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Feet of children ready to walk on path.

The Feet First resources provide learning experiences for teacher-directed inquiry around the context of walking as a type of active travel. Download the package below.

Feet First resources align to the values, key competencies and achievement objectives of the NZ Curriculum.


More school resources

The Education Portal's teacher resources section has many more curriculum resources for Years 1-8 and Years 9-13. Free to download. Aligned to the NZ Curriculum, these use safe school travel as a context for many learning areas.

Teacher resources

More about Feet First

Contents include learning intentions, learning experiences, thinking strategies, what if questions, ICT resources, and self-assessment examples for curriculum levels 1 to 5.

These resources

  • connect students to the people, places and environments around them
  • encourage them to be actively involved participants and contributors to the well-being of their communities and environments
  • provide experiences to develop critical and creative thinking and decision making.

Download the whole Feet First resource

Get everything described below with one click.

All Feet First curriculum resources [ZIP, 736 KB]

Term 1 Walking and road safety

  • English (visual language): Create your static image to communicate the idea of road safety.
  • English: Create a piece of explanation writing using road safety as your theme.
  • Health and PE: Create an individual safety management plan depending on how students get to school.
  • Mathematics (geometry): Students use online tools to plan a route the class will walk around so that students can identify different road signs.
  • Mathematics and Statistics: Lesson ideas for collecting and displaying road safety data.
  • Technology: Design technology to improve the visibility of children walking near roads.

All Term 1 resources [ZIP, 167 KB]

Term 2 Walking and exploring

  • Health and PE: Describe contexts for walking where you will need to make safe choices.
  • Mathematics and Statistics: Map and measure walking routes.
  • Science: Describe and sequence changes to a natural environment.
  • Social Sciences: Create an online resource where you can share an identified place (a natural or man-made feature) you walk past in your local area.
  • Technology: Focus on transforming walkways by developing feasible outcomes.
  • The Arts (visual art): Develop visual ideas in response to walking in different environments, and the work of pavement artists.

All Term 2 resources [ZIP, 156 KB]

Term 3 Walking and creating

  • English: Creating poems.
  • Health and PE: Create a class walking programme.
  • Health and PE: Describe and explain the relationships formed with people with whom you walk.
  • Science: Create resources that map natural resources in your local area.
  • Social Sciences: Identify and map the changes in a local place you walk through.
  • The Arts (music): Take a sound walk in the local environment, record and represent the sounds heard.

All Term 3 resources [ZIP, 145 KB]

Term 4 Walking and helping the planet

  • English: Argument writing about walking.
  • Health and PE: Implement a collective action to take meet the care and needs of people in an identified environment.
  • Maths and Statistics: Can we help the planet by using statistics to investigate travelling to school?
  • Science: Explore how human action affects natural features and resources.
  • Social Sciences: Identify the ways people travelled in your local area in the past.
  • Technology: Transform transport by making it easier for people to walk with young children in your area.

All Term 4 resources [ZIP, 177 KB]

Student inquiry

Feet First curriculum resources for student inquiry

  • Term 1: Investigate and create plans around alternative means of transport, changing behaviours, international road safety issues or local traffic congestion.
  • Term 2: Produce walking track information for kids’ walking tours in your local area – paper based or digital.
  • Term 3: Design a 'City of the Future' that supports sustainable transport.
  • Term 4: Describe and explain a valuable resource for you as a young person living in New Zealand and predict how it can be protected into the future.

All student inquiry resources [ZIP, 43 KB]


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