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

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The learning context

  • Tairawhiti Museum offers schools the choice of either English or Māori as the language of delivery.
  • The teachers of the whanau reo Māori (Māori immersion classes) at Manutuke School have built up a strong relationship with Tairawhiti Museum and value the provision of museum educator-led sessions in te reo.
  • The curriculum is presented in te reo and it is important for the students to experience LEOTC sessions in the same medium.
  • Students at the school study aspects of Matariki each year as part of their normal curriculum cycle. This year, teachers wanted to focus on traditional foods and celebrations, and build on work covered the previous year on the star constellation.
  • The curriculum focus was ngā toi and pūtaiao. The links below are for the whole unit of study, for which the museum visit acted as inspiration and introduction.

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Planning the visit: Curriculum links

Curriculum area

Ngā toi (The arts)

Pūtaiao (Science)


Toi ataata (Visual Art)

Ahupungāo (Making Sense of the Physical World)


2/3 Te aka

Ngā whaingā paeta
 Achievement objectives

Toi ataata – Ka whakawhanake te ākonga i ōna aria me ona pūkenga whakamahi i ngā taputapu me ngā rawa tā huhua o te Toi Ataata.

Develop skills to produce art work.

Ngā Toi/The Arts in the New Zealand Curriculum

Ahupūngao –Tuhura me te whakamahi tauira e whakaatu ana i ngā honongā mokowāo Papatūānuku ki te Marama me Tamanuitera, me te mohio hoki ki ngā tirohangā o ngā tāngata whenua i a rātou e whakamahi ana i ēnei mātauranga hei ine i te harenga o te wā.

Students will discover and give examples of relationships in the solar system: earth – moon – sun.

Students will explore ways in which the Māori used these relationships to measure time.

Ngā wheako
 Learning objectives

Toi ataata – Te ata whakaaro mō ngā huanga me ngā huarahi mahi rawa tā, ka whakamahia

Te whakapakari i ngā pūkenga mā te whakamahi taputapu hei hangā mahi toi

Te whakawhanake whakaaro ma te whakamahi auaha i te huhua o ngā rawa me ngā taputapu

Think about different types of art

Strengthen art skills to produce an art piece

Think about creativity

Toi ataata – Te whakamahi i ngā rawa ta rereke hei hangā Toi Araata

Te whakamahi tika i ngā taputapu hei hangā mahi toi

Te whakamarama i te (pakiwaitara) i oti

Use different types of art resources

Use art utensils correctly

Explain the proverb depicted

Ahupungāo – Te whakareri I tētahi purongo e whakaatu ana i pēhea te whakamahi I te maramataka Māori, me ngā kaupapa pu o te wā o Matariki

Te hoahoa kari mihimihi ki te whakanui i te kaupapa o Matariki, e uru pai ai ngā whakatauki o roto o te tauwhitiwhitingā o 'Matariki'

To prepare a report about using a Māori calendar, and the important kaupapa related to Matariki

To match correct whakatauki (proverbs) to different meanings/significant aspects of Matariki

Planning the visit: Teacher's voice

  • The teachers were keen for the students to have a learning experience outside the classroom that would act as a motivational tool for this year's unit on Matariki. They decided to visit Tairawhiti Museum and take advantage of its expertise in art teaching and benefit from the use of te reo as a teaching medium, which provides a continuous link with their own classroom teaching.
  • The teachers contacted the museum and negotiated learner outcomes around an art-based session with the museum's education department. They also discussed behaviour guidelines and timetabling issues for the day of the visit.
  • As the school was a regular visitor to Tairawhiti Museum, teachers did not go on a specific pre-visit for this trip.
  • As the visit was the initial introduction to the unit, a simple pre-visit activity was created by the teachers to assess prior knowledge and help direct the focus of the unit.
  • Teachers not only considered the formal curriculum links but also thought about the draft key competencies that students would be developing through their participation in the visit.
  • Before the visit itself teachers talked to students and adult helpers about the purpose of the trip and the expectations for learning and behaviour.

