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New Zealand Curriculum (NZC)
This field trip supports a cross-curricular approach to teaching and learning. It is guided by the 2007 New Zealand Curriculum and Te Mātaiaho –The Refreshed New Zealand Curriculum. It aligns best with, but is not limited to, the learning areas, year groups and progressions presented below.
Select one or more learning areas, concepts and progress outcomes to suit your students’ interests and learning needs.
Use this learning experience as a springboard for multiple areas of inquiry. Look for ways to make connections to learning that matters to students, as well as nationally and locally.
Aotearoa New Zealand’s histories–within Te Ao Tangata | Social sciences
Progress outcome by the end of year 8:
Inquiry practice that brings rigour to learning:.
Key questions:
- How did Māori communicate their knowledge of natural hazards?
- How did naming natural hazards express their connection with them?
Learning experiences – Explore examples of:
- how iwi gave expression to their world-view of a deep kinship and holistic relationship between themselves and the natural world.
Te ao tangata | Refreshed social sciences learning area
Progress outcome by the end of year 8:
Inquiry practice that brings rigour to learning:.
Key questions:
- What causes natural hazards and what might their impacts be?
- How do I prepare for the impacts of natural hazards?
- What economic, environmental, and social challenges have communities faced during past natural hazards?
- How have individuals and groups experienced and responded to these challenges?
Learning experiences – Explore examples of:
- how systems and laws are created at local and national levels in response to economic, environmental, and social challenges.
Social sciences continued (NZC 2007)
The social sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.
- Continuity and change
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
Level 5: Understand how systems of government in New Zealand operate and affect people's lives, and how they compare with another system
Science (NZC 2007)
Nature of science
The nature of science strand is the overarching, unifying strand. Through it, students learn what science is and how scientists work. They develop the skills, attitudes, and values to build a foundation for understanding the world. They come to appreciate that while scientific knowledge is durable, it is also constantly re-evaluated in the light of new evidence. They learn how scientists carry out investigations, and they come to see science as a socially valuable knowledge system. They learn how science ideas are communicated and to make links between scientific knowledge and everyday decisions and actions. These outcomes are pursued through the following major contexts in which scientific knowledge has developed and continues to develop.
- Participating and contributing
Levels 1-2: Explore and act on issues and questions that link their science learning to their daily living.
Levels 3-4: Use their growing science knowledge when considering issues of concern to them. - Investigating in science
Levels 1-2: Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.
Levels 3-4: Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
Planet Earth and beyond
The planet earth and beyond strand is about the interconnecting systems and processes of the Earth, the other parts of the solar system, and the universe beyond. Students learn that Earth’s subsystems of geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (life) are interdependent and that all are important. They come to appreciate that humans can affect this interdependence in both positive and negative ways.
Students also learn that Earth provides all the resources required to sustain life except energy from the Sun, and that, as humans, we act as guardians of these finite resources. This means knowing and understanding the numerous interactions of Earth’s four systems with the solar system. Students can then confront the issues facing our planet and make informed decisions about the protection and wise use of Earth’s resources.
- Earth systems
Levels 2-5: Explore and describe natural features and resources.
Health and Physical Education (NZC 2007)
Personal health and physical development
Students develop the knowledge, understandings, skills, and attitudes that they need in order to maintain and enhance their personal well-being and physical development.
- 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
Students contribute to healthy communities and environments by taking responsible and critical action.
- 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.
English (NZC 2007)
Listening, reading and viewing
Ideas: Show a developing understanding of ideas within, across, and beyond texts.
E.g. Indicators at level 3:
- uses their personal experience and world and literacy knowledge confidently to make meaning from texts
- makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them
- starts to make connections by thinking about underlying ideas in and between texts
- recognises that there may be more than one reading available within a text
- makes and supports inferences from texts with increasing independence.
