Settling Kaiapoi Stories

I want the plan to focus on the early Māori settlers that came to Kaiapoi Pā. The lesson should focus on how the Māori settlers got to Kaiapoi/migration methods and also what the land was like when they arrived. The students are investigating how the māori settlers migrated to kaiapoi and then how did they live, what did they do for food, etc. The lesson also needs to clearly have a progressing timeline. Starting when the first māori settlers arrived in kaiapoi and then what changed when other settlers, like the europeans, started arrving, and then how has it changed to get to the present time that we live in.

My students learn best when their is interactive activities that they can participate in and also when they have the chance to research and write down their ideas. There is a student who is ELL so they will need some extra support with some of the learning activities. There is also a student who has extra literacy support (needs help with writing) so having a way for them to express their ideas in another form other than writing is essential for their learning in the activities.

Year Level

Year 6 (ages 10-11)

Duration

45 minutes

Learning Area

Social Sciences — Aotearoa New Zealand Histories focus
Aligned to the New Zealand Curriculum Refresh (2025)

Learning Objectives

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

Understand how early Māori settlers migrated to Kaiapoi Pā and describe the natural environment they first encountered.
Investigate traditional Māori migration methods (waka journeys) and how Māori people lived in Kaiapoi, including food sources and use of the land.
Create and sequence a timeline showing key historical events from the arrival of Māori through to European settlement and up to the present day.
Develop and express ideas using multiple modes of communication, supporting ELL learners and those needing literacy support.
Demonstrate key competencies: managing self, relating to others, thinking, participating & contributing, and using language, symbols, and texts.

Curriculum Linkages

Achievement Objective (Social Sciences, Level 3, NZC Refresh):
Understand how and why people moved to and settled in different parts of Aotearoa New Zealand; describe aspects of the environment and early settlers’ ways of living.
Key Competencies: Managing self, Relating to others, Thinking, Using language, symbols, and texts, Participating and contributing.
Values: Cultural diversity, ecological sustainability, community and participation.
Principles: Treaty of Waitangi partnership, inclusion, community engagement, future focus.
Literacy (English Curriculum, Levels 3-4): Developing oral language skills through discussion and presentation; researching and recording information; expressing ideas in multiple forms—oral, written, visual.

Resources Needed

Large printed or digital images/maps of Kaiapoi Pā and Canterbury region
Pictures/models of traditional waka (canoes)
Timeline cards (events: arrival of Māori, way of life, arrival of Europeans, modern Kaiapoi)
Drawing and writing materials (paper, coloured pencils, markers)
Tablets or printed fact sheets for group research on Māori lifestyle and food sources
Visual vocabulary cards with te reo Māori keywords (waka, pā, kumara, moa, iwi) for ELL support
Audio recorder or video camera for alternative expression by students with literacy needs

Lesson Outline

1. Introduction (5 minutes)

Begin with a whakataukī (proverb) about journeys or arrival to connect with te ao Māori, e.g., "He waka eke noa - We are all in this together."
Briefly introduce Kaiapoi Pā as a significant site for early Māori settlement.
Use a large map to show where Kaiapoi is located in New Zealand and discuss the landscape (river environment, forests, etc.).
Explain the lesson focus: how Māori settlers got to Kaiapoi, how they lived, and how the area changed over time.

2. Exploring Early Māori Migration (10 minutes)

Show images/models of waka and explain migration by sea voyages from Polynesia to New Zealand. Use simple te reo Māori terms supported with visual cards.
Interactive group activity: “Waka Journey Map”
- Each group receives a map and pathways to trace how early Māori might have travelled by waka to Kaiapoi.
- Groups discuss and share one interesting fact about waka or the migration methods with the class.
ELL students get extra support by pairing with a buddy and using vocabulary cards. Literacy support students can draw or verbally explain the waka journey rather than writing.

3. Life at Kaiapoi: Environment and Lifestyle (10 minutes)

Share images and simple descriptions of the land: forest resources, food like moa (extinct bird), birds, kumara gardens, fishing in rivers.
Group research task: “How did Māori live in Kaiapoi?”
- Using tablets or printed fact sheets, groups find out what food Māori gathered/farmed, how they built homes, what tools they used.
- Provide sentence starters for writing ideas, e.g., “Māori people gathered ___ for food”, “They built ___ for shelter.”
- ELL and literacy support students can use graphic organisers or record audio/video explaining what they learned.

4. Timeline Activity: Changes Over Time (15 minutes)

Display a large blank timeline on board/wall from "Arrival of Māori" to "Present Day."
As a class, discuss and place pre-prepared event cards on timeline, including:
- First Māori settlers arrive at Kaiapoi (approx. 15th century)
- Traditional Māori way of life (fishing, hunting, gardening)
- Arrival of European settlers in the 19th century
- Changes due to European settlement (new buildings, farming practices)
- Modern Kaiapoi town and community today
Students then work in pairs or small groups to create a mini timeline on paper with drawings and captions summarising each era.
Provide alternative ways to represent timelines (oral explanation, pictorial timeline) for literacy support students.

5. Sharing and Reflection (5 minutes)

Groups briefly share their mini timelines with the class or record a short oral presentation.
Teacher facilitates a discussion on how migration and settlement influenced Kaiapoi's development and encourages students to think about what they find most interesting or surprising.
Highlight the importance of learning from multiple sources and perspectives.

Assessment Opportunities

Formative assessment through observation of group discussions and map activity participation.
Review mini timelines and supporting captions for understanding of sequence and key facts.
Listen to or view oral/visual presentations from students needing literacy support.
Use a simple reflection sheet with prompts: “One thing I learned about Māori migration is…”, “One way life changed when Europeans arrived is…”

Differentiation / Learner Support

English Language Learner: Pair work, visual supports (pictures, maps, vocabulary cards), oral tasks instead of only writing.
Literacy Support: Option to use drawing, oral recording, or video to express ideas. Sentence starters and graphic organisers to scaffold writing.
Whole class: Interactive, kinaesthetic learning through map tracing and timeline card placement.

Teacher Notes

Incorporate Tikanga Māori terms and respect cultural protocols when discussing Māori history.
Use clear scaffolding and slowing of pace during new vocabulary introduction and timeline work.
Embed tikanga and Te Tiriti o Waitangi values through acknowledging Māori perspectives as foundational in Aotearoa’s history.
Encourage curiosity with wonder questions like “How do you think Māori found out about Kaiapoi as a good place to settle?”

This lesson plan strongly aligns with the Social Sciences curriculum for Year 6 in the NZ Curriculum Refresh, focusing on understanding histories of Māori and European settlement, using relevant key competencies and applying culturally responsive pedagogy to engage all learners meaningfully .

Teaching Instructions