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Curriculum

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The page provides information about the New Zealand Curriculum (NZC) to support teaching and learning in relation to this field trip.

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:

Science

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

  • Earth systems
    Level 2-5: Appreciate that water, air, rocks and soil and lifeforms make up our planet and recognise these are also Earth’s resources
  • Interacting systems
    Level 2-5: Describe how natural features are changed and resources affected by natural events and human actions.

 

Social Science

Continuity and Change

  • Level 2: Understand how time and change affect peoples' lives
  • Level 4: Understand that events have causes and effects

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 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

Technology

  • Technological Products
    Level 1-3: Understand the relationship between the materials used and their performance properties in technological products.
  • Nature of Technology
    Level 4: Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.

Mathematics

  • Number and Algebra
    Level 3: Use a co-ordinate system or the language of direction and distance to specify locations and describe paths
    Level 4: Communicate and interpret locations and directions, using compass directions, distances, and grid references
    Level 5: Apply trigonometric ratios and Pythagoras’ theorem in two dimensions

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.

  • 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.

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