Who has lived in

Australia before
me? Indigenous
History
Human Society & Its Environment K-6 Units of Work
Indigenous History
Who has lived in Australia before me? Indigenous History
This unit provides opportunities for students to explore the Indigenous history of Australia. It allows
students to investigate how Aboriginal and Torres Strait Islander people used and cared for the land in
the past, and the continuing relationship they still have with it. Students are given the opportunity to
investigate their local history as well as Indigenous Sacred sights around Australia. This unit of work
enables students to interact with technology to learn about traditional Aboriginal culture and the history
of Australia.

Sequence Duration 3 hours of work

Subject Matter Focus In this sequence, students learn about:

 Indigenous history of Australia  Traditional Aboriginal culture
 Aboriginal sacred sights  Local Indigenous History (Gold Coast).

Implications for Learning In this sequence, students have opportunities to:

 Reflect on the history of Australia
 Investigate sacred sights of Australia
 Use listening and comprehension
skills to learn about the culture of
Aboriginal people
 Use a variety of resources including
computers and books
 Develop investigating skills
 Develop presentation skills
Literacy Notes
Stage 2
 Develop an understanding of their local
history
 Use Indigenous Language
 Share prior knowledge of Indigenous history
or aspects of Aboriginal culture
 Actively participate in class discussions and
contribute and engage in group work
 Collect information and utilise research skills
to become familiar Australian Indigenous
Culture

This sequence provides opportunities

for students to immerse themselves in
the Indigenous culture of Australia. It  Discussions
provides opportunities for children to  Group and independent work
 Questioning
explore traditional Aboriginal culture  Comprehension
and learn about the traditional  Exploring technology
 Listening
Aboriginal people way of life as well as  Brainstorming
allowing them to investigate Aboriginal  Presenting
 PowerPoint presentation
scared sights of Australia, with the use
of the following teaching strategies:

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Human Society & Its Environment K-6 Units of Work
Indigenous History

Links with Other Key Learning Areas

English:

 Identify the features of online texts

that enhance navigation (ACELA1790)
 Listen to and contribute to
conversations and discussions to
share information and ideas and
negotiate in collaborative situations
(ACELY 1676)
 Plan and deliver short presentations,
providing some key details in logical
sequence (ACELY1677 )
 Interpret ideas and information in
spoken texts and listen for key points
in order to carry out tasks and use
information to share and extend ideas
and information (ACELY1687)
 Plan, rehearse and deliver
presentations incorporating learned
content and taking into account the
particular purposes and audiences
(ACELY1689)


Technology:
 Collect, access and present different
types of data using simple software to
create information and solve
problems (ACTDIP009)

Personal Development, Health and

Physical Education:
 Research own heritage and cultural
identities, and explore strategies to
respect and value diversity
(ACPPS042)

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Indigenous History
Resources

NOTE:

Teachers will be required to access the

Internet and the Interactive White Board
including the smart board PowerPoint
through various stages of the lesson.

Students will be required to access

computers or ipad’s during sequence 1 & 3 of
the lesson.

 HSIE Syllabus and Units of Work

books. Board of Studies NSW.
 https://www.australiancurriculum.
edu.au/f-10-curriculum/general-
capabilities/personal-and-social-
capability/

Websites:
 http://www.abc.net.au/indigenous
/features/map/ (Sequence one)
 https://www.aapant.org.au/sacred-
sites/what-sacred-site (Sequence
three).

Books/Information Kits/Education Kits:

 Work books
 Pens

Stage 2
 Information sheet printed for all
students (Resource 4)
 Questions printed for all students
(Resource 5)

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Human Society & Its Environment K-6 Units of Work
Indigenous History

Outcomes and Indicators

ACHASS1053
Locate and collect information and data
from different sources, including
observations
 Locating sources suited to learning
about the past (for example,
photographs, interviews,
newspapers, stories and maps,
including those online)
ACHASS1061
Present ideas, findings and conclusions in
texts and modes that incorporate digital
and non-digital representations and
discipline-specific terms
ACHASSK083
The diversity of Australia's first peoples and the
long and continuous connection of Aboriginal
and Torres Strait Islander Peoples to
Country/Place (land, sea, waterways and skies)
 Investigating pre-contact ways of life of the
Aboriginal and/or Torres Strait Islander
Peoples; their knowledge of their
environment including land management
practices; and their fundamental beliefs
about the interconnectedness of
Country/Place, People, Culture and Identity
 Recognising that Australia has two
indigenous cultural groups: Aboriginal
Peoples and Torres Strait Islander Peoples

