Transport Pilot Programme:

Curriculum
 Subjects Our vision for curriculum
ENGLISH MATHS SCIENCE P.E. & HEALTH TECHNOLOGY SOCIAL STUDIES

Communicating the Climate science will P.E and Health provides The Technology
choices available to the Maths provides a unique impact the lives of all ākonga with the physical, curriculum supports Social Studies offers a
diverse stakeholders lens through which to ākonga and is a growing mental, and emotional ākonga to deepen their unique opportunity to
and attending to the describe and understand industry and research tools they need to live understanding of explore the historical
unique perspectives carbon emissions. By focus. Science gives successful lives. By intervention by design. context and current
within each community drawing on available ākonga the knowledge, understanding their needs This will support ākonga solutions for managing
is an essential step in data and mathematical tools, and skills required and those of their to explore the need to carbon emissions. The
ensuring the most tools ākonga can to understand the role of community ākonga will be adapt to our changing Social Sciences are central
equitable solutions are explore, define, and carbon in their empowered to explore the world by understanding to ensure the most
understood and evaluate pathways to a day-to-day lives and its connections between our impact and ensuring equitable outcomes are
communicated low-carbon future. impact on their carbon reductions and the changes meet peoples’ identified and enacted.
effectively. communities. wellbeing of their needs.
community.

Progressions

YEARS 1-3 YEARS 4-6 YEARS 7-8 YEARS 9-10 YEARS 11-13

Ākonga build an inclusive Ākonga are supported to begin Ākonga further develop their Ākonga develop the technical
bond with the environment, Ākonga are provided with developing their understanding personal conception of the skills and communication
learning to include the opportunities, through activities of the connections between future-state they aspire to and strategies that support agency
environment in the and projects, to experience their themselves and the groups, its connection to place, seeing and action. Students can take
construction of their reality, environment in different ways, stakeholders, and organisations its potential, and identifying their skills beyond the class,
their identity, and their and how their environment can that impact the environment. the transformations that would relying on the base of knowledge
relationships. This develops be adapted. Ākonga are guided Ākonga are encouraged to be needed to allow this they have built to mobilise their
their understanding of the as they explore their personal consider the future-state they potential to flourish. Activities climate literacy and use it within
interdependence between impact on the environment and would like to work towards and and projects consistently society.
people and the natural world capacity for change. the skills they will need to include reflecting and
and their role as kaitiaki and achieve this change. conceptualising dimensions.
tiaki.
 Opportunity is not created equal

• A challenge to be aware of is the risk that students feel bad for not using low-carbon options when
these options are not available to them (or their whānau).

• Please be mindful of the notion of unequal opportunity throughout these units. It will pertain more
to some lessons and students than others and if it is not appropriately framed may result in
students or their whānau feeling judged.

• Effectively communicating the concept of unequal opportunity in different settings is imperative to

ensuring students are empowered and encouraged and take action and make changes when and
where they are able to.
Carbon Emission Reductions Learning Progressions:
In A Nutshell
1. Carbon exists

2. Carbon impacts our environment

3. Transport produces carbon

4. Different modes of transport have different impacts

5. Some people have choices around how they travel and need to decide the best option for
them

6. Not everyone has the same number of choices, and some people only have one option
available to them (unequal opportunity for change)

7. We can explore, understand, and apply the tools and knowledge available to us to consider
our individual opportunities for change and collective responsibilities to act
 Kaiako Next Steps
• Read the Basic Carbon Cycle Summary to support your understanding provided by GNS (Optional)

• Aim to teach this material during the pilot period: Term 2 Week 7 – Term 3 Week 6/7.

• Lessons can be expanded, reduced or adapted to ensure the flow is appropriate for your school,
your class, your ākonga and your existing planning.

• There will be an opportunity to provide feedback on lessons in Term 3/4. We would greatly
appreciate you sharing how you utilised lessons and adapted them to suit your needs.

• These resources are just the beginning. This pilot will inform the design and direction of future
resources to enable ākonga to connect their education to emissions reduction.

• We are seeking kaiako to support future curriculum development and design, if you are passionate
about connecting your teaching to emissions reduction and would like to be renumerated for this
mahi, please contact [email protected]
 Curriculum Support

• The lessons have been shared with your Carbon Neutral School Lead (CNSL) who will provide
them to relevant HODs/Team Leads to pass on to teachers.

• If you have subject-specific questions regarding the curriculum material, please first check in
with your HOD/Team Lead, if you are unable to resolve your query, contact the address below.
These queries will be passed on to subject area specialists who are on hand to support kaiako
with delivery of this curriculum material:
[email protected]

• Any questions relating to the pilot generally can be directed first to your CNSL who will pass
on any queries they are unable to answer to our project team.

• The slides that follow are to allow kaiako to see connections between year levels and across
subject areas.
 Primary
Transport pilot
0-3

Lesson 4: In this lesson Lesson 5: In this lesson

Lesson 1: This first lesson Lesson 3: This lesson supports
Lesson 2: This lesson supports students will explore what is students will investigate their
supports students to deepen students to develop an
students to develop an meant by the terms ‘active school’s transport emissions
their connection to the understanding of the impact
understanding of natural travel’ and ‘carbon footprint’ data and recognise that
environment and understand of human-made carbon
carbon emissions caused by and recognise that active travel travelling by car to school is a
that as kaitiaki they have an dioxide emissions on our
respiration. supports both the environment large contributor to a school’s
important role to play. environment.
and our personal hauora carbon footprint

4-6

Lesson 1: Students will

explore carbon, define what Lesson 3: Students will Lesson 4: Students will craft
Lesson 2: Students will gather, identify and evaluate travel
carbon emissions are and persuasive posters to increase
interpret, and communicate options and share
begin a statistical active travel and reduce carbon
data about how students opportunities to reduce
investigation to find out how emissions from school
travel to our school. carbon emissions caused by
students travel to school. transport.
school transport.

7-8

Lesson 1: Students will learn Lesson 3: Students will select Lesson 4: Students will
about carbon emissions and Lesson 2: Students will use a
a potential solution to collaborate to create a design
active travel. They will map of their local area, identify
overcome a barrier to active board to present their solution
identify barriers to active barriers to active travel and
travel. They will plan their to a problem preventing active
travel. potential solutions.
design. travel.