Understanding Pa System

Overview

This 45-minute lesson for Year 6 students in New Zealand focuses on investigating the design and purpose of pa (fortified Māori villages), including their strategic locations and community roles. It is Lesson 2 of 5 in the unit Life Before Colonisation. The lesson is designed in alignment with the New Zealand Curriculum Refresh, emphasizing the Social Sciences learning area, incorporating key competencies, and the critical focus of Phase 2 (Years 4-6) learning.

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Learning Objectives

Curriculum References:

• Social Sciences:

  • Understand how the community and environment shape pa
  • Investigate how pa were designed for protection, food storage and community needs
  • Reference: Social Sciences Progress Outcome Phase 2: Expanding horizons of knowledge and collaboration (Years 4-6)

• Key Competencies:

  • Thinking – utilise evidence to understand designs and strategic purposes of pa
  • Participating and Contributing – work collaboratively in group explorations
  • Relating to Others – respect Māori perspectives and cultural knowledge about pa communities

• Values:

  • Integrity and Respect for tikanga Māori and historical perspectives

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Lesson Outline

Time	Activity Description	Teaching Purpose & Details	Resources Needed
0-5 min	Warm-up and Connect	- Brief recall: What do we know about early Māori life?

• Introduce today's focus: What is a pa?
• Activate prior knowledge with quick Q&A about settlement and protection needs. | Interactive whiteboard/slide with images of pa and Māori settlements. | | 5-15 min| Interactive Input: Pa Design and Purpose | - Teacher-led discussion with images and diagrams of pa features (terracing, palisades, storage pits, lookout points).
• Discuss strategic location choices (hilltops, water access).
• Explain community roles of pa in protection, storage, and social organisation. | Projector/slides showing multi-view images of pa, maps, and interactive diagrams. | | 15-25 min| Group Investigation: Design Your Own Pa | - Students split into 5 groups (5 students each).
• Each group designs a pa model on paper or using craft materials (optional use of digital drawing tools).
• Emphasize important features: defensive walls, food storage, water source, lookout points.
• Groups justify their design decisions in relation to protection and community needs. | Paper, coloured pencils, or craft materials; tablets/computers for digital drawing if available. | | 25-35 min| Group Presentations and Discussion | - Groups present their pa designs briefly.
• Class discusses similarities, differences, and the reasoning behind placements and features.
• Teacher prompts with guiding questions to deepen reasoning (e.g., Why place a pa on a hilltop? What would happen if it was in a flat area?). | Group presentation space, student designs, class whiteboard for noting key points. | | 35-42 min| Reflective Wrap-up and Consolidation | - Whole class discussion: What did we learn about pa?
• Highlight how pa systems reflect early Māori ingenuity and community.
• Record key vocabulary and ideas on board for future lessons. | Whiteboard/chart paper, vocabulary list prepared by teacher. | | 42-45 min| Exit Card Assessment | - Students write one new thing they learned about pa and one question they still have.
• Teacher collects exit cards for formative assessment. | Small cards or sticky notes |

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Assessment for Learning

• Formative: Observation during group work and discussions - assessing understanding of pa design and purpose.
• Exit Card: Student articulation of key learning and any uncertainties for follow-up.

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Teaching Notes

• Ensure cultural sensitivity and respect for Māori knowledge by framing pa as important taonga tuku iho (treasured heritage).
• Encourage use of Māori terms introduced (e.g., pa, pā tū, storage pits, palisade).
• Incorporate visuals and tangible activities appropriate for Year 6 learners with varied engagement modes.

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Alignment with the New Zealand Curriculum

Learning Area	Strand/Phase	Specific Elements
Social Sciences	Phase 2 (Years 4-6)	Understand how people shape places and interact with environments; understand community roles and relationships.
Literacy	Speaking and Listening	Participate in group discussions; present ideas clearly; use appropriate vocabulary.
Key Competencies	Across learning areas	Thinking; Participating and Contributing; Relating to Others
Values	Across learning areas	Integrity, Respect

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This lesson plan offers a rich, student-centred exploration of the pa system that links cultural knowledge with practical activities and social collaboration, fully meshed with NZ Curriculum Refresh principles and Year 6 developmental appropriateness.

If required, subsequent lessons can build on this by exploring specific pa at local or regional levels, Māori narratives connected to pa, and archaeological insights into pa life.

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Would you also like suggestions for specific Māori narratives or local iwi examples to include for contextualisation?