ENS2.5
 Composing different types of texts to
report findings of an investigation Describes places in the local area and other parts of
Australia and explains their significance.
ACHASSK089
The custodial responsibility Aboriginal  Recognises the importance of some
and Torres Strait Islander Peoples have Aboriginal land and water management
for Country/Place, and how this practices
influences views about sustainability  Gathers information about Aboriginal names
for geographical features
 Investigating how Aboriginal and
Torres Strait Islander Peoples' ways of
living were adapted to the resources
of their Country/Place
 Recognising that the distribution of
Aboriginal and Torres Strait Islander
Peoples before colonisation was
across Australia, but concentrated in
sustainable areas such as in the
coastal and riverine areas of Australia.

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Human Society & Its Environment K-6 Units of Work
Indigenous History
Values & Attitudes

The values and attitudes are embedded in the content of this sequence (BOS, 1998). However,
throughout the completion of this sequence the values and attitudes that are being
promoted include:

Type value and attitude here

Social Justice

 Recognising past inequalities and injustices;

 Rejecting racism, sexism and other forms of prejudice;

Lifelong Learning
 Being curious and ready to participate in learning about people, society and
environments;
 Making connections between what one knows and what one is learning;
 Appreciating the importance of lifelong learning in a constantly changing world.
Beliefs and Morals

 Appreciating and valuing the different spiritual and religious traditions that have
provided the foundations of our society and resulted in its diverse nature;

Intercultural Understanding

 Identifying and appreciating the cultural, linguistic and spiritual heritages of oneself
and others

Assessment

Teachers will monitor the progress of individual students throughout the unit of work.
Assessment tasks will vary considerably in length.
Assessment items are marked  in the lesson sequence.
The teacher will assess values and attitudes throughout the unit through an informal manner
i.e. discussions, opinions, journal entries and actions.
To assess students’ skills,
 The teacher will monitor all students individually throughout the each lesson
 The teacher will assess the students attitudes and values thought the unit of work using
the strategies above e.g. (questioning discussion)
 The teacher will collect work samples from students of this unit these will be displayed
in student’s portfolios and around the room.

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Human Society & Its Environment K-6 Units of Work
Indigenous History
 The teacher will observe student’s contribution to class discussions as well as group and
individual learning.
 The teacher will observe all contribution to presenting the PowerPoint presentation.

Skills will also be assessed in the following ways:

Acquiring Information:
 Read, view, write, listen to and talk about a range of subject matter;
 Locate information using reference and information skills, drawing on the school
library/information technology centre, maps, globes and community resources;

Using an Inquiry Process

 Identify and gather information by selecting: relevant sources of information, including

people such as parents, community members, workers, experts and representatives;

Social and Civic Participation

 Listen to others, respond to each other’s ideas and advance their own ideas;
 Participate in activities and discussions;
 Work productively individually, with partners and in groups;
 Cooperate and negotiate;
 Participate in delegating duties, organising, planning and making decisions;
 Accept specific roles and responsibilities;
 Behave as responsible and informed citizens in school, family and community contexts;

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Indigenous History

Learning Experiences
Key assessment opportunities are marked: 
Key assessment opportunities are marked: 

Sequence one:
Introduction

 Begin a class discussion, establishing students’ prior knowledge of Indigenous History and if
they know anything about Indigenous History . Use the mind map on the IWB (resource 1)
to write down student’s prior knowledge of the topic. As teachers promote questions e.g.
How did Aboriginal people their gather food?

 Once students have given their understanding of Indigenous history discuss as a class their
prior knowledge discussing the information on the board. Correcting any false information
and misconceptions of the topic and explain to students that they are going to be doing a topic
on Indigenous history.

Body

 After discussing their knowledge of Indigenous history go through PowerPoint (Resource 2).
Discussing as a class each slide while children can place their hand up to ask any questions.
 When finished discussing slides ask children if they know any information about the local
Indigenous history (Coolangatta). Class discussion.
 Bring this website up on the IWB http://www.abc.net.au/indigenous/features/map/ and ask
student to see if they can find the tribal area we live in.
 In groups of 4 allow students to research the Bungalung people and find 3 facts about the
history of the Bungalung people.
 As the teacher observe students and help students that are having trouble.
 When each group has found out 3 facts about the history of the Bungalung people allow them
to share with the class.

Conclusion

 At the end of the lesson in their HSIE workbooks students write down 3 things they
have learnt from todays lesson as well as 2 things they want to learn in this unit.

