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NZ Curriculum icon.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.

Key concepts

boundary, changing values, citizenship, electric vehicles, future focus, government, infrastructure, innovation, land use, law, NZ Transport Agency, people and the environment, personal health, perspectives, resource use, risk management, risks, road safety, roads, safety, sustainability, technological change, technology, transport, urban design, values, viewpoints, Wellington

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 readings and throughout the web site.
Managing self Numerous content-related activities and quizzes 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 and situations involving individuals from throughout Aotearoa.
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)


The Getting Around field trip encourages, models and explores these values:

  • innovation, inquiry and curiosity
  • diversity
  • community and participation

(see page 10 NZC 2007).

E-learning and pedagogy

The Getting Around 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).

Health and Physical Education

Strand Achievement Aims

Personal health and physical development - A


A3 Safety management

L2: Identify risk and use safe practices in a range of contexts.

L3: Identify risks and their causes and describe safe practices to manage these.

L4: Access and use information to make and action safe choices in a range of contexts.

L5: Investigate and practise safety procedures and strategies to manage risk situations.

Healthy communities and environments - D

D1 Societal attitudes and values

L2: Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments.

L3: Identify how health care and physical activity practices are influenced by community and environmental factors.

Social Science

Strand Achievement Aims

Social Studies

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


Strand Achievement Aims

Technological Knowledge

Technological Knowledge

Technological Products
  • Level 2-4: Understand the relationship between the materials used and their performance properties in technological products.

Technological Practice

Technological Practice

Planning for practice
  • Level 2-4: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.

Brief development

  • Level 2-4: Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome.

Outcome development and evaluation

  • Level 2-4: Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity.

Nature of Technology

Nature of Technology
  • Level 2-4: Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.


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 

Speaking writing and presenting

  1. uses an increasing understanding of the connections between oral, written, and visual language when creating texts
  2. creates a range of texts by integrating sources of information and processing strategies with increasing confidence
  1. Making the connection between web conferences, background readings, videos, Google Earth Tour and own discussion when generating written responses.
  2. Assimilate information from web conferences, background readings, Google Earth Tour and videos to create a range of texts.

Listening, Reading and Viewing


  1. selects and reads for enjoyment and personal fulfilment
  2. recognises connections between oral, written, and visual language
  3. integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
  4. thinks critically about texts with increasing understanding and confidence
  1. Printed copies of background readings could be part of classroom library.
  2. Making links between web conferences, background readings, and videos.
  3. Web conferences and videos can be used to make sense of background readings and Google Earth Tour and generate questions to put to experts for further clarification.