Aotearoa NZ's Histories - Progress outcomes for years 1-3

Years 1 to 3 Progress Outcomes for Aotearoa New Zealand’s histories. This curriculum content is part of the statement of official policy relating to teaching, learning and assessment of social sciences in all English medium state and state-integrated schools in New Zealand.

Drawing of three matariki lying on the grass above a bay, reading a book together.

About this resource

This page sets out the Aotearoa New Zealand’s histories Progress Outcomes for Years 1 to 3. These are part of the social sciences learning area in the New Zealand Curriculum, the official document that sets the direction for teaching, learning, and assessment in all English medium state and state-integrated schools in New Zealand.

An overview of the Understand, Know, Do (UKD) content structure for Aotearoa New Zealand’s histories and Progress Outcomes for other year levels are provided on companion pages.

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Aotearoa NZ's Histories: Progress outcomes for years 1–3

See The New Zealand Curriculum - Social sciences for more learning area information.

Understand
Know
Do

Through building knowledge about contexts and drawing on inquiry practices, I am beginning to understand that:

Māori history is the foundational and continuous history of Aotearoa New Zealand

Māori have been settling, storying, shaping, and have been shaped by these lands and waters for centuries. Māori history forms a continuous thread, directly linking the contemporary world to the past. It is characterised by diverse experiences for individuals, hapū, and iwi within underlying and enduring cultural similarities.

Colonisation and settlement have been central to Aotearoa New Zealand’s histories for the past 200 years

The settlement of Aotearoa New Zealand has contributed to an increasingly diverse population, with many languages and cultures now part of its fabric. Colonisation began as part of a worldwide imperial project. It has been a complex, contested process, experienced and negotiated differently in different parts of Aotearoa New Zealand over time. Aotearoa New Zealand has also colonised parts of the Pacific.

The course of Aotearoa New Zealand’s histories has been shaped by the use of power

Individuals, groups, and organisations have exerted and contested power in ways that improve the lives of people and communities, and in ways that lead to exclusion, injustice, and conflict.

Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories

People in Aotearoa New Zealand have been connected locally, nationally, and globally through voyaging, discovery, trade, aid, conflict, and creative exchanges. This has led to the adoption of new ideas and technologies, political institutions and alliances, and social movements.

I have explored the diverse histories and experiences of the peoples of Aotearoa New Zealand.

I have built my knowledge of stories about the people, events, and changes that have been important in my local area, including knowledge of the stories iwi and hapū share about their history in the rohe.

For the national contexts, I know the following:

Whakapapa me te whanaungatanga | Culture and identity

Origins and connections

Māori are tangata whenua. They were the first people of this land and have stories about their origins and arrival.

People in our area have come from a variety of places, and some retain connections to those places.

Key questions

Origins and connections

What stories do hapū and iwi tell about their origins?
Where do people in our community come from?
Do they have connections to the places that they come from?
How do they keep up those connections?

Learning experiences

Explore examples of:

kōrero pūrākau that are widespread (for example, Rangi and Papa, Māui) and those that are unique to local iwi
stories of students who live in the area, including what they know about their origins and the connections they retain with them.

Related resources

Tino rangatiratanga me te kāwanatanga | Government and organisation

Waitangi Day

Waitangi Day marks the significance of the initial signing of Te Tiriti o Waitangi | The Treaty of Waitangi. We recall what happened at Waitangi at the time of the signing and who was there. This helps us understand why we have a holiday.

Key questions

Waitangi Day

Why is February 6 called Waitangi Day?
How does the community acknowledge the significance of February 6, 1840?
What do we know about the people who were at Waitangi around the time of signing?

Learning experiences

Explore examples of:

the range of people present on 6 February 1840: Groups of Māori from throughout the north, missionaries, Pākehā settlers, women and children, and some notable public figures: Hōne Heke, Tāmati Wāka Nene, Eruera Maihi Patuone, Iwikau Te Heuheu from Ngāti Tūwharetoa, Lieutenant-Governor Hobson, James Busby, Henry and Edward Williams, William Colenso, and Bishop Pompallier
other places in New Zealand where the nine separate sheets of Te Tiriti were signed: The two versions were taken around Aotearoa. More than 500 chiefs, including some women, signed. Not all Māori chiefs signed.

Tūrangawaewae me te kaitiakitanga | Place and environment

Connecting

Tangata whenua are deeply connected to the local area. Naming places was key to establishing and maintaining mana and tūrangawaewae.

Key questions

Connecting

What are the names of the features of the landscape in our area?
Do some features have more than one name? If so, why, and where do the names come from?
How did Māori name marae, hapū, iwi, and features of the landscape?
How and why have some place names in Aotearoa New Zealand changed?

Learning experiences

Explore examples of:

tangata whenua connections to the local area: names of marae, hapū, iwi, and geological features and how they relate to experiences and whakapapa.

Related resources

A sense of place

Naming

Many of the names of geographical features, towns, buildings, streets, and places tell stories. Sometimes there is more than one story.

Key questions

Naming

How did Māori name marae, hapū, iwi, and features of the landscape?
How and why have some place names in Aotearoa New Zealand changed?

Learning experiences

Explore examples of:

names of geographical features, towns, places, streets, and buildings, and the stories people tell about those names.

Related resources

A sense of place

Kōwhiringa ohaoha me te whai oranga | Economic activity

Living and working

The ways different groups of people have lived and worked in this rohe have changed over time.

Key questions

Living and working

Who were the first people to live in our area?
What are the stories about how they have met their needs and wants?
Who else has lived here over time?
What are the stories about how these people have met their needs and wants?

Learning experiences

Explore examples of:

how the first people who lived in the area provided for themselves and others (for example, with food, shelter, clothing, technology, tools, work, and trade and exchange)
how groups who have lived in the area at different times have provided for themselves and others (for example, with food, shelter, clothing, technology, tools, work, and trade and exchange).

In my learning in Aotearoa New Zealand’s histories, I can:

Identifying and exploring historical relationships

I can retell a story from the past and talk about how other people might tell it differently.

Identifying sources and perspectives

I can use historical sources, giving deliberate attention to mātauranga Māori sources, to help answer my questions about the past.

Interpreting past experiences, decisions, and actions

I can make observations about how people have acted in the past and how they act today.