First Nations Language Groups

Year Level

Foundation

Unit

Exploring Country and Place (Lesson 2 of 10)

Duration

45 minutes

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Australian Curriculum Links

Humanities and Social Sciences (HASS) — History

• Understand the significance of local Country/Place and its peoples, including First Nations Australians - Recognise that First Nations Australians have unique traditions and stories connected to their Country/Place Languages — Aboriginal and Torres Strait Islander Languages Framework
• Identify connections between language, culture and Country/Place - Recognise local First Nations language groups and their importance (AC9L1FF03_E4, AC9L2FF03_E4)

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Learning Objectives

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

• Identify local First Nations language groups pertinent to their own area using maps and visual aids
• Begin to recognise the connection between language, Country/Place, and cultural stories
• Share understanding of cultural stories linked to local language groups through discussion and art
• Develop respectful attitudes towards First Nations peoples and their traditions

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Resources Needed

• Large printed or digital map of First Nations language groups in Australia, ideally including local areas
• Visual story cards or simple illustrated storybooks that connect to local language groups
• Drawing paper and colouring materials (crayons, markers)
• Interactive whiteboard or projector (optional)
• Name tags for each student including their family's known Country/Place if relevant (optional)

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Lesson Outline

1. Introduction and Settling In (5 minutes)

• Begin with a brief Welcome to Country led by teacher or a short respectful acknowledgement of Country and its First Nations custodians, if appropriate.
• Explain simply that Australia has many First Nations language groups, which are connected to different places, and today they will learn about the one they belong to.

2. Map Exploration (10 minutes)

• Show the large map of Australia highlighting First Nations language groups.
• Ask students to look for the area where their school or home is located. Assist them in finding the relevant language group name.
• Encourage questions and talk about how these groups have lived on the land for thousands of years. Use simple language.
• Point out how every location in Australia belongs to a Country with its own language and stories.

3. Story Time and Discussion (10 minutes)

• Read or show a simplified cultural story or Dreaming tale from the local First Nations language group, using picture cards or storybooks.
• Discuss the story briefly: what happened, what people did, and how it connects with the land.
• Ask children if they know any stories from their family about their Country or language group—they can share if comfortable.

4. Creative Activity — Drawing Connection (15 minutes)

• Ask students to draw a picture inspired by the story or something they learned about their local Country or language group.
• Encourage them to use symbols or images from the story or the land, such as animals, plants, water, or people.
• While they draw, walk around to reinforce connections and ask about their drawings.

5. Reflection and Sharing (5 minutes)

• Invite a few students to share their picture and explain how it relates to the story or their Country/Place.
• Recap the lesson by reminding them that many people belong to different language groups and that these groups have special stories about their land.
• End with a respectful farewell in a local First Nations language phrase, if appropriate and known.

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Assessment and Feedback

• Observe students’ engagement and ability to identify their local language group on the map.
• Listen to student contributions during story discussion to assess understanding of the connection between Country, language, and story.
• Evaluate drawings for inclusion of story elements or symbols of Country, which indicate comprehension of cultural connections.
• Provide specific praise that reinforces respect for First Nations cultures and language groups.

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Teacher Notes and Tips

• Use clear, simple language suitable for foundation students, ensuring inclusivity.
• Adapt story complexity based on students’ background knowledge and sensitivity to cultural protocols.
• Encourage sharing but respect any student's wish not to speak.
• Invite or collaborate with local Elders or community members to bring authentic voices and guidance if possible across the unit.
• Display artwork around the classroom to honour Country and the language groups.

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This lesson aligns with the Foundation Year content descriptions focusing on the recognition of First Nations languages and cultures as integral to students' local environments. Incorporating maps and stories supports developing knowledge and respect for diverse cultural identities, consistent with the Australian Curriculum Humanities and Social Sciences and Languages learning areas for Foundation students.