• Explore Ngā Motu (The Islands) and learn about indigenous language, culture and people of Aotearoa
• Reimagine famous artworks 
• Use the Museum of Me concept to get to know your class on a deeper level. Encourage them to incorporate elements into their builds around their values and what guides them to make decisions in their lives, e.g., who their role models are and why, how their histories have shaped them as individuals

• Recreate a historical event and tell the story from different perspectives using NPCs to encourage exploration of localised content
• Build a scale model of a scene depicting the climate crisis, e.g., the Great Pacific Garbage Patch (shout out to the amazing students at BHS for coming up with this one)!
• Explore biomes and compare and contrast their impacts to real life examples
• Choose an issue in the world where humans have impacted negatively upon the environment in a particular area (local/national/global) and create a build to give a solution to this (e.g., overpopulation, pollution, overfishing, deforestation etc) 
• Take a trip to a local retirement home and interview the residents there. Tell their stories through M:EE. You could recreate your town through their eyes and create challenges for players aligned with their experiences of place and time. This could be a larger project which is collaborative and gives voice to the perspectives of multiple groups of people on the same events
• Use one of the biomes and demonstrate how we can embrace Kaitiakitanga more holistically in that setting. Build in elements of real life activism, e.g. recreate a local roto, populate it with native species, then using NPCs, communicate to players how they can play their part in nurturing the flora and fauna through their everyday habits and behaviours

• Create an interactive timeline of major historical events that had an impact on your area/country. Use boards/NPCs to engage your audience in a simulated decision making scenario that could change this timeline
• Consider how you can positively contribute to society using the 'Starter Town' template to host a multiplayer world for your class and have them add a build that would foster community engagement
• Reimagine parliament to encourage dialogue about democracy, voting, and government. See this NZ case study!

• In a similar way to the Starter Town example above, create shared farming experiences and trade products with other players. Students could create quests around this concept of the need to buy, sell, and trade with others in order to survive and thrive
• Consider sustainable structures from the place and environment section - the Climate Futures series is a great resource to tap into for this curriculum link

• Explore a biome: Compare the desert biome in Minecraft to one of the world’s largest deserts.
• Geology: Learn about the materials used to craft. What are they like in reality? Where in the world can the different types of rock be found? Have any of these materials been used to build your own house? What are the differences between how these resources are mined in Minecraft and in reality (there’s a huge difference!).
• Agriculture: Plant a field of crops in Minecraft and help it grow. Certain crops require more effort to successfully grow and harvest. Large plants like melons or pumpkins will require more care. Find out what your crops need. How much time does it take to grow? What is the best way to harvest the crops? How does that compare to growing crops or a small garden in your yard?

• Laws of Motion: Have your students design and build a working roller coaster in Minecraft. Do experiments on acceleration and velocity. 

Using commands allows me to teleport to another player's location.

Any entity in the game, including the player, which is able to move under on its own.

Created from four iron ingots and one redstone, the compass works both in the user's hand and in their inventory.

The mods made by the teacher allowed the students to utilise cameras already in the world.

When hosting the world, the teacher is the mod.

I travelled through the world and was given direction on my quest from the NPCs.

Changing my skin allows me to compliment the setting of the world when exploring.

A stack of dirt is 64 blocks of dirt (the maximum number possible for one slot). But milk is unstackable, so one milk takes up one slot.

The moderator, or mod, of the server has some control over a variety of settings and rules of that world in Minecraft.

• Use Minecraft blocks to model fractions, decimals and percentages. For example, create a wall of 100 blocks and shade 25% of it with a different colour. Ask students to identify the fraction and decimal equivalent of the shaded area.
• Investigate algebraic patterns and relationships using Minecraft functions and variables. For example, use the /function command to create sequences or series of actions, or use the /scoreboard command to assign values to variables and manipulate them with operators.

• Explore geometry concepts such as symmetry, angles, shapes and transformations using Minecraft tools. For example, use the fill command to create symmetrical patterns or shapes, or use the clone command to rotate or flip objects.
• Apply measurement skills such as length, area, volume, perimeter and time using Minecraft units. For example, measure the dimensions of different structures or biomes, calculate the area or volume of buildings or landscapes, or estimate how long it takes to travel from one point to another.

• Solve problems involving statistics and probability using Minecraft data and events. For example, collect and display data on the number of different mobs or items in a world, or calculate the probability of certain outcomes such as finding diamonds or encountering a creeper.