Lesson sequence two

Introduction

 Begin the lesson by going over what was learnt in the previous lesson by having a class
discussion.

Body

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Human Society & Its Environment K-6 Units of Work
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 Read resource 4 to students and have a discussion the Culture of Aboriginal people.
 Hand out questions (Resource 5) to students as well as a copy of resource 4.
 Tell students to answer the questions in their HSIE workbook and place their hand up if
they have trouble reading the questions or need help.
 Making sure the teacher is walking around the classroom-observing children’s work.
 For students who have finished early they may go and help students who are struggling.


Conclusion

 Discuss student’s answers as a class. Teacher is observing who is answering the

questions 

Lesson three

Introduction

 Ask students if they know what Aboriginal sacred sights are? Or if they know of any?
 Go to https://www.aapant.org.au/sacred-sites/what-sacred-site on the IWB to explain
to students what a sacred sight is.

Body

 Place students in small groups and allocated them one sacred sight from (Resource 6).
 Explain to students they are to make a PowerPoint on that sacred sight answering the
questions that are on the white board (Resource 7). One slide for each question.
 Allow students to use the Internet and books to fine their information.
 Groups that are fast to finish could either draw a picture of the sacred sight or the
teacher gives them extra questions to add to their power point.
 If students are having trouble finding the information the teacher will help them
 When students have finished their PowerPoint’s in groups they are to present them in
front of the class. 

Conclusion

 When everyone has presented their PowerPoint students are to write in their work
book two things they have learnt about two of the sacred sights to assess their listening
skills.

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Indigenous History

Where to from here?

 Have students present their PowerPoint’s at assembly to inform other students about
sacred sights.
 Go on an excursion to a local sacred sight of visit a local museum about Aboriginal
History.
 Participate in NADOC week furthering their knowledge on Indigenous history and
culture.
 The next unit of work could focus on European settlement
 Every day in class in the morning the students could learn one new word of their local
Indigenous language.

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Indigenous History
CATEGORY 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of the understand any of the
information taught about information taught about information taught about information taught
Indigenous History and Indigenous History and Indigenous History and Indigenous History and
traditional Aboriginal traditional Aboriginal traditional Aboriginal traditional Aboriginal
Culture. culture. culture. Culture.
Listens to Other Listens intently. Does not Listens intently but has Sometimes does not Sometimes does not
Presentations make distracting noises one distracting noise or appear to be listening but appear to be listening and
or movements. movement. is not distracting. has distracting noises or
movements.

Collaboration Almost always listens to, Usually listens to, shares Often listens to, shares Rarely listens to, shares
with Peers shares with, and supports with, and supports the with, and supports the with, and supports the
the efforts of others in efforts of others in the efforts of others in the efforts of others in the
the group. Tries to keep group. Does not cause group but sometimes is group. Often is not a
people working well "waves" in the group. not a good team member. good team member.
together.

Comprehension Student is able to Student is able to Student is able to Student is unable to

accurately answer almost accurately answer most accurately answer a few accurately answer
all questions from the questions from the work questions from the work questions from the work
Work sheet in Sequence sheet in sequence two. sheet in sequence two sheet in sequence two.
two

Purpose Was able to present their Presentation is interesting Presentation is not very Presentation is not
PowerPoint presentation but their knowledge of interesting and interesting and has no
with obvious knowledge the topic sound. knowledge of topics was knowledge of the topic.
of the topic. sound.
Knowledge Student showed excellent Student showed good Student showed sound Students has no
knowledge of Indigenous knowledge of Indigenous knowledge of Indigenous knowledge of Indigenous
History. History. History. History.

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 Human Society & Its Environment K-6 Units of Work
Indigenous History
Encourage students to reflect on their learning and share what they have learnt about
Aboriginal Sacred sights.
Name: ____________________ Sacred sight Investigation Topic: _____________________
Excellent Very Good Good Satisfactory Limited
Student worked
cooperatively
with others in
their group.
Student created a
visually
appealing
PowerPoint
presentation.
Information
collected was
accurate.
Evidence of
purposeful
research to seek
extra information
on the topic.
Clear, concise
and meaningful
sentences.
Ways able to
present the
information in
front of the class
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________________

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Human Society & Its Environment K-6 Units of Work
Indigenous History
SAMPLE ONLY – YOU DON’T HAVE TO USE
- Outcomes Assessment
Unit Title: Indigenous History

