Exploring and Acting on Issues
Levels 3 and 4
NZC Achievement Objectives
Te Mātauranga o Aotearoa
Uses of Science: Learn about the people and the work they do to produce science knowledge. Apply knowledge of science to community decisions and actions, in order to think about iwi and wider issues impacting on the individual, society and the environment.
Te Whakamahinga o te Pūtaiao: Ka ako mō ngā mahi me ngā kaimahi e whakaputaina ai ngā mātauranga pūtaiao. Ka whakahāngai i tōna mōhio pūtaiao ki ngā whakatau me ngā mahi o te ao tangata, arā, hei whakaaro ki ngā take ā-iwi, me ngā take whānui, e pā ana ki te tangata, te porihanga me te taiao.
Learning Intentions are from the Ministry of Education
Integration ideas are from the Ministry of Education
Social Sciences: How the ideas and actions of people in the past changes the lives of others eg. Individuals and groups who have worked to preserve the environment.
Social Sciences: How people organise themselves in response to challenge and crisis eg. Civil defence emergencies
The Arts (Drama): Use improvisation, puppetry, or storytelling to explore different attitudes to an environmental issue.
The Arts (Drama): Devise and present drama on environmental issues and explain their choice and use of dramatic elements.
The Arts (Music - Sound Arts): Listen to, discuss, and perform the music of the tangata whenua on environmental issues.
The Arts (Music - Sound Arts): Draw on environmental issues to make a musical statement eg. a rap, an advertising jingle.
English (Reading and Viewing): Listen to and view a range of music and dance from different countries and discuss how ideas and stories on environmental issues are conveyed through rhythm and movement
English (Writing and Presenting): Design and publish a pamphlet, role-play, chart, or video to provide information for the public on an environmental issue.
English (Oral Language): Listen to stories on environmental issues from a particular genre, such as traditional Māori stories
Mathematics and Statistics (Statistics): Critically evaluate data presented in media reports on an environmental issue.
Technology: Identify and consider different views and feelings of people in relation to some specific technological developments or effects eg. noise pollution
Technology: Describe and identify the positive and negative effects of some instances of technologies on people’s lives and the environment eg. the effects of fast ferries on shorelines.
Technology: Identify and compare the range of factors and attitudes that promote or constrain a current technological development in the wider community eg. speed cameras.
Technology: Explore and discuss the impacts over time on the local and wider environments and society of some specific technology eg. effluent disposal on farms.