Secondary activities
Comings and Goings
Curriculum links
- Geography, New Zealand Population: why do people move from place to place?
- Social Studies, Place and Environment: why people move between places and the consequences of this for the people and the places.
- Geography Achievement Standard 1.2 ( AS90203) - Examine population patterns, processes and issues.
Background
The purpose of this activity is to encourage students to use the website to find and use data, tables and information about external migration and to visit the ever-changing population clock site. The June 2003 migration information is used.
It is also seen as an opportunity to show students how migration information is obtained by Statistics New Zealand. Not all students will have seen and used a passenger arrival and departure card, so it should be interesting to know what they are being used for and what they look like.
Students may need to be made aware of the difference between permanent and long-term arrival and departure information used for migration purposes and visitor arrivals and departures used for tourism purposes. Definitions can be found in Tourism and Migration 2001 and Demographic Trends – Reference Reports will be useful background material.
Students will need an outline map of the world and may need to be shown how to draw proportional migration arrows. They may also need to be shown how to draw a column graph showing both positive and negative data.
StatZing! - Comings and Goings of New Zealanders Answers
The data that makes up external migration:
- Permanent and long-term arrivals
- Permanent and long-term departures.
Generalisations could include:
- Until 2003, permanent arrivals were increasing
- Until 2002, permanent departures were increasing
- There were fewer departures and fewer arrivals in 2003 compared to 2002
- There is a net migration gain
- etc.
Line Graph because the data is continuous
Diagram should show arrivals and departures, net migration gain or loss or could be arrivals +- departures = migration gain or loss
Map shading should be consistent (eg blue, green, yellow shades)
Where people are moving to and from and why could include:
- to warmer/sunnier climate eg Bay of Plenty/Nelson from Southland/ Manawatu/ West Coast
- from rural areas to urban areas for universities, be near a major city, inner city lifestyle, work transfer eg to Wellington, Canterbury/Christchurch, Hamilton/Waikato
- to cheaper/rural land for farming/lifestyle change eg Canterbury/Otago
- out of Auckland too many people
- north/coastal eg from Manawatu to Bay of Plenty
- etc
Comings and Goings Web Page answers
- Permanent and long term arrivals are those who have spent the last 12 months or more overseas and have arrived in NZ for an intended stay of 12 months or more (or permanently) and permanent and long term arrivals are those who have spent the last 12 months or more in NZ and have departed from NZ for an intended absence of 12 months or more (or permanently)
- Five statements could include:
- PLT arrivals exceeded departures by 1900 in June 2003-07-29 Arrivals include students intending to stay in NZ for 12 months or more
- In the year ended June 2003, there was a net migration gain of 42,500
- In the year ended June 2003, there was a 30% higher net migration gain than the year ended 2002
- 97,200 PLT arrivals in the year ended June 2003 which is up 4,600
- etc
- (scale could be 1cm = 2,000 people) China 14,800, UK 8,500, India 6,100, Japan 2,300, South Africa 2,100, Korea 2,000
- Australia 9,700
- Column graph should show both positive and negative values and should have years spread evenly (ie no data for 1994 – 1998)
- Questions could include: how long have you been away from NZ? Which country will you mostly live in for the next 12 months? How long do you intend to stay in NZ? How long will you be away from NZ? On this visit I have been in NZ for a period of…etc
- Information is used for migration gains and losses, for future planning, to find out where migrants come from etc
- One NZ resident gained every 25 minutes and 2 seconds.
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