Gadigal Country

Overview

In this second lesson of the unit, students explore the significance of Gadigal Country (the traditional land of Aboriginal peoples in Sydney) and compare what was happening here before and after British arrival. The lesson builds understanding of how Country and Place shape daily life, and how colonisation changed communities over time.

Learning intentions

• Students will describe Gadigal Country and explain why it has cultural significance for Aboriginal peoples.
• Students will identify how British colonisation affected this land and its people.
• Students will use key words (colony, navigation, economic resources) to support their explanations.
• Students will recognise that Aboriginal peoples are diverse distinct communities with their own social organisation and experiences.

Success criteria

• I can name Gadigal Country as the traditional land of Aboriginal peoples in Sydney and describe its importance.
• I can explain one way British colonisation changed life on this land.
• I can use at least two curriculum key terms accurately in my speaking or writing.
• I can describe continuity and change by comparing “before 1788” and “after 1788”.

Curriculum links

• Historical Knowledge and Understanding: Early colonisation of Australia to c. 1800, including the establishment of the first permanent British colony on Gadigal Country in 1788.
• Historical Knowledge and Understanding: Aboriginal and Torres Strait Islander Peoples’ diversity, social organisation, and how daily lives were shaped by Country and Place.
• Historical Knowledge and Understanding: Aboriginal peoples’ experiences, perspectives and responses to the impact of colonisation after the First Fleet.
• Historical Concepts and Skills: Identify and describe continuity and change.

Lesson structure (45 minutes)

1. 0–5 min · Welcome & prior learning check. Teacher displays the unit question: “What changed after British colonisation began in Sydney?” and briefly revisits Lesson 1 ideas about ‘arrival’ and ‘first colony’. Students share one memory or word from last lesson in a quick think-pair-share.

2. 5–12 min · Activate understanding of Country and Place. Teacher shows an image set of Sydney places (harbour, river, coastal areas) and explains that Country is more than land—it connects people, identity, knowledge and daily life. Students complete a class “I notice / I wonder” chart about how places might matter to the Gadigal people.

3. 12–22 min · Direct teach: Significance of Gadigal Country. Teacher explains that Gadigal Country is the traditional land of Aboriginal peoples in Sydney, and that Aboriginal peoples have diverse communities with social organisation shaped by Country and Place. Students follow along with a guided summary: “Gadigal Country is important because…” and add one example from teacher prompts (e.g. connection to land and community life).

4. 22–30 min · Colonisation impact: causes and first changes (age appropriate). Teacher introduces a simple cause statement: the British planned a permanent colony for reasons connected to navigation and economic resources, and British arrival changed the land and people’s lives. Students use a structured sentence starter worksheet:

• “Before British arrival, Gadigal Country was important for…”
• “After British arrival, one change was…” Teacher circulates and checks for accuracy and respectful language.

5. 30–38 min · Continuity and change sorting. Teacher provides two columns on the board: “Continuity (stayed the same)” and “Change (became different)”, plus picture/word cards (teacher-made) such as: language/knowledge (continuity), land use (change), community life (continuity), new British settlement activity (change). Students work in pairs to place four cards and justify their choices with one sentence each using “still” or “but”.

6. 38–45 min · Exit ticket: explain in 2–3 sentences. Teacher reads the task aloud: “Explain why Gadigal Country is culturally significant, and describe one impact of British colonisation.” Students complete an exit ticket with two parts: (1) cultural significance, (2) one impact, using at least two key words from the word bank.

Resources

• Image set of Sydney places relevant to Gadigal Country (harbour/coast/river scenes)
• Teacher-made word/picture card set for continuity and change
• Guided summary worksheet (“Gadigal Country is important because…”)
• Sentence starter sheet comparing “before 1788” and “after 1788”
• Exit ticket slips
• Display board/markers or interactive whiteboard

Assessment

• Teacher observation during pair discussion and card sorting (checking use of respectful language and historical reasoning).
• Worksheet review for understanding of cultural significance and one change caused by colonisation.
• Exit ticket evaluated against success criteria (accuracy, key-term use, and continuity/change).

Differentiation

• Provide sentence starters, word bank, and visuals for students needing additional support.
• Allow students to respond orally first (teacher prompts) before writing for students who require processing time.
• Extend for early finishers: ask them to add one “I wonder…” question about how Gadigal people responded after British arrival.
• For EAL/SEN: use shorter sentences, offer cloze versions of the exit ticket, and pre-teach key terms using student-friendly definitions (colony, navigation, economic resources).