Significant Pā Sites

Unit: Māhia: From Past to Present

Lesson 6 of 12

Duration: 45 minutes

Class size: 10 students

Subject: New Zealand History (Māori-medium Context)

Year Level: 13

Learning Framework Alignment

This lesson plan is developed following Te Marautanga o Aotearoa with a focus on the mātauranga Māori (Māori knowledge), tikanga Māori (Māori customs), and key competencies, supporting the development of confident, connected, actively involved, and lifelong learners. It weaves together essential understandings and skills within the social sciences domain, emphasising the Māori worldview and historical context relevant to the Māhia region.

WALT (We Are Learning To)

Identify and analyze significant pā sites in the Māhia region.
Understand the historical purposes and cultural significance of these pā.
Use mātauranga Māori (Māori knowledge) and tikanga (customs) to deepen understanding.

Success Criteria

Students will be able to:

Identify key pā sites in the Māhia region and describe their physical and social characteristics.
Explain the strategic and cultural purposes of pā in historical contexts.
Demonstrate critical thinking by connecting pā sites to broader iwi histories and whakapapa.
Reflect on the importance of protecting such sites in today’s context.

Curriculum References

From Te Marautanga o Aotearoa (Social Sciences)

Learning Area Focus: Aotearoa New Zealand’s Histories
Achievement Objective:
- Explore significant tūrangawaewae (places) and their historical and cultural significance to hapū and iwi.
- Analyse the impacts of historical events and developments on tangata whenua and their whenua.
Key Competencies:
- Thinking: Use creative, critical, and metacognitive processes to interpret and evaluate historical information.
- Relating to Others: Understand and respect Māori worldviews and perspectives about land and identity.
- Using Language, Symbols and Texts: Interpret oral histories, maps, and artefacts related to pā sites.

Lesson Outline: 45 minutes

Time	Activity	Description	Differentiation
0-5 mins	Mihi, Whakataukī, and Context Setting	Begin with a karakia or whakataukī related to whenua and history (e.g., “Ehara taku toa i te toa takitahi, engari he toa takitini”). Briefly remind students about previous lessons and the unit's focus on Māhia's history.	Use visual aids with Māori and English text. Dyslexia-friendly fonts and colour contrasts.
5-15 mins	Introduction to Pā: Mini Presentation & Discussion	Teacher-led presentation introducing pā: what they are, why they were built (defense, community, resource control). Introduce significant pā in Māhia region (e.g., Te Whetumatarau, Te Kaitawa) including their strategic locations. Use aerial images, maps, and oral histories.	Provide printed fact sheets in clear, simple language with bullet points and images. For advanced learners, include details on archaeological findings and tikanga protocols around pā.
15-30 mins	Group Research & Analysis Task	Students are split into pairs or small groups; each group is assigned a specific pā site in Māhia to research from provided resources (texts, images, maps, oral histories). They will identify: location, features, purpose, and cultural significance. Groups then prepare a short explanation to share.	For diverse learners, provide scaffolding templates to guide note-taking. For advanced learners, encourage deeper exploration of whakapapa links and tribal history. Provide access to audio oral histories for dyslexic learners or ELLs.
30-40 mins	Group Presentations & Discussion	Groups share findings. Follow with whole-class discussion exploring similarities/differences in pā sites, and their importance in ngā tikanga (customs) and hapū identity. Use Māori language terms to explain roles and concepts, encouraging student use.	Allow students to present using oral storytelling, visual aids, or short written summaries per their strengths.
40-45 mins	Reflection and Success Criteria Review	Students individually write or verbally share one key learning and why pā sites remain important today.

Teacher revisits the WALT and success criteria for self-assessment. | For dyslexic learners, allow oral responses or drawing as alternatives to writing. Encourage reflective talk in pairs before sharing. |

Resources

Maps and aerial photos of Māhia pā sites.
Fact sheets on each pā (simplified and detailed versions).
Oral histories recordings or transcripts.
Dyslexia-friendly reading sheets with clear layout, large font, and coloured paper options.

Extension Activities (for advanced learners)

Research the archaeological methods used to study pā sites.
Create a digital presentation or podcast explaining the strategic significance of pā during inter-iwi conflicts.
Investigate contemporary efforts and kaupapa Māori for pā site protection and management.

Differentiation Strategies

Visual learners: Use images, maps, diagrams, and videos.
Auditory learners: Include oral histories and group discussions.
Reading/writing learners: Provide written resources with dyslexia-friendly formatting.
Kinesthetic learners: Use site models or tangible artefact replicas if available.
Scaffolding templates for research and note-taking.
Allow multiple means of expression in presentations/reflections.

Cultural Responsiveness & Tikanga

Begin and end with karakia or whakawhanaungatanga (relationship building).
Use Māori language consistently, providing translations where needed.
Encourage respect for tūrangawaewae and whakapapa connections.
Emphasise the importance of local hapū narratives and their place in Māhia history.

Final note:

The lesson aligns the key competencies of Thinking, Using Language, Symbols and Texts, and Relating to Others as outlined in Te Marautanga o Aotearoa. It supports Māori students to connect with their identity and history, while embracing inclusive teaching for diverse learners in line with New Zealand's education principles and values,,.

If you wish, I can also generate printable student worksheets or teaching slides for this lesson. Would you like that?

Teaching Instructions