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LEOTC - Learning experiences outside the classroom. Ministry of Education.

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For teachers

How to have a successful ELC experience 

Teachers are the link between the classroom learning on a topic and the learning from Enriching Local Curriculum (ELC) experiences. Activities and discussions with students before and after ELC input enrich the experience. 

Research shows that you and your students will get the most out of the learning experiences offered by the ELC programme if you: 

  • are clear about the learning goals for the experience 
  • link the experience to the curriculum as part of a more extensive unit (rather than a one-off activity) 
  • confirm that you and the education officer have the same learning goals and the programme meets the students’ learning needs  
  • work closely with the ELC education officer before, during, and after ELC experiences 
  • link pre-experience learning activities with the ELC experience and follow up with linked activities; activities and discussions with students before and after a visit enrich the experience 
  • encourage students to take responsibility for their own learning (for example, by working in small groups with other students and with adults). 

Supporting student learning 

To help students achieve the most from the experience, share the learning goals with them. Case studies show this helps students learn because the goals provide a focus they can work towards. This, in turn, will help your teaching. 

If possible, explore the experience before you undertake it with the class. If this is not possible, make sure you work closely with the education officer before the experience, so you are as familiar as possible with the programme. 

Remember to brief adult helpers about the experience. Give them clear instructions on how they can help the students get the most educationally. 

Examples of great LEOTC experiences  

New Zealand case studies reveal students find LEOTC experiences interesting and motivating. Their interactions with new activities and engaging exhibits provide rich learning that adds real-world contexts to the skills and ideas they are trying to grasp. 

Students are more likely to learn when relevant concepts are highlighted in both the school and the ELC experience. 

Students in these case studies: 

  • showed high levels of curiosity and interest 
  • often took responsibility for their own learning 
  • liked working in small groups 
  • were able to describe what they had learned 
  • used new vocabulary and showed an understanding of new concepts and ideas 
  • liked introductory activities, which helped them understand the purpose of the ELC experience 
  • learned from education officers who were enthusiastic. 

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