Curriculum focus

The New Zealand Curriculum

This resource and its associated lesson plans can be used to support a range of learning activities, including outdoor education, education outside the classroom (EOTC) and other extended activities at a range of levels.

Social Sciences learning area

The idea of responsible behaviour, and how access rules are created, could provide quality discussion and learning opportunities in the social sciences learning area. For example:

Identity, Culture, and Organisation

Students will be able to:

  • understand how groups make and implement rules and laws; (Level 3)
  • understand how formal and informal groups make decisions that impact on communities; (Level 4)
  • understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system. (Level 5)

Place and Environment


Students will be able to:

  • understand how people make decisions about access to and use of resources; (Level 3)
  • understand how people view and use places differently; (Level 3)
  • understand how exploration and innovation create opportunities and challenges for people, places, and environments. (Level 4)

Continuity and Change

Students will be able to:

  • understand that events have causes and effects; (Level 4)
  • understand how the ideas and actions of people in the past have had a significant impact on people’s lives. (Level 5)

The Economic World

Students will be able to:

  • understand how people make decisions about access to and use of resources; (Level 3)
  • understand how people’s management of resources impacts on environmental and social sustainability. (Level 5)

This resource could also be used as a stimulus for  Social Inquiry.

English learning area 

Teachers could use the Top Outdoor Spots area's 'share your story' invitation to encourage students to draft and finalise a short piece of text to describe a place important to them. This could support the following activities in this learning area:

Writing and Presenting

Students will:

  • show a developing understanding of how to shape texts for different purposes and audiences. (Level 3)
  • show an increasing understanding of how to shape texts for different purposes and audiences. (Level 4)
  • show an understanding of how to shape texts for different audiences and purposes. (Level 5)

Key competencies

This resource could be used to support the development of the following key competencies:

  • practise thinking when they analyse and critique Explore scenarios, process information from the eBook; and identify and analyse different points of view
  • practise relating to others as they form opinions about the different Explore scenarios presented, and show sensitivity towards differences
  • practise participating and contributing when they research and write a Top Outdoor Spots contribution, working in pairs and groups to complete the activity.

Te Marautanga o Aotearoa

Respect for the views and beliefs of others is key to responsible outdoor behaviour. The Outdoor Access Code includes a section which focuses on Tikanga Māori and Māori relationships with land - Whaia nga tapuwae o nga tupuna (follow in the ancestors’ footprints).  This includes “...Information about tikanga Māori (Māori customary values and practices) and Māori relationships with land and waterways..."

This focus, and some of the activities in this resource, could be adapted by teachers in kura and wharekura to suit the needs of their students and to fit within the suggested achievement objectives of Te Marautanga o Aotearoa.

Education Outside the Classroom (EOTC)

One area of focus for EOTC is to support safe and effective curriculum-based teaching and learning that extends beyond the classroom walls. This includes encouraging students to be able to:

  • understand the importance of forward planning in EOTC settings
  • understand the principles of the national curriculum by considering the future in terms of travel, action, waste, and minimum impact.

This resource could also be used by schools are planning their school camps or field trips. It could encourage students to plan ahead and to consider what is needed to behave responsibly and fairly in the outdoors.

Assessment opportunities

The content in these teaching materials include starter activities that could provide opportunities for student self and peer assessment, as well as assessment within a group. This could include assessment of students' ability to:

  • organise values into priorities by contrasting different values
  • resolve conflicts
  • compare, relate, and synthesise values
  • analyse, compare, and contrast information
  • explore and analyse people’s values and perspectives
  • organise different points of view into priorities by contrasting the values involved, resolving conflicts between them
  • view situations from different perspectives
  • draft and finalise a short contribution
  • present information clearly when they design signs or posters or bookmarks linked to the theme of responsible outdoor behaviour
  • debate an issue clearly, and consider both points of view.

Assessment could also be made against the key competencies of thinking, relating to others, and participating and contributing.

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