Settlement Patterns

Overview

Lesson 7 of 8 in Māori Migration and Identity. Students analyse how Māori settlement patterns developed in relation to whenua, resources, transport and whakapapa, then explain how these patterns continue to shape the New Zealand landscape. The lesson prepares students to use evidence and connected ideas in spoken and written NCEA responses.

Learning intentions

• WALT identify two major Māori settlement patterns in Aotearoa.
• WALT describe why Māori settlements developed in particular locations.
• WALT explain how settlement patterns influenced the landscape and continue to affect identity.
• WALT use geographic evidence and appropriate te reo Māori to share ideas.

Success criteria

• I can identify and accurately describe two settlement patterns.
• I can use a map or geographic feature as evidence for my explanation.
• I can explain at least one relationship between settlement, whenua, resources and identity.
• I can connect past settlement patterns with a present-day example.

Curriculum links

• Te whakapuaki whakaaro e pā ana ki tētahi horopaki e ora nei te reo: expressing information, ideas and opinions about Māori cultural contexts and experiences.
• Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro: sharing, responding to and extending ideas in spoken te reo Māori.
• Te tuhi e pā ana ki tētahi horopaki e taunga ana: organising information, ideas and opinions in a familiar written context.
• New Zealand Curriculum Level 6 learning in te reo Māori: communicating about cultural identity, past and present experiences, and the relationship between people and place.

Lesson structure (45 minutes)

1. 0–5 min · Takiwātanga and visual hook. Teacher opens with the opening map comparison showing a physical map of Aotearoa alongside examples of coastal, river and inland settlement locations, and asks: He aha te take i noho ai ngā tāngata ki ēnei wāhi? Students silently notice patterns, then share one observation with a partner using Ki ōku whakaaro….

2. 5–12 min · Direct teaching: settlement patterns. Teacher uses the settlement patterns teaching slides to introduce two broad patterns: concentrated coastal and river settlements, supported by access to kai, wai and transport; and inland or dispersed settlements, shaped by cultivatable land, shelter, resources, seasonal movement and relationships with whenua. Emphasise that patterns varied between rohe and iwi, and avoid presenting Māori settlement as one uniform experience. Students complete the key-term section of the annotated settlement patterns worksheet and ask clarifying questions.

3. 12–20 min · Map investigation. Teacher models how to read a map using the legend, scale, coastlines, rivers and landforms, then displays the map-reading model. In pairs, students examine the annotated maps in the annotated settlement patterns worksheet and identify evidence of two settlement patterns. They label relevant geographic features and record possible reasons using sentence frames such as I noho ngā tāngata ki… nā te mea… and He mea nui te awa/moana nā te mea….

4. 20–29 min · Evidence discussion. Teacher assigns pairs to compare one coastal or river example with one inland or dispersed example, using the paired discussion prompts. Students discuss: He aha ngā rawa e wātea ana? He pēhea te āwhina o te whenua? He aha pea ngā wero? Each student must ask one follow-up question and respond to a partner’s idea. Encourage interaction strategies including Ka taea e koe te whakamārama anō?, E whakaae ana au… and Ki tua atu i tēnā….

5. 29–38 min · Landscape and identity explanation. Teacher explains that settlement patterns affected pā, kāinga, gardens, tracks, waterways and resource use, while these places also hold whakapapa and tūrangawaewae. Students independently complete the short written response on the annotated settlement patterns worksheet: identify two patterns, provide map evidence, and explain one impact on the landscape and identity. Students should refer to both the past and a present-day connection, such as a marae, town, road, pā site or local food-gathering area.

6. 38–45 min · Plenary and exit check. Teacher returns to the plenary and exit prompt and asks students to complete: E rua ngā tauira o te noho Māori ko… and Kei te kitea tonu te pānga ki te whenua nā te mea…. Students share responses with a partner, then submit the final two-sentence response from the worksheet as an exit check. Explain that the next lesson will use this evidence to develop a short presentation or written response about migration and identity.

Resources

• the settlement patterns and map-analysis slide deck
• the annotated settlement patterns worksheet
• Physical map of Aotearoa New Zealand
• Projector or interactive display
• Coloured pencils or highlighters
• Atlases or approved digital mapping tools
• Whiteboard and markers

Assessment

• During map work, check whether students can distinguish a settlement pattern from a single location and support an idea with geographic evidence.
• Listen for accurate use of whenua, rohe, awa, moana, kai, pā, kāinga, tūrangawaewae and discussion strategies. Confer with students who provide a reason without evidence.
• Collect the final response: students should identify and describe two patterns, include relevant evidence, and explain a landscape or identity impact.

Differentiation

• Provide annotated maps with key terms highlighted, a visual glossary, enlarged print and uncluttered worksheet layout for dyslexic learners. Read instructions aloud and allow students to use coloured overlays, text-to-speech or speech-to-text.
• Scaffold discussion with sentence starters, a word bank and a choice of map examples. Pair students strategically and allow rehearsal before whole-class sharing.
• Support students who need additional processing time by providing a partially completed model and accepting labelled diagrams or recorded oral responses before they write.
• Challenge advanced learners to compare how settlement patterns differed between two rohe, evaluate the limitations of a map, and explain how colonisation or modern infrastructure has changed the visibility or use of Māori settlement sites.

Extension

• Conduct fieldwork around the local rohe to identify Māori settlement influences, such as pā sites, marae, wāhi tapu, traditional tracks, waterways or place names. Students should record observations respectfully, use an annotated map or photographs where appropriate, and explain how each feature connects people, whenua and identity.
• If fieldwork is not possible, students can use a local map and trusted school resources to create a short evidence-based kōrero for the final lesson.