Indigenous Heritage Importance

Year 2 History – Special Education Adapted Lesson

---

Focus Question:

Why is the Indigenous history of your local area important?

---

Learning Intention:

Students are learning to:

• Identify the importance of an historical site today

Success Criteria:

Students will be able to:

• Explain how First Nations peoples use historical sites to share stories, traditions and history through art, storytelling and connection to Country.
• Describe the role of Elders in passing down cultural knowledge

---

NSW Curriculum Links:

• Outcomes:

  • HT1-2: Describes a historical site or event and suggests what it reveals about the past.
  • HT1-4: Examines why people choose to commemorate significant events of the past and suggests ways to do this.

• Content Focus: Recognising the significance of Aboriginal and Torres Strait Islander histories and cultures in local places and communities consistent with the Humanities and Social Sciences (History) syllabus for Year 2.

• Adjustments align with requirements for special education students, providing scaffolded learning and multimodal engagement consistent with NSW Department of Education guidelines.

---

Lesson Duration:

40 minutes

Class Size:

7 students (including non-verbal learners and those needing modified instruction)

---

Lesson Breakdown

Time	Activity	Details & Modifications	Resources
0–5 mins	Introduction to Indigenous Historical Sites	- Teacher introduces the concept: "Before buildings and roads, First Nations peoples cared for the land." Use simple language and visual symbols (pictures of land, people). - Use real objects/models of landforms to engage sensory learners. - Use explicit visual timetable to show lesson steps. - Include AUSLAN signs for “Country”, “History”, “Elder”.	Visual symbols, objects/models of landforms, AUSLAN signs
5–12 mins	Watching a Kakadu Video	- Play a 2-3 minute video showing Kakadu National Park’s landscapes and rock art. - Use closed captions and pause to explain key visuals. - Provide prompts with picture cards for a partner discussion. - For non-verbal students, enable communication boards or tablets with symbols to express what they see.	Video of Kakadu, picture cards, communication boards/tablets
12–18 mins	Discussing Kakadu’s Importance	- Guided pair discussion (or small group if needed) with sentence starters (spoken or symbol-based): “Kakadu is special because…”, “It tells stories about…” - Teacher models responses and supports with graphics. - Use picture prompts of rock art and landscapes to infer stories. - For non-verbal students, use assisted communication or have them point to pictures.	Picture prompts, sentence starters on cards, communication aids
18–25 mins	Local Indigenous Site Research Introduction	- Explain that just like Kakadu, our local area has important Indigenous places. - Brainstorm sources for finding information (show icons for land councils, libraries, museums, websites etc.). - Use simple reading materials or videos about a chosen local Indigenous site. - Students work in pairs or supported groups to explore the information. - Use drawings instead of writing for responses as needed.	Icons representing sources, simplified info sheets on local site, drawing materials
25–32 mins	Sketch and Reflection Routine	- Students draw a simple sketch of their local Indigenous site. - Fill in a thinking routine table with support, focusing on: What I know, What I learned, What I wonder. - For non-verbal students, use picture selection or assist to indicate their thoughts. - Teacher scribes as needed.	Thinking routine table with visuals, drawing materials
32–37 mins	Role of Elders and Storytelling	- Explain the importance of Elders using simple sentences and pictorial cards. - Students imagine inviting an Elder to visit and think of questions (e.g., “What stories do you tell?”). - Use visual and verbal question prompts. - Non-verbal students can use assistive communication for ideas.	Pictorial cards showing Elders, question prompt cards
37–40 mins	Wrap-Up & Success Criteria Check	- Recap: Why are these sites important? Who helps keep stories alive? - Use YES/NO cards or thumbs up/down for students to indicate understanding. - Praise participation, validate all communication methods. - Briefly inform about Uluru (prepare for next lesson).	YES/NO cards, thumbs up/down visuals

---

Teaching Strategies and Modifications:

• Multi-Sensory Input: Use visuals, realia, video, AUSLAN signing, and gestures to support verbal explanation.
• Non-Verbal Communication Supports: Provide communication boards, allow pointing or gesture responses.
• Simplified Language: Use short, clear sentences with repetition and visuals.
• Peer Support: Pair students for discussions, especially supporting non-verbal or less confident communicators.
• Explicit Instructions: Break tasks into small steps with visual timers and cues.
• Flexible Output: Allow students to respond by drawing, oral response, assisted technology, or gestures.
• Positive Reinforcement: Frequent praise and encouragement.

---

Assessment:

• Formative:

  • Observe student participation in discussions or communication aids.
  • Review thinking routine entries for understanding and reflections.
  • Monitor ability to explain, through supported language or visuals, why Indigenous sites are important.
  • Check responses about the role of Elders and storytelling.

• Adjustments for Special Ed:

  • Tailor expectations based on individual IEP goals.
  • Use alternative communication means for assessment evidence.
  • Provide multiple opportunities to respond and express understanding.

---

Resources Needed:

• Digital projector or screen for video
• Video: Short clip about Kakadu National Park (2-3 mins)
• Picture cards of Kakadu rock art and landscapes
• Local Indigenous site information sheets (simplified)
• Drawing materials (paper, crayons)
• Thinking routine visual table (What I know / learned / wonder)
• Communication boards or devices
• AUSLAN sign posters or teacher ability to sign key vocabulary
• YES/NO and thumbs up/down cards
• Pictorial cards of Elders and storytelling symbols

---

Extension: Preparing for Uluru Discussion (Next Lesson)

• Brief introduction to Uluru's significance as a World Heritage-listed sacred site.
• Concept of differing perspectives on climbing Uluru to promote thinking about respect and cultural importance.

---

Teacher Notes:

• This lesson is paced gently to accommodate attention spans and needs of special education learners.
• Frequent checks for understanding, use of non-verbal feedback, and encouraged collaborative learning scaffold the experience.
• The lesson promotes respect for Indigenous culture and invites curiosity about local country, linking to NSW HSIE History outcomes HT1-2 and HT1-4.
• Use the thinking routine table as a valuable formative tool for teachers to adapt follow-up teaching based on student responses.

---

This lesson plan balances curriculum rigour with accessibility and inclusivity, enhancing Year 2 special education students’ learning about Indigenous history and cultural heritage in their local context within approximately 40 minutes. It applies NSW Curriculum requirements precisely with targeted modifications and strategies.