Curriculum

NZ Curriculum icon.

Key concepts

adaptations, Bay of Plenty, changing values, citizenship, community involvement, data gathering, environmental impacts, fish, fisheries, food webs, fresh water environments, future focus, government, habitat, human impacts, innovation, insects, invertebrates, lakes, land management, land use, life cycle, local iwi, managing resources, marketing, modelling, monitoring change, native species, people and the environment, perspectives, publicity, risk management, risks, rivers, scientific research, social and environmental impacts, statistics, survey, sustainability, Taupō, technological change, technological innovation, technology, tourism, trout, values, viewpoints, water, water cycle, 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 Sustainable Wai 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 Sustainable Wai 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).

Science


Strand	Achievement Aims	Background Pages
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 \| Explore various aspects of an issue and make decisions about possible actions. Communicating in science Levels 1-2: Build their language and develop their understandings of the many ways the natural world can be represented. Level 3-4: Begin to use a range of scientific symbols, conventions and vocabulary.	All
Living World	Life Processes Level 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 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.	Lake Taupō's Web of Life Threats to Ecology Introduced Weeds and Fish Managing the Taupō Fishery Whio - A Freshwater Indicator Species
Planet Earth and Beyond	Interacting systems Level 1-2: Describe how natural features are changed and resources affected by natural events and human actions. Level 3-4: Investigate the water cycle and its effect on climate, landforms, and life.	The Water Cycle The Taupō Catchment

Social Science


Strand	Achievement Aims	Related background pages
Place and Environment	Level 1: Understand how places in New Zealand are significant for individuals and groups. Level 2: Understand how places influence people and people influence places. Level 3: Understand how groups make and implement rules \| Understand how people view and use places differently. Level 4: Understand how formal and informal groups make decisions that impact on communities.	A Precious Resource Cultural Importance Wai Tourism Managing the Taupō Fishery Whio - A Freshwater Indicator Species

Health and Physical Education

Strand

Achievement Aims

Related Background Pages

Healthy communities and environments - D

D2 Community Resources

Level 2: Share ideas and beliefs about ways in which the environment contributes to well-being and work with other people to make improvements.

Level 3: Identify how health care and physical activity practices are influenced by community and environmental factors.

Level 4: Access a range of health care agencies, recreational resources, and sporting resources (related to freshwater) and evaluate the contribution made by each to the well-being of community members.

A Precious Resource
Threats to Ecology
Introduced Weeds and Fish
Cultural Importance
Wai Tourism

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