Land and Living Cultures

Overview

Students begin a 10-lesson unit, exploring how diverse Indigenous Australian cultures connect to Country and include sustainable ways of living. They create a visual mind map using images and keywords.

Learning intentions

• Understand the significance of Indigenous Australian cultures and their deep connection to Country/Place.
• Identify features of culture such as language, family, stories, knowledge of land, and sustainable practices.
• Use evidence from class discussion and provided prompts to organise ideas visually.

Success criteria

• I can show key aspects of Indigenous culture on a mind map (images and keywords).
• I can explain how culture connects to land and everyday living.
• I can use respectful language when discussing Indigenous cultures.

Curriculum links

• Developing historical inquiry skills through asking questions and using sources to build understanding.
• Understanding Aboriginal and Torres Strait Islander histories and cultures as part of Australia’s identity.
• Communicating ideas using appropriate historical vocabulary and visual representations.

Lesson structure (45 minutes)

1. 5 min – Welcome and respectful framing Teacher introduces “Time-Traveling Historians: Exploring Cultures” and explains today’s focus on culture and land connection. Class agrees on respectful discussion norms (listening, no stereotypes, use “Indigenous Australians” appropriately).

2. 8 min – Land connection mini-lesson Using a short, teacher-read digital text (or printed extracts), students learn that Indigenous cultures are diverse and include knowledge of land, seasons, and sustainability. Teacher models one example of “culture + land + living” (kept general and place-based).

3. 10 min – Source viewing: images and prompts Students rotate through a set of teacher-prepared images and short caption cards showing elements such as Country/Place, gathering foods, caring for Country, storytelling, and community. In pairs, they record 1–2 keywords per station (e.g., seasons, care, stories, community, language, land).

4. 12 min – Mind map creation Students create a mind map titled “Indigenous cultures: Connection to Country.” Centre: “Country/Place”. Branches: Culture features (stories, language, community, knowledge/skills, sustainability/looking after Country). Students add images (from a bank), plus short keywords. Teacher circulates, prompts and checks understanding.

5. 7 min – Share and feedback Students do a brief “gallery walk” in small groups, choosing one branch to read aloud. Teacher uses quick feedback: “What evidence/source helped you choose that idea?” and “How does this connect to land and living?”

6. 3 min – Exit ticket (check understanding) Students write/draw one sentence or symbol: “One way Indigenous cultures connect to the land is…” Teacher collects for next lesson planning.

Resources

• Teacher-prepared digital text (or short extracts) about Indigenous connection to Country (age-appropriate, general overview)
• Image prompt cards (stories, seasons, caring for land, community life, language, knowledge)
• Keyword bank cards (short, student-friendly)
• Mind map templates (A3 or A4) with pre-drawn branches or blank option
• Coloured pencils/crayons or markers
• Pair discussion sentence starters (e.g., “I noticed…”, “I think this shows…”, “It connects to land because…”)
• Respectful language reminders poster
• Digital devices or adjustable-font text access (if available)

Assessment

• Mind map product assessed against success criteria (key aspects included, respectful and accurate linking to land).
• Exit ticket used to confirm understanding of the land–culture connection.
• Formative checks during rotations and pair discussions (“Tell me what your source shows”).

Differentiation

• EAL/D: Provide illustrated cards with simple captions; allow keyword-only contributions; sentence starters; pair students strategically.
• Dyslexia-friendly reading options: Use digital texts with adjustable fonts and text-to-speech where available; limit reading load by using short extracts.
• SEN: Offer a partially completed mind map template with prompts and image supports; allow oral dictation to a scribe or teacher aide.
• Extension (ready for advanced learners in this lesson): Add a “Questions historian still has” branch—students write one respectful question about culture and land (e.g., “How do seasons affect food and gathering?”).

Extension (optional)

• Students who are ready independently research a specific Indigenous group, then add one additional branch to their mind map with: the group name (spelt carefully), one cultural feature, and a connection to land. They share the added branch during the next lesson check-in.