Māori Fortified Village

Overview

This 90-minute lesson is designed for Year 7 Technology students in New Zealand to explore and build understanding of a traditional Māori Pā (fortified village). Students will learn to identify key locations within a Pā, understand their significance, and demonstrate this through a hands-on model-building activity. This approach aligns with the New Zealand Curriculum Refresh requirements for Technology learning, emphasising design thinking, cultural knowledge, and practical skills.

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Curriculum Links

Learning Area: Technology

Strand: Technological Practice and Technological Knowledge
Level: Level 3 (Years 7-8)

• Achievement Objectives:
  • Understand how technological outcomes relate to cultural and environmental contexts (Technology Knowledge AO3).
  • Undertake brief development, planning, and outcome development processes (Technological Practice AO3).
  • Demonstrate understanding of design ideas that meet identified needs, considering cultural context (Technological Modelling AO3).

Key Competencies Addressed:

• Participating and contributing – working collaboratively on the group task.
• Using language, symbols and texts – interpreting Māori terms and diagrams.
• Thinking – understanding spatial layouts and cultural significance.
• Relating to others – respect for tikanga and cultural heritage.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and describe key parts of a Māori fortified village (Pā), including their names in te reo Māori and cultural significance.
2. Explain the purpose and functions of different places within the Pā such as pā rūnanga (meeting house), pā kāuta (cooking area), paepae (thresholds), and whare (houses).
3. Work collaboratively to construct a simple model of a Pā using materials provided, demonstrating spatial and cultural understanding.
4. Reflect on how the design of Pā demonstrates Māori values and strategic defence considerations.

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Resources

• Images and diagrams of traditional Māori Pā layouts (printed or digital).
• Cardboard, wooden sticks, string, clay, paper, and other craft supplies for model construction.
• Whiteboard and markers for teacher facilitation.
• Vocabulary cards with Māori terms and English explanations.
• Worksheet for note-taking and reflections.

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Lesson Structure (90 Minutes)

Introduction (15 minutes)

• Context Setting: Introduce the concept of Māori Pā – fortified villages used historically for defence and community.
• Cultural Connection: Briefly discuss tikanga (customs) related to Pā and their cultural significance in Māori society.
• Learning Intentions: Share lesson objectives clearly with the students.
• Pre-Assessment: Question students about what they already know about Māori villages or fortifications.

Activity 1: Exploration and Identification (20 minutes)

• Visual Exploration: Show detailed diagrams/photos of a Pā layout.
• Group Discussion: In small groups, students match Māori terms to parts of the Pā on the diagram using vocabulary cards.
• Class Discussion: Teacher leads discussion on each part, explaining its use and significance, e.g., pā tūpuna (ancestral areas), whare rūnanga (meeting house), defensive palisades, storage pits.
• Terminology Practice: Students repeat key Māori words, promoting te reo Māori language use.

Activity 2: Design Planning (15 minutes)

• Group Planning: Students sketch their own Pā layout on paper, deciding where to place key areas, thinking about defence and community needs.
• Teacher Guidance: Support groups to consider spatial arrangement and cultural factors (e.g., sacred zones, food storage away from sleeping areas).

Activity 3: Model Construction (30 minutes)

• Hands-on Building:
  • Using the materials, each group builds a model of their Pā layout.
  • Encourage prototyping: trial and error to see how materials fit.
  • Students explain their choices verbally or in writing, connecting design to purpose and cultural norms.
• Teacher Circulation: Provide feedback and scaffold understanding as groups work.

Conclusion and Reflective Discussion (10 minutes)

• Group Presentations: Each group briefly presents their model and explains the parts and significance.
• Reflective Questions:
  • How did the design choices meet the needs of the community?
  • What did you learn about Māori culture through this activity?
• Sum Up: Recap key learning points and reinforce the importance of cultural understanding in design and technology.

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Assessment Opportunities

• Formative: Observation during group discussions, vocabulary matching, and model building.
• Summative: Group presentations and completion of a reflection worksheet describing parts of the Pā and their significance, using correct Māori terminology.

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Differentiation and Extensions

• Support: Provide additional visuals or sentence starters for students needing language support.
• Challenge: Encourage students to integrate elements of landscape or natural resources into their designs, using spatial reasoning skills.

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Integration with Other Learning Areas

• Social Sciences – understanding Māori history and tikanga.
• English/Te Reo Māori – developing vocabulary and communication skills.
• Mathematics/Geometry – spatial reasoning for design and model-making.

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Teacher Notes

• Emphasise respect for Māori knowledge and terminology.
• Use culturally appropriate resources and support from local iwi or cultural advisors if possible.
• Encourage students to think critically about how technology respects cultural heritage and environmental contexts.

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This lesson plan is aligned with the New Zealand Curriculum Refresh technology achievement objectives and competencies, and prioritises cultural literacy and practical skills in a way age-appropriate for Year 7 students . It provides a hands-on, engaging approach to understanding significant places within a Māori fortified village, fostering both technology learning and cultural awareness.