Levels 3 and 4
NZC Achievement Objectives
Te Mātauranga o Aotearoa
Earth Science: Develop understanding of key features of the Earth’s surface, including water, rocks and soil, and the factors which enable life to exist.
Papatūānuku: Ka mārama haere ki ngā āhuatanga nui o te mata o Papatūānuku, arā, te wai, te toka, te one, me ngā āhuatanga e taea ai te ora i reira.
Learning Intentions are from the Ministry of Education
Integration ideas are from the Ministry of Education
Students can examine the characteristics of major local land features.
Students can describe how major natural features of the local landscape have formed and changed over time.
Students can become involved in a school or class environmental project.
Students can analyse why groups have become involved in a local environmental issue.
Investigate a local environmental issue and explain why the community should be involved.
Social Sciences: How and why people view and use resources differently and the consequences of this eg. Environmental preservation versus logging or mining
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: 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.