This field trip builds a picture of the city Auckland is today, how this came to be and the challenges it faces to reach this ambitious goal to become the world’s most liveable city, embodied in the Auckland Council’s long term plan. As the world’s most liveable city Auckland will be a place that:
- >Aucklanders are proud of
- they want to stay in or return to, and
- others want to visit, move to, or invest in
Field sketches from Mount Eden or Sky Tower; Data collections eg. transects, surveys; city tour including historical sites; city council planner or landscaper presentations.
Curriculum and assessment:
AS 91241, AS 91244
Auckland straddles the Auckland volcanic field, which has produced about 90 volcanic eruptions from 50 volcanoes in the last 90,000 years, and sits on and around an isthmus, less than two kilometres wide at its narrowest point.
The isthmus was settled by Māori around 1350, and was valued for its rich and fertile land.
After the signing of the Treaty of Waitangi in February 1840 the new Governor of New Zealand, William Hobson, chose the area as his new capital though that role passed t0 Wellington in 1865.
Trams and railway lines shaped Auckland's rapid expansion in the early first half of the 20th century, but soon the dominance of the motor vehicle emerged and continues to this day. Arterial roads and motorways have become both defining and geographically dividing features of the urban landscape. The Auckland urban area with a population of 1,413,700 (31 percent of New Zealand’s total,) is the largest in the country.
Choice of activities
- Walk up Mt Eden for overview of city including zoning or visit Sky Tower (adds about $13 pp)
- Field sketch and comparison of views with old photos
- Walking tour of CBD, emphasis on history of settlement and development of Auckland from the late 1800s till the present.
- Tour of city and suburbs, including visits to three or four different types of residential area. In each, students will record their observations/ refer to data on of house sizes, age, socio-economic indicators, location.
- Discussion: urbanization processes; characteristics and causes of urban decline and regeneration.
- Data collection: Transect through CBD eg. Function vs distance from Peak Land Value Intersection.
- Presentation by Regional or Local Council planner.
Curriculum and assessment:
Learning area strand:
Relating to others, thinking
Demonstrate geographic understanding of an urban pattern.
Conduct geographic research with guidance.
2020 Prices from
Number of Students
Cost per head 2 days
- Research, planning, bookings and organisation
- Activities as specified in itinerary
- Letter to parents
- RAMS form
- Gear list
- A master copy of worksheets
- Use of specialized equipment
- Saving you a great deal of time and hassle
- Transport (bus, to and from school). Ask us to quote if you don’t have access to your own.
- Class set of worksheets – it’s more cost effective for you to copy these at school.
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Q1. Why do teachers choose to tour with Learning Journeys?
Using an outside provider like Learning Journeys allows you to avoid stress and save time to focus on the core demands of teaching and have more time with your family and friends.
- Trips are well tried and tested and our local knowledge, New Zealand-wide, is extensive. • We’ll facilitate your trip as well as planning, recce-ing AND booking it (including transport, food and accommodation). Have as much or as little input as you want.
- Our facilitators are secondary geography or science teachers with years of classroom as well as EOTC experience.
- Trips are curriculum linked and can include NCEA assessment tasks.
- RAMS forms, parents letters, gear lists and worksheets developed and provided for you.
- We’re Qualmarked (Tourism New Zealand has checked us out as a safe, professional, company) and Dept. of Conservation approved.
Q2. Does it cost more for Learning Journeys to organise and run my school's science and geography trips?
Yes it does cost a little more per student. However, you need to factor in the time you'll save by using Learning Journeys. You will also save the cost of relief for staff who would otherwise have come from your school, since Learning Journeys will provide one or more facilitators who will contribute to staff-student ratios.
Q3. What about risk management?
Safety is always paramount in our trip planning and delivery. We are acutely aware of the responsibility of being entrusted with other people’s children. We will provide you with RAMS forms for all activities included in your programme.
Our Health and Safety Plan deals with every aspect of our operations and training. Hazard identification is carried out for every new activity and a RAMS (Risk Analysis and Management System) form is prepared. This process has been audited both by a Department of Conservation approved Safety Auditor and as part of our Qualmark® accreditation
Our teacher-facilitators are trained in safe practice and all have First Aid qualifications. The suppliers we use are fully qualified and experienced in their specialist areas and where available we choose to work with Qualmarked® operators. Their sound safety records are further guaranteed by the Qualmark®, accreditation process.
Qualmark® is New Zealand tourism's official mark of quality. All accommodation and tourism businesses carrying the Qualmark® have been independently assessed as professional and trustworthy, so you can book and buy with confidence.
Q4. Who are your facilitators?
Our trips are managed and facilitated by qualified science or social science secondary teachers with classroom experience as well as many years’ experience in the field.
Q5. How long have you been running field trips for New Zealand secondary students?
Since 2001. Our oldest client did 12 consecutive yearly 3 day trips to Goat Island and Tiritiri Matangi Island. Most other schools repeat trips year after year.