Teacher/educator conversation

What is the unit of work that your students are currently doing? Matariki – Ngā Toi How does the LEOTC visit fit into the whole unit plan?

  • "One of many learning activities
  • Supports and enhances school-based learning
  • Important to access other speakers in te reo."

What are the specific curriculum links for the visit? Pūtaiao / Ngā Toi Do you have specific learning outcomes forthe visit?

  • "Te hoahoa mahi Toi ki te whakanui i te kaupapa o Matariki
  • Whakawhanui mohiotangā e pa ana ki a Matariki."

"Students will:

  • create an artwork to celebrate Matariki
  • develop a broader understanding of Matariki."

Describe how you negotiated the learner outcomes for the visit with LEOTC staff.

"Discussion with staff about what students have covered previously and what they are able to provide."

How have you used the resources supplied by the LEOTC provider to develop your programme?

"They will provide post-visit activities."

Why did you choose this particular venue to support your students' learning?

"We have a good relationship with them. There are very few activities provided in te reo. We have to make the most of what we have."

Have you been to the venue on a fact-finding pre-visit?


How will you assess students' learning from the visit?

  • "Post-visit evaluation (PMI)
  • Discussion
  • Whakaatu patio."

How will students' key competencies be developed by the visit?

"The students will need to use/show these key competencies in order to get the most out of the visit: Managing Self, Participating and Contributing, Thinking."

Pre-visit preparation

Have you developed pre-visit activities for your students or have you used activities provided by the LEOTC provider?

"Yes, we have only just begun our own unit on Matariki, with a pre-unit assessment (knowledge/questions)."

What is the purpose of these activities?

"Assess students' current knowledge and where to aim their learning activities."

How have you organised the class group for the visit?

"Pre-visit discussions."

Have you given or are you planning to give instructions to adult helpers?

  • "Adult role
  • Supervision
  • Monitor on-task behaviour."

How are you planning to give students responsibility for their own learning?

  • "Post–visit activities and discussion
  • Whakarite patai."

Have you discussed codes of behaviour for the visit with students? With the LEOTC provider? With the adults?

"Yes, with all three groups."

Planning the visit: Students' voice

  • The students were looking forward to going to the museum.
  • They had been before and remembered learning about the Anzacs and the Māori Battalion.
  • They thought of the museum as a place of learning and knew the purpose of this particular visit.
  • They had questions that they wanted to answer and expected to find out the answers by listening carefully and talking to museum staff.

Student 1

Student 2

Student 3

Have you ever been out of school to learn before?

Yes Yes Yes

What are you learning about in class at the moment?

Matariki Matariki Matariki

Are you enjoying this topic? Why, or why not?

Yes, we learn more and more every time. Yes, because it helps you with other subjects. Yes, because our tympana used Matariki.

What do you think will be good about going on this trip?

A good way to learn. You will have an opportunity to learn more. Learning new stuff.

What do you think you will do on this trip?

We get to learn to draw art about Matariki. Art and craft. Learning about planting and harvesting. Art, planting, harvesting.

What are your learning intentions for this visit?

New korero about Matariki. New korero about Matariki. About learning new korero about Matariki.

What work have you done to prepare for the visit?

Questions and what we know about Matariki. Questions and what we know about Matariki. Brainstorming about Matariki.

What are the questions you want answered?

Why the stars are named Matariki? How big is Matariki? What are stars made of? Why the stars are named Matariki? How old is Matariki? How big is Matariki?

How do you expect to answer these questions at the visit?

Ask the instructor and listen. Ask the instructor and listen carefully. To ask the instructor and listen.

What do you think you will find out on the visit?

Hopefully we will find out the answers. Hopefully the answers to our questions. Hopefully to find out the answers.

Have you ever been to this place before?

Yes Yes Yes

What happened? Did you find out about anything new?

We found out a lot. Yes, we found out a lot about the Māori Battalion. Yes, about the Anzacs.

Is there anything that's not so great about going on a visit? If so what?

No! No No

How do you feel about the visit?

Looking forward to it. Excited and ready to learn new skills. Happy to get out of school.

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