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.
Key concepts
Boundary, Canterbury, Christchurch, earthquakes, environmental impacts, geographic issue, geospatial, GIS, government, GPS, infrastructure, laser, location based information, maps, perspectives, services, spatial patterns, spatial variation, subdivision, survey, theodolite.
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 Audioconferences and via Ask-an-Expert. |
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. |
Values
The Geospatial 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 Geospatial 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).
Social Science
Strand | Achievement Aims | Background Pages | Related Activities |
Social Studies |
|
Activities |
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 level two to four.
Strand | Processes and Strategies Indicators | Example of Related Field Trip Component |
Listening, Reading and Viewing |
|
|
Speaking, Writing and Presenting |
|
|
Mathematics and Statistics
Strand | Achievement Aims | Background Pages | Related Activities |
Geometry and Measurement |
|
All | Activities |
Geography
Level 6: Understand that natural and cultural environments have particular characteristics and how environments are shaped by processes that create spatial patterns
Level 7: Understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns
Level 8: Understand how interacting processes shape natural and cultural environments, occur at different rates and on different scales, and create spatial variations
NCEA Geography
- Level 1
1.1 Demonstrate geographic understanding of environments that have been shaped by extreme natural event(s) (AS91007)
- earthquake
1.6 Describe aspects of a contemporary New Zealand geographic issue (AS91012)
- planning for an earthquake, hazard assessment, risk mitigation
1.8 Apply spatial analysis, with direction, to solve a geographic problem (AS91014)
- Christchurch rebuild
- Level 2
2.6 Explain aspects of a contemporary New Zealand geographic issue (AS91245)
- planning for an earthquake, hazard assessment, risk mitigation
2.8 Apply spatial analysis, with guidance, to solve a geographic problem (AS91247)
- Level 3
3.6 Analyse a contemporary geographic issue and evaluate courses of action (AS90706)
- planning for an earthquake, hazard assessment, risk mitigation.