Journey Through Aotearoa

Year Group/Subject: History – Year 6

Curriculum Area: KS2 History – Non-European society contrast and culture, British Empire and colonisation.

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Learning Objectives

By the end of this lesson, pupils will:

1. Understand the origins of Māori culture, including migration myths and settlement in Aotearoa (New Zealand).
2. Identify key moments before, during, and after British colonisation of New Zealand.
3. Appreciate the impact of colonisation on Māori culture and the development of modern New Zealand.

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Lesson Overview

This lesson aims to engage pupils with storytelling, active participation, and visual exploration of New Zealand’s history, focusing on Māori culture and British colonisation.

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Preparation

• Display an image of New Zealand’s traditional pōwhiri (Māori welcoming ceremony) as pupils walk in.
• Prepare a carved piece of driftwood, replica necklace or similar to symbolise a taonga (treasure).
• Have a globe or large map available.

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Starter Activity (20 seconds)

Hook:
Hold up the prepared taonga and say, “Imagine being part of one of the greatest migrations in history – thousands of miles across the open ocean, guided only by the stars. What might you take with you to remember your home forever?”

Use this question to immediately engage their sense of wonder and empathy. Pass the taonga around as you speak, so each pupil feels its significance. This echoes Māori oral traditions.

Point to Polynesia and New Zealand on the globe/map to illustrate the daunting journey.

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Main Activity with Key Events (1 minute 30 seconds)

Part 1: Waka Hourua (Voyaging Canoes) – Māori Arrival (30 seconds)

1. Briefly explain that Māori ancestors arrived from Polynesia on large double-hulled canoes (waka hourua), around 1000 years ago.
2. Describe their navigation skills: observing constellations, currents, and migrating birds.
3. Mention Māori settlement in Aotearoa (the Māori name for New Zealand), establishing tribes (iwi) with a shared love of nature, mythology, and community.

Quick Task: Pupils imagine guiding their own canoe across the ocean. Ask, “What signs in nature would you look for to find land?”

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Part 2: British Arrival and Treaty of Waitangi (60 seconds)

1. Fast forward to 1769: Captain James Cook arrives. Use dramatic wording: “Imagine waking up one day to find strangers on your shores…”

2. Explain how British settlers arrived, leading to cultural exchange – and conflict.

3. Focus on the Treaty of Waitangi (1840), an agreement signed between Māori leaders and the British Crown. Mention its promises (land protection for Māori, partnership) but explain how misunderstandings of language and intent caused upset later.

4. Highlight consequences of colonisation: the loss of Māori land, erasure of language/customs, but also how the Māori remained strong and resilient.

Quick Question: Ask, “How might you feel if someone promised you fairness but took your home instead? What could you do to stand up for yourself?”

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Plenary (10 seconds)

End with impact by stating: “Today, Māori culture remains central to New Zealand’s identity, but history reminds us we must always listen carefully to everyone’s voice. What can we learn from their resilience and wisdom?” Let pupils answer aloud or in pairs before they leave.

Hand the taonga to one student to thank them for participating, an act that reflects Māori respect and sharing.

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Assessment Opportunities

1. Responses to hook and quick questions.
2. Use of imagination during waka hourua discussion.
3. Participation in plenary reflection.

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Extension Activities

• Have pupils create a journal entry from the perspective of a Māori voyager or British settler (homework).
• Show an image of a Māori marae (meeting place) as part of the next day’s lesson to explore cultural identity further.

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Resources

• Globe or map.
• Replica taonga (small treasure).
• Māori and British historical timelines (simplified).
• Visuals: wakas, Treaty of Waitangi artworks/animations.

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Notes for Inclusion

• Ensure pupils of diverse cultural backgrounds are encouraged to draw parallels to customs and histories from their own heritage to foster inclusivity.
• Use simplified vocabulary, scaffolding questions, and visuals to support pupils with SEN or EAL needs.