Take a journey back through time to see how the quarry was formed over millions of years!

Four people stand in Halswell Quarry ParkExplore the local wetland environment, learn how local iwi have traditionally used resources, and discover how we can all protect and enjoy our regional parks today.

Year level 7 to 10
(Adapted programme available for Year 5 and 6 on request)
Curriculum level 1 to 4
Availability All year round
Times 9.30am to 12noon or 12.15pm to 2.30pm
Site Halswell Quarry Park
Cost Free
Number of students Maximum of 35

If the focus of your visit is geology and rock types, we recommend you combine a visit to Halswell Quarry with a visit to Canterbury Museum(external link) for their Rock On(external link) programme.

For more information contact 03 366 9429 ext 804.  Alternatively contact Heritage New Zealand for an educational heritage pack information@heritage.org.nz.

Risk analysis and management (RAM)

Programme outline

Key concepts

Geological change, volcanism, Māori worldview, heritage, infrastructure, sustainability, governance, active citizenship.

Lesson description/intentions

At Halswell Quarry students explore the heritage of Christchurch buildings (Arts Centre, Canterbury Museum, Christ's College) and are then taken on a journey to understand how the quarry and the park was formed.

Students will visit the quarry rock face before taking part in an interactive activity to help them identify different rock types and their uses in the Canterbury region. Students will then engage in the process of democratic decision making where they take on different stakeholders in the community (iwi, mountain bikers, property developers, etc.) to present a deputation at a Council meeting. 

Possible success criteria

Students may be able to:

  • understand the heritage of the area and how it was formed
  • identify different rock types and their different uses
  • investigate the changes and decisions Halswell Quarry has gone through to make it how it is today
  • engage with the process of democratic decision-making within the local Council body.

Key competencies 

  • Using language, symbols and texts: students use oral, written and visual texts to understand key terms.
  • Thinking – students will use creative, critical and meta-cognitive processes.
  • Managing self – encouraging students to manage their group projects and act independently.
  • Relating to others – students are expected to work together in teams.
  • Participating and contributing – students problem solve to come up with solutions to task.

Feedback

"Great enthusiasm from educators; informative, well-planned, organised, and at children’s level"  – Teacher, Year 5.