we live in an area where there are plenty of Kereru, this field trip was very appropriate in the leadup to the Great Kereru Count.
Suited the inquiry process the students were about to begin locally. Supported our classroom based programme - good ideas that we could follow.
Students could relate to this, as we have kereru around our school and it was good to find out ways to make sure this continues. Fabulous way to learn about what is really happening in and around our country and then transfer that learning to local communities.
My students were very engaged in the kererū topic and enjoyed learning about something they could see in their own environment. It aligned with our theme/values this term of tangata whenua - kaitiakitanga. The web site encouraged independent learning and I was also able to use it to enhance our reading and writing programme.
Fantastic link to the Great Kererū Count. Helped support learning in class and our participation in the count itself.
Our class name is Kereru and we did the Kereru Count last year, so lots of links - videos etc held our interest, taught us new content, sparked discussion. Future focussed, fits in with our school value of Kaitiakitanga, visions of sustainability and connectedness. Easy access online tool which has real life context. Great.
We live in an area where Kererū are of significant importance and this really highlighted this for the students. Covered a wide area of teaching specific NZ values.
Provided wonderment and awe !!!! The akonga loved it - fantastic. Amazing PD for me, too.
As I am retiring, I want to thank you for providing this service which I have used for the last 6 years at two different schools.
Was an awesome collaborative and digital experience for chn.
Excellent and effective in students gaining an appreciation of our unique environment. Retiring and I want to thank you for providing this service. I have used it through out many many years of teaching, and have always found it to be of a very high standard.
Kererū Count was of benefit to me as a teacher to enhance engagement with Maori students in science at both the junior year 9 and senior year 12 class. I also used this field trip with my classes to tie in with DOC Conservation Week.
Very appropriate and engaging both due to the focus of the unit and the delivery. Extremely motivating for the students learning. Great to have the personal touch where the children get to interact with Andrew. Very relevant and future focused.
It allowed students to work independently and collaboratively depending on their age. It encourgaged values - respecting our environment. And met a need for science.
Being a Citizen Scientist was extremely valuable and hit many curriculum areas, especially science, maths, art and language. We have been prompted by student feedback to move onto healthy environments and Maori aspects as well.