Curriculum

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

NZ Curriculum icon.

Key concepts

adaptations, biodiversity, birds, Canterbury, carbon cycle, changing values, conservation, ecology, ecosystems, environment, environmental action, future focus, green waste, guardianship, kaitiaki, kaitiakitanga, land use, landfill, methane, monitoring change, native birds, native species, perspectives, pests, plants, recreation, resource use, restoration, sustainability, values, water quality, wetlands

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 Ecological Restoration 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 Ecological Restoration 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	Related 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.	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.	All

Social Science

Strand

Achievement Aims

Related background pages

Continuity and Change

Place and Environment

Level 2: Understand how places influence people and people influence places.

Level 3: Understand how groups make and implement rules | Understand how people make decisions about access to and use of resources | Understand how people view and use places differently.

Level 4: Understand how exploration and innovation create opportunities and challenges for people, places, and environments | Understand how people participate individually and collectively in response to community challenges

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