Climate change resources

The following website is excellent on climate change – some great powerpoints, videos and worksheets.

There are notes on each country—the effects of climate change and programmes which aim to help people cope with the changes.


Thanks so much to Alice Davidson of St Dominic’s Catholic College for this link.

Dirty Dairying

In light of all the recent discussion on the state of our rivers in NZ this assessment task for Laura Baker (Rutherford College) is on point.

Dairy expansion 3-6

Resource booklet for Dirty dairying




Do you study TD in Hawaii?

Here are some resources and inks that you might find useful.

I also had these links from last year, about the increase of Chinese tourists in Hawaii (for Cultural Processes at level 3),

Article about Chinese tourists in Hawaii (as they are increasing and spend the most )

and this video might be interesting.

Thanks Jacinda (Diocesan)

Muriwai Beach Revision Activities

Thanks to Christine Cato, Mt Albert Grammar and Claire McKay, Rangitoto College for sharing these resources.

I have, Who Has Muriwai   Revision Cards   An oldie but a goodie. Controlled fun as each round gets faster and faster

MURIWAI Revision – MEMORY GAME   Memory Game  –  Surprising how Y13’s still enjoy this!


Muriwai Pictionary

One Minute Word Memory Muriwai and Rotorua




Sentence Hunt for TD

The following resources are a fun way to get students reading material over and over again. The activity is a sentence hunt. 

Students are required to read some material, e.g.

History of tourism

Then, you ask students to find segments of words from the reading. I always put this up on a powerpoint and students work to find the segments of the words.

Sentence Hunt History of tourism

The answers for this one are included in this document:

Historyoftourism sentence hunt answers

I get the students to tell me which paragraph the fragment sentence is in, and give them a point if they get it correct. If I am feeling interested I ask them a question about that material (paragraph) for a bonus point.

My students LOVE this activity and by the end of the activity they have generally read the material more than once. I always play this in a group so as students who struggle with reading might still be able to join in without feeling self conscious.

Once you have done this more than once, students organise themselves into systems e.g. one student would do page one, another page two and so on. The other day I did this in class and they were so busy organising their strategy they didn’t hear that I was offering prizes to the winning team. All the more chocolate for me!



Making maps (Level 3)

1. Create map making

Get students to work in groups to create a map of your geographic environment for 3.1 (e.g. Muriwai) and 3.2.(e.g. Rotorua). They must only use the equipment in their bags or on their person. The map should be made on the desk. It should show all the geographic features and have FACKTS. Give them a time frame to complete their map e.g. 5 minutes. (Students used folded pieces of paper, necklaces, sharpeners, exercise books etc…)

2. Stay and Stray

At least one students stays with their map and the others stray and look at the other groups maps around the room. The student that stays needs to explain their map to the visiting students and answer any questions.

3. Competition time

Students (or the teacher) can judge which team’s map they think is best – giving marks for different criteria,e.g accuracy, innovation etc…

~ thanks to Avondale College for this idea. (Lizzie Knight)

HELP: Level 3 – Event internal – A question.

I have been marking 3.3 and am struggling with part of the standard and would appreciate comment from you (if you have done this standard).

If a student explains in detail and evaluates the planning and decision making involved in the event they would get excellence for this part of the standard.

I see how they need to to indicate the effectiveness (evaluation) of the components of the planning and decision-making however, how essential is it for students to say how the organisation made the decision to do this or that e.g. via Cost Benefit analysis or whatever.

At this stage I have NOT made it essential – my question is – how important is it for Level 3 student to talk about these methods and evaluate them or could a good evaluation of the planning and decision making around say the waste management and catering for the Lantern festival be at Excellence level.

Looking forward to reading your ideas.



3.3 New resources up

Thanks to Otahuhu College and Avondale College for their contributions on the new Level 3 standard (3.3).

Look for their contributions under Curriculum – Level 3…

What resources have you and your department got that you can share with other members of AGTA? We will all get more out of this if we share ideas – no matter how small…