Ngāti Kuri Pa Exploration

Overview

This 240-minute technology lesson is designed for Years 6-7 ākonga (students) in New Zealand, engaging them in researching the whenua (land) of Ngāti Kuri at Ngātaki and constructing models of the pā (fortified village) of Mokohorea, which once stood at Ngātaki. This learning series aligns closely with Te Marautanga o Aotearoa, ensuring culturally responsive practice embedded in Māori knowledge and perspectives.

Learning Outcomes

Technology Learning Area (Ngā Whāinga Ako)

General Technology / Ngā Pūtake Matatupu Hangarau
Students will investigate local cultural heritage and apply their understanding to design and create models that represent traditional pā structures.
They will develop skills in planning, modelling, and constructing using appropriate materials and tools.
Incorporate tikanga Māori and mātauranga Māori, reflecting respect for Ngāti Kuri history and whenua importance.
Ngā Pou Ako (Competencies)
Ngā whakaaro (Thinking): Engage in critical reflection and inquiry about historical and cultural contexts of Ngātaki and the pā of Mokohorea.
Whakamahi i te reo, ngā tohu, ngā tuhinga (Using language, symbols, and texts): Use Māori language terms and correct symbolism to communicate ideas about pā design and function.
Mana whakahaere (Managing self): Show independence and resilience in research and construction tasks.
Whanaungatanga (Relating to others): Collaborate respectfully and supportively with peers while sharing knowledge.
Whaikōrero (Participating and contributing): Actively participate in the learning process and reflect on its significance to Ngāti Kuri and wider whānau/community.

Curriculum Links

Te Marautanga o Aotearoa, Technology for Years 6-7
Ako 1.1: Exploring local identity and history through technology.
Ako 2.3: Designing and developing outcomes that reflect cultural knowledge.
Ako 3.2: Applying planning and practical skills to create models using materials and tools.
Social Sciences and Tikanga Integration
Connect with local iwi narratives of Ngāti Kuri, emphasizing historical pā significance and land stewardship.
Mathematics and Statistics Connections
Use measurement, scale, and geometric understanding in pā model construction and site mapping.

Equipment and Materials

Research materials: iwi histories, maps, images, and oral histories (video/audio).
Construction materials: cardboard, wooden sticks, string, glue, clay, and natural materials.
Drawing and planning tools: paper, pencils, rulers, compasses.
Digital devices (optional): Tablets for researching and documenting the process.
Visual timeline and glossary of Māori terms related to pā and Ngāti Kuri.

Lesson Breakdown (240 Minutes: 4 Hours)

1. Wāhanga 1: Introduction and Research (60 mins)

Kaupapa Whakawhanaungatanga (Icebreaker) & Whakamārama (Explanation) (15 mins)
Karakia and pepeha introduction.
Teacher introduces Ngāti Kuri, Ngātaki, and the pā of Mokohorea with visuals.
Outline lesson purpose and tikanga for respectful learning.
Research and Inquiry (45 mins)
Students in small groups use provided resources to investigate:
Location and geography of Ngātaki.
History and significance of the pā Mokohorea.
Purpose and design elements of traditional pā.
Facilitate questioning: "What do you notice about the pā design?", "Why was it built in this way?", "How did it protect the people?"
Groups write or draw key findings and Māori vocabulary learned.

2. Wāhanga 2: Planning and Design (45 mins)

Design Sketching (35 mins)
Each student sketches their own simple pā design based on their research.
Use Māori language names for parts (e.g., pā, paepae, palisade).
Teacher models drawing to scale using simple measurements.
Group Discussion and Feedback (10 mins)
Sharing sketches, discussing design elements.
Teacher consolidates correct terms and cultural insights.

3. Wāhanga 3: Construction of Pā Models (90 mins)

Creating the Models (90 mins)
In small groups, students collaboratively build a physical model of the pā mokohorea.
Encourage use of natural materials where possible.
Use measuring tools for accuracy in scale.
Emphasize cooperation and role distribution (planner, builder, recorder).
Teacher circulates providing guidance on safe and effective tool use and culturally appropriate construction.

4. Wāhanga 4: Presentation and Reflection (45 mins)

Group Presentations (25 mins)
Each group presents their pā model.
Use te reo Māori terms, explain their design choices, and what they learned about Ngāti Kuri history.
Discuss the function of different pā features.
Reflection Activity (20 mins)
Whole class reflects on:
The role of pā in Māori society.
The importance of whenua and tikanga in technology design.
How traditional knowledge informs modern technological practices.
Record reflections through drawing, writing, or audio recording.

Assessment

Formative:
Observation and feedback during research, design, and construction phases.
Student participation in discussions and group work.
Summative (Informal):
Evaluate the extent to which students:
Explain pā features and their cultural significance.
Use te reo Māori appropriately.
Demonstrate collaboration and problem-solving skills.
Produce a model reflecting understanding of pā design principles.
Reflection evidence, oral or written, connecting learning to identity and Mātāwaka perspectives.

Teacher Notes and Tips

Incorporate karakia and waiata to open and close sessions, supporting cultural grounding.
Connect with local iwi or kaumatua to invite guest speakers or access oral histories if possible.
Scaffold vocabulary and concepts with bilingual glossaries.
Promote visual and kinaesthetic learning styles through drawing and model making.
Highlight the key whakataukī: "Ko tōku reo, ko tōku ohooho; ko tōku reo, ko tōku māpihi maurea" (My language is my awakening; my language is the window to my treasure.)

This lesson is designed to develop ākonga culturally rich, technologically capable, and connected to their Māori identity and local community, embodying the principles and aspirations of Te Marautanga o Aotearoa across thinking, using language and symbols, managing self, relating to others, and participating and contributing.

Teaching Instructions