Symbols of Country

Overview

Lesson 6 of 9 in “Discovering Country and Place” builds on students’ ideas about Country/Place by noticing how First Nations art and symbols can communicate meaning and connection to Country. Students explore examples (presented respectfully) and create a simple symbol-linked drawing while practising observation and recording.

Learning intentions

• Students will recognise that some First Nations art uses symbols to share stories and meanings connected to Country/Place.
• Students will identify and describe features they observe in artworks using everyday words.
• Students will represent observations in a provided template and notice simple patterns (for example, repeated shapes or colours).
• Students will listen respectfully to community voices when invited guests talk about Country/Place and art.

Success criteria

• I can tell the difference between an artwork and the place it is connected to (Country/Place).
• I can describe what I see in an artwork (shapes, lines, colours) using a sentence starter.
• I can add a symbol to my drawing and explain what my symbol might mean.
• I can record my observations on the class template and follow classroom routines for respectful listening.

Curriculum links

• Humanities and Social Sciences (Foundation): Importance of Country/Place to First Nations Australians and the Country/Place on which the school is located, including using local language group names when appropriate and identifying local places of significance through respectful listening.
• Science (Foundation): Represent observations in provided templates and identify patterns with guidance.
• Science (Foundation): Safe, respectful inquiry starts with careful observing and following classroom procedures during guided investigations and sharing (supporting the same habits of thinking needed for later investigations on Country/Place).

Lesson structure (45 minutes total)

1. 0–5 min · Welcome and connection. Teacher greets students and revisits the unit focus: Country/Place and stories. Students sit in a circle and share one word they associate with “place” (for example, home, park, river).

2. 5–12 min · Story-based art viewing. Teacher shows 2–3 carefully selected images of First Nations art styles and symbols (no claims about specific meanings that the artwork does not state). Teacher models respectful observing: “I notice…, I wonder…”. Students turn-and-talk using stems: “I can see…” and “It might mean…”.

3. 12–20 min · Observation template (guided). Teacher distributes a simple “Art Observations” sheet with prompts (Draw what you see; Colour/shape words; One sentence: “This symbol could be about…”). Students complete the first row together using one artwork as a whole-class model.

4. 20–27 min · Pattern noticing. Teacher asks: “Do we see repeated shapes or lines across artworks?” Students look back at the displayed images and identify one pattern (for example, circles, wavy lines, dots, repeated bands). Teacher records student responses as a class list.

5. 27–38 min · Create a symbol for a place story. Teacher explains the task: create a simple symbol drawing that represents a place story important to them (linked to home/school/our local area), or a symbol that could show something meaningful about that place (for example, water, shade, footsteps). Teacher emphasises that students are creating their own symbols, not copying sacred or restricted designs. Students draw and add one label word to match their symbol meaning.

6. 38–44 min · Gallery walk and sentence share. Teacher sets expectations for respectful movement and listening. Students do a short gallery walk (in pairs or small groups) and practise sharing using: “My symbol shows…” and “I think the story could be about…”.

7. 44–45 min · Quick exit check. Teacher collects one completed observation template or asks students to answer: “One thing I noticed about art symbols was…” Students respond with one sentence to the teacher.

Resources

• 2–3 printed images of First Nations artworks with clear, age-appropriate symbols
• “Art Observations” template (one per student) with drawing and sentence prompts
• Coloured pencils/crayons, pencils, markers (non-permanent where possible)
• Display board or projector screen for artwork viewing
• Teacher sentence starters on the board
• Gallery walk space markers (tape dots or chair-free paths)
• Optional: class word bank (shapes, lines, colours, place words)

Assessment

• Teacher observes students’ use of observation language (“I can see…”, “I notice…”) during turn-and-talk and gallery walk.
• Check the observation template for: correct use of at least one feature word (shape/line/colour) and a completed “My symbol shows…” sentence.
• Exit check: student can state one noticed pattern or repeated feature from the artworks.

Differentiation

• Provide sentence starters with blanks for “I can see…” and “My symbol shows…”.
• Offer a partially completed template for students needing support (e.g., pre-drawn circles/wavy lines to choose from).
• For students ready for extension, ask: “What pattern did you use, and where did you place it on your picture?” (link to the class pattern list).
• Use clear, short instructions and model one example before releasing students to create; keep artwork discussion brief and focused on observation (not personal beliefs about the sacredness of specific designs).
• For EAL learners, encourage pointing to features while speaking; allow responses in first language then share an English key word.