Indigenous Food Systems

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Curriculum Links

Subject: Technologies (Design and Technologies)
Year Level: Year 9
Achievement Standard Reference:

• Investigate and make judgments on how the characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK043).
• Analyse how food and fibre production and food technologies influence Australian society (ACTDEK042).

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Lesson Overview

Students will be introduced to traditional Indigenous Australian food systems, exploring their contribution to ecological sustainability, biodiversity, and community health. They will develop an understanding of how Indigenous practices continue to offer viable solutions for modern food challenges.

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Learning Intentions

Students will:

• Understand the key components of Indigenous food systems.
• Recognise the importance of biodiversity and local ecosystems.
• Appreciate the connection between Indigenous food practices and sustainable living.

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Success Criteria

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

• Describe 2–3 traditional Indigenous food practices.
• Explain one way biodiversity supports food sustainability.
• Reflect on the relationship between Indigenous knowledge and modern food technologies.

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Materials Required

• Printed map of Australia with Indigenous nations marked
• Butcher's paper and markers
• Indigenous food samples or images (e.g., Kakadu plum, wattleseed, finger lime)
• "Thinking Routine" template: See-Think-Wonder
• Short video excerpt/interview featuring an Indigenous elder discussing food systems (Teacher provided)
• Whiteboard/Smartboard
• Student devices/tablets for secondary research

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Lesson Structure (60 minutes)

1. Acknowledgment of Country and Settle (5 minutes)

• Begin with an Acknowledgment of Country, inviting any Indigenous students, if comfortable, to contribute.
• Share a brief statement on the importance of respecting and learning from Indigenous cultures.

2. Hook: Sensory Connection (10 minutes)

• Present a small variety of Indigenous foods (or images if samples unavailable).
• Students form small groups (5 students per group).
• Each group describes the food using sensory language: What does it look/smell/feel like? Predict flavours and uses.
• Quick class discussion: Why might these native foods be valuable?

3. Intro to Indigenous Food Systems (10 minutes)

• Mini-presentation using Smartboard:
  • Definition of Indigenous food systems: interconnected methods of gathering, hunting, farming, and preserving food.
  • Emphasis on knowledge of seasons, animal behaviours, plant growth cycles, and land stewardship.
  • Examples: Fire-stick farming, yam daisy cultivation, aquaculture systems (e.g., Budj Bim eel traps).
• Use the printed map to show how ecosystems determined food systems in different areas.

4. Group Activity: See-Think-Wonder Routine (20 minutes)

• Distribute See-Think-Wonder template.
• Watch a short video interview with an Indigenous elder discussing local food practices (3–5 minutes).
• In groups:
  • See: List factual observations.
  • Think: Interpret meanings or ideas behind what they observed.
  • Wonder: Pose questions they still have about Indigenous food systems.
• Groups write their ideas onto butcher's paper.
• Rotate papers between groups after 5 minutes for peer input.

5. Class Share and Reflect (10 minutes)

• Groups present 1 key insight and 1 question raised.
• Whole-class guided reflection:
  • How does biodiversity support strong food systems?
  • What can modern agriculture learn from Indigenous practices?

6. Wrap-Up: Personal Connection (5 minutes)

• Students individually complete a short written reflection in their learning journals:
  • "One thing I learned today was..."
  • "I think this matters because..."

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Differentiation

• Support: Provide word banks and visual aids for EAL/D students.
• Extension: Invite students to research how Indigenous food systems could address climate change challenges and present ideas in the next lesson.

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Assessment Opportunities

• Observation of group discussions and participation.
• Review of See-Think-Wonder templates for depth of engagement.
• Learning journal reflections for individual comprehension.

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Teacher Notes

• Sensitively handle cultural material respecting authenticity and significance.
• Encourage ongoing curiosity rather than wrapping information into neat conclusions.
• Avoid portraying Indigenous knowledge as "historic" — stress its living, evolving nature today.

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Next Lesson

Lesson 2 Title: "Understanding Bush Foods: Nutritional Value and Harvesting Techniques"
Students will explore specific bush foods' properties and begin early investigations into sustainable harvesting methods.

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✨ Teaching Tip: Use artefacts where possible — tangible connections enhance learning at this age level. Even locally-sourced native plants can create a real-world link.

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Prepared with care to align with Australian Standards and best practices for culturally responsive teaching.