Term: 1
Indigenous History
Stage: 2

Content strand Content strand Content strand

ACHASS10 ENS2.5 ACHASSK0 ACHASS1 ACHASSK0

53 83 061 89
Recognises Investigating Composin Investigatin
Locating the pre-contact g g how
sources suited importance of ways of life of different Aboriginal
to learning some the Aboriginal types of and Torres
about the past Aboriginal and/or Torres texts to Strait
land and Strait Islander report Islander
water Peoples; their findings Peoples'
management knowledge of of an ways of
practices their investigat living were
environment ion adapted to
including land the
management resources
practices; and of their
their Country/Pl
fundamental ace
beliefs about
the
interconnectedn
ess of
Student Names:

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Indigenous History
Self assessment

QUESTION: I need some extra help! I understand!

What is a Scared sight? Name two?
Can you name four cultural customs Aboriginal people used
Do you know of the tribe in Coolangatta?
Name something new you have learnt in these three lessons

Resources

Resource 1.

Resource 2.

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Human Society & Its Environment K-6 Units of Work
Indigenous History

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Indigenous History

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Human Society & Its Environment K-6 Units of Work
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Resource 3
http://www.abc.net.au/indigenous/features/map/

Resource 4
Food

The Aboriginal people had a very healthy diet. The women were the main food gatherers and
they would go out and search for seeds, vegetables, fruit and witchetty grubs. The men were in
charge of hunting animals. They would hunt for kangaroo, lizards, snakes and goannas. To
catch the animals they would use boomerangs, throwing sticks and spears.
The Aboriginal people ate different foods depending on where they lived in Australia. The
Aboriginals that lived along the coast would eat mainly fish and turtles.
Once the food was caught the Aboriginals would usually cook their meat on a fire.
There were various ways of preparing food. Meat was generally cooked on fire or steamed in
pits. Sometimes it was wrapped in bark or leaves. Plant foods were washed, grinded, strained,
grated, boiled or cooked in large seashells or in bark troughs. Roots were dried in the sun or
roasted on hot ashes and sometimes baked into cakes.

Clothing
In the northern parts of Australia the Aboriginal people rarely wore clothes and usually
covered their bodies with paintings. The Aboriginal people would often use bark, grass and
leaves to cover their bodies. The men would wear a riji and this was an item of clothing that
went around their waist. Grass and leaves tied it together.
In the cooler parts of Australia the Aboriginal people would wear possum cloaks. Combining
several possum skins together made these. Most of their clothing consisted of animal skins.
Shelter

Most of Australia has a very hot climate and people often slept out in the open. To keep
themselves warm at night they would sleep close to fires. Aboriginal housing mostly consisted
of simple shelters made from branches and then covered with leaves and sheets of bark.
In the wet and cold conditions, closed dome-shaped shelters were made. Sticks were bent over
and bark, grass and leaves were used to cover the shelter.
In the northern areas of Australia, the shelters were often larger in size. The shelters often had
multiple entrances and were big enough for a small fire to be made inside. The fires provided
warmth and were also used to repel mosquitos. In other areas of Australia the Aboriginal
people would find rock caves to live in. They would use paper bark and leaves to make their
beds.
Music

Music plays a major role in traditional Aboriginal societies and is linked with a person's
ancestry and country. It is traditionally connected with important events such as the bringing
of rain, healing, wounding enemies and the winning of battles.

Music is used throughout an Aboriginal’s life to teach what must be known about their culture,
about their place in it and about the world of nature. Children are encouraged to dance and
sing about everyday tasks.

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A didgeridoo is a type of musical instrument. It is one of the oldest instruments to date. It
consists of a long tube and is traditionally made of eucalyptus. The didgeridoo is played only by
men, and usually is played during ceremonies, singing and dancing.

The Australian Aboriginals have had no written language and rely on oral methods and music
to pass on their knowledge. Without a written language, they could pass on knowledge through
songs.

Transport

The main form of transport amongst traditional Indigenous people was walking. Because the
Indigenous lifestyle was nomadic, people had to do a lot of walking to get from place to place.

Those Indigenous groups that lived near the coast or large bodies of water would often travel
in canoes that they had made from hollowed out tree trunks. These canoes were very helpful in
fishing activities, as well as for travelling around.

Art

Aboriginal art is one of the oldest surviving art forms still practiced today. The oldest paintings
were painted thousands of years ago in caves. These would have been painted with Ochre.
Traditional Aboriginal paintings always have a story because the Aboriginal people do not have
a written language. The only way they could tell their stories was through paintings and songs.
Aboriginal art