Foundations Overview

Year Level

Year 6

Duration

60 minutes

Unit

Foundations of Australia
Lesson 1 of 12

Lesson Title

Introduction to Australia’s Foundations

NSW Curriculum Links

History

Knowledge and Understanding (ACHHK091): Explore the geographical features of Australia and their significance to Indigenous Peoples; understand the concept of 'Country' and its importance in Aboriginal and Torres Strait Islander cultures.
Historical Skills (ACHHS094): Pose questions about the past and locate, collect, and organise information and data from a range of sources.
Historical Skills - Evaluate sources: Evaluate sources to determine origin, purpose and perspectives related to Indigenous Australian perspectives and connection to Country.

Humanities and Social Sciences (HASS) Achievement Standard Year 6

Students explain geographical diversity of places and effects of interconnections. They develop questions, locate and organise information from primary and secondary sources, evaluate sources for perspectives, and use appropriate terminology to present explanations.

Learning Objectives

By the end of this lesson, students will:

Identify key geographical features of Australia (e.g. deserts, rivers, coastlines).
Understand and explain the Indigenous Australian concept of 'Country' including its cultural, spiritual, and physical significance.
Recognise that the connection to Country is fundamental in Aboriginal and Torres Strait Islander cultures.
Participate respectfully in discussions about Indigenous perspectives on land and place.

Resources Needed

Large map of Australia showing major geographical features
Images/photos of diverse Australian landscapes and Indigenous land connections
Storybook or short video about the Indigenous concept of Country (age-appropriate)
Whiteboard and markers
Student notebooks or digital devices for recording ideas
Sticky notes or index cards

Lesson Outline

1. Introduction (10 minutes)

Welcome and brief discussion: "What do you know about Australia’s land?"
Show the large map of Australia; point out key geographical features (deserts, rivers, mountains, coastlines).
Interactive questioning: where do you live in Australia? What kind of land is nearby?
Explain that today we will learn about how Indigenous Peoples see and connect with these lands differently – through the idea of ‘Country’.

2. Exploring ‘Country’ (15 minutes)

Introduce the term ‘Country’ as used by Aboriginal and Torres Strait Islander Peoples: more than just a place, it includes spiritual, cultural, family, and physical connections.
Show images/videos/story related to Indigenous perspectives of Country (e.g., story of the land and water).
Discuss with students: What do you notice? How is this different from how we might think about land?
Teacher models note-taking on whiteboard – capturing key ideas about ‘Country’.

3. Group Activity: Mapping Connection (20 minutes)

Divide class into groups of 5.
Provide each group with a blank outline of Australia and sticky notes/index cards.
Groups brainstorm and write down: key geographical features they know (rivers, deserts, mountains) and Indigenous connections or stories linked to those places (teacher can provide some examples or keywords).
Groups place sticky notes on the map, sharing their ideas with peers.
Facilitate a gallery walk where groups hear about other groups’ findings, encouraging respectful listening.

4. Reflection and Discussion (10 minutes)

Whole class discussion to reflect:
- What did you learn about the land today?
- Why do you think Indigenous Peoples value their connection to Country?
- How can we show respect for these perspectives in our community?
Introduce a simple exit question for students to write down: "What does 'Country' mean to Aboriginal and Torres Strait Islander Peoples?"

5. Assessment and Feedback (5 minutes)

Collect exit question responses for formative assessment.
Observe participation during group activities for engagement and understanding.
Provide verbal feedback and encouragement highlighting respect for Indigenous perspectives and understanding of geographical features.

Differentiation and Support

Provide sentence starters or key vocabulary (e.g., Country, connection, land, water, spirit) to support EAL/D or students who need assistance.
Use visual aids and hands-on materials to engage diverse learners.
Extend learning for advanced students by encouraging them to ask additional questions about different Indigenous groups’ connections to specific geographic features.

Cross-Curricular Links

English: Develop oral and written communication skills through discussions and reflection writing aligned with Year 6 English achievement standards .
Visual Arts: Use images and symbols in Indigenous stories about Country.
Geography (HASS): Understanding physical environments and cultural significance.

Teacher Notes

Emphasise respect and cultural sensitivity throughout the lesson, reinforcing the significance of Indigenous voices in learning about Country.
Use clear terminology appropriate for Year 6 students; model respectful language when discussing Indigenous peoples and cultures.
Encourage curiosity and empathy by framing questions that invite thoughtful consideration of different worldviews.
Link this introductory lesson to upcoming lessons exploring significant people, events, and perspectives in Australian history.

This detailed lesson plan addresses NSW Year 6 History curriculum requirements to explore foundational knowledge about Australia's geography and Indigenous perspectives, with emphasis on the importance of Country in Aboriginal and Torres Strait Islander cultures. It balances knowledge, skills, and respectful cultural awareness, fitting within a 60-minute period for a class of 30 students. This approach aligns with syllabus statements and achievement standards, engaging students with interactive and reflective activities that develop historical understanding and critical thinking.

Teaching Instructions