Settlers in Aotearoa

Overview

In this lesson, students explore who European colonial settlers were, why they came to New Zealand, and one or two early ways they began to influence everyday life. This builds on the unit’s earlier lessons by continuing to place “who” and “why” into a simple story of the past.

Learning intentions

• WALT identify that European settlers came from somewhere else and arrived in Aotearoa.
• WALT describe simple reasons why some settlers came (for example, work, farming, adventure, or a better life).
• WALT retell key parts of a settler story using sequence words (first, next, then).
• WALT use simple time markers and vocabulary to talk about “early” and “long ago”.

Success criteria

• I can say that European settlers came to New Zealand from other countries.
• I can name at least one reason settlers came.
• I can put three events in order (first, next, then) when retelling.
• I can use words like “long ago” or “early” to describe the time.

Curriculum links

• History (New Zealand history): Te Mātaiaho emphasises retelling stories learned and learning to describe when events happened using general time markers.
• New Zealand: where we come from: students learn that New Zealand hasn’t always had people living here, and that everyone’s ancestors came from somewhere else.
• General time markers: students use “a long time ago” style markers and learn to place events on a simple timeline.

Lesson structure (45 minutes)

1. 0–5 min · Start routine. Teacher greets students and shows a “Long ago / Early / Now” picture chart. Students share one word they remember from previous lessons (for example, long ago, New Zealand, ancestors).

2. 5–12 min · Story hook (teacher read-aloud). Teacher tells a short, age-appropriate story about early European settlers arriving (kept factual and simple) and highlights reasons for coming using three prompts: “work”, “farming”, “a new life”. Students listen and point to the reason pictures as they hear them.

3. 12–20 min · Who were settlers? (interactive discussion). Teacher uses a simple “Who? Where from? Why?” table on the board with icons (boats, houses, tools). Students do a quick turn-and-talk: “Who are settlers?” and “Why did they come?” Teacher circulates and records key phrases students use.

4. 20–30 min · Build a “Settler Sequence” strip. Teacher gives each pair a 3-card set showing: “They travel to New Zealand” → “They arrive and start living” → “They change how people live” (illustrated, not text-heavy). Students arrange cards in order and practise saying the sequence aloud using first/next/then.

5. 30–38 min · Influence in everyday life (gallery walk). Teacher sets up 4 stations with large images and teacher prompts: building homes, farming crops/animals, writing/letters and community roles, changes to places (kept broad and non-graphic). Students rotate in groups of 4, and for each station choose one sentence starter: “At first…”, “Next…”, or “This shows settlers…” Teacher supports with modelling and rephrasing.

6. 38–45 min · Exit retell (assessment). Teacher asks students to choose one reason settlers came and retell the three-step sequence to a partner, then one student per pair shares to the class. Students complete a quick “I can” check using thumbs (confident/not yet) for: settlers, reasons, sequence.

Resources

• Picture chart: Long ago / Early / Now
• Illustrated reason cards (work, farming, new life, adventure) and matching icons
• “Settler Sequence” card sets (3 cards per pair)
• Station posters/images for “begin to influence” (4 stations)
• Sentence starter strips: “First… Next… Then…”, “They came to…”
• Teacher clipboard for anecdotal notes
• Exit check slips with 3 short prompts (thumbs or simple drawings)

Assessment

• Teacher observation during turn-and-talk: listen for “settlers = people who came from somewhere else” and one reason.
• Check sequence accuracy: during card ordering and partner retell, note if students use first/next/then correctly.
• Exit retell (38–45 min): confirm students can state a reason and a simple “early influence” statement.

Differentiation

• Support:
• Provide sentence starters and model one full example retell before students begin.
• Use fewer choices at stations (e.g., two pictures per station) for students who need it.
• Allow students to point to icons instead of writing.
• Extension:
• For students ready to extend, ask: “Which reason do you think mattered most for this settler family? Why?” (simple justification).
• Language/SEN:
• Pre-teach key words with gestures: settler, arrive, long ago, reasons, first/next/then.
• Offer a quiet retell option with the teacher for students who need additional processing time.
• EAL:
• Keep instructions short, repeat modelling, and accept responses using pictures or single words alongside gestures.