Teachers' starter guide

The New Zealand Walking Access Commission has created these online resources to assist teachers and students to explore the theme of responsible use of the outdoors and the value of access to the Kiwi way of life. It also introduces schools to the work of the Commission, and the Outdoor Access Code. The Commission's educational resources support outdoor education and education outside the classroom (EOTC) activities and can assist teachers in creating lesson plans or planning for school camps.

The stories featured in the videos and scenarios provide students with opportunities to think critically about situations where two points of view may be valid. The first part of each scenario presents a situation where students could form a first impression about access rights. The second half of the scenario provides new information which may cause students to review and change their first thoughts.

The scenarios are based on some of the rights and responsibilities areas described from page 13 of the Outdoor Access Code.

Scenario cards

The stories featured in the scenarios provide students with opportunities to think critically about situations where two points of view may be valid. The first part of each scenario presents a situation where students could form a first impression about access rights. The second half of the scenario provides new information which may cause students to review and change their first thoughts.

Background

We, and visitors to our country, like to participate in a wide and diverse range of outdoor activities. We expect to have open access to our favourite places.

However, while access to the great outdoors may be expected, or even taken for granted, it is not always guaranteed. This is where the New Zealand Walking Access Commission plays a part.

The Commission provides leadership on walking access issues and administers a national strategy on walking access, including walkways. It also undertakes mapping of walking access, provides information to the public, oversees a code of responsible conduct, assists with dispute resolution and negotiates new walking access. The Commission is based in Wellington and has a Chief Executive, a team of staff and a Board of Directors. It also has a network of regional field advisors located around New Zealand.

The regional field advisors have backgrounds in areas like farming, forestry, public service, land management, law, Māori interests, public consultation, local government, and recreational access. The regional field advisors are the public face of the Commission in the regions, and the first point of contact for access queries in many cases. Their role includes promoting the objectives and functions of the Commission in their regions, and offering avenues to independent advice and assistance.

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 annual Top Outdoor Spot competition to encourage students to create a short story or poem 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 scenarios; and identify and analyse different points of view
  • practise relating to others as they form opinions about the different scenarios presented, and show sensitivity towards differences
  • practise participating and contributing when they research and write a Top Outdoor Spot 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.

Page last updated: Nov 16, 2018, 2:25:54 PM