The World’s First People

WALT (We Are Learning To)

• Explore and understand the customs and traditions of Indigenous peoples in Australia.
• Create mind maps to compare different Indigenous cultures.
• Discuss the similarities and differences across Indigenous cultures to deepen understanding of cultural diversity.

Curriculum Links (NSW Curriculum — Year 6 Humanities and Social Sciences)

• Content: Investigate traditions and customs of Indigenous Australian communities and their significance.
• Skills: Develop questions, locate and organise information from primary and secondary sources; evaluate perspectives; communicate findings using appropriate terms.
• Achievement Standard: By the end of Year 6, students explain the roles of significant people, events, and ideas in Australian history and demonstrate an understanding of cultural diversity within Australia including Indigenous peoples’ perspectives and connections to Country/Place.

Success Criteria

• I can identify customs and traditions of Indigenous peoples in Australia.
• I can create a clear and organised mind map comparing different Indigenous cultures.
• I can explain at least two similarities and two differences between Indigenous cultures.
• I can participate respectfully in discussions about cultural diversity.

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Lesson Duration: 60 minutes

Class Size: 33 students

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Lesson Outline

1. Introduction and Recap (10 minutes)

• Briefly revisit key points from Lesson 1 on Indigenous peoples’ connections to Country/Place and cultural knowledge.
• Use a short video or story (dyslexia-friendly, with clear visuals and audio support) showcasing an Indigenous custom or tradition.
• Engage students with a think-pair-share question: "What are some customs or traditions that help people feel connected to their culture?"

2. Exploring Customs and Traditions (15 minutes)

• Provide students with curated, simplified reading materials or graphic organiser sheets outlining various Indigenous customs and traditions from different regions (e.g., storytelling, art, dance, ceremonies, languages).
• Use dyslexia-friendly fonts (such as OpenDyslexic) and purposeful spacing in handouts.
• In pairs, students read and highlight key points about customs/traditions using coloured pens.

3. Creating Mind Maps (20 minutes)

• Using large A3 paper or digital tools (if available), students create mind maps to organise information about Indigenous cultures.
• Central node: "Indigenous Cultures in Australia"
• Branches: Different groups or customs (e.g., language, ceremonies, art)
• Encourage use of colours, images, and symbols to assist remembering and visual learning.
• Circulate and support diverse learners by offering sentence starters or additional visuals.
• Extension for advanced learners: Include mind map nodes on how Indigenous cultures continue to influence modern Australia.

4. Group Discussion and Sharing (10 minutes)

• Form small groups (4-5 students) to discuss their mind maps.
• Each group identifies and shares at least two similarities and two differences between the Indigenous cultures they studied.
• Teacher facilitates discussion highlighting respect for diverse ways of living and cultural practices.

5. Reflection and Consolidation (5 minutes)

• Whole class circle time: students share one new thing they learned about Indigenous customs and traditions.
• Teacher revisits success criteria with the class, prompting students to self-assess.

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Differentiation Strategies

• For Diverse Learners:
  • Provide visuals and graphic organisers for all students to support comprehension.
  • Use dyslexia-friendly materials and allow oral explanation instead of written for those who need it.
  • Pair students strategically to support peer learning.
• For Advanced Learners:
  • Challenge students to research another Indigenous group and add their findings to the mind map.
  • Encourage use of Aboriginal and Torres Strait Islander languages in mind map labels or sharing sessions.

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Assessment

• Formative assessment through observation of participation in group discussions.
• Review mind maps for accuracy and completeness relating to customs and traditions.
• Quick oral quiz or exit ticket: Students name one Indigenous custom and explain its significance.

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Resources

• Dyslexia-friendly reading sheets on Indigenous customs and traditions.
• Large paper, coloured markers, or digital mind mapping tools.
• Audio-visual story or video clip about Indigenous traditions.

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This lesson nurtures an understanding of Australia's cultural diversity through an engaging, student-centred approach that aligns with NSW Year 6 Humanities and Social Sciences curriculum standards, fostering respect and curiosity for Indigenous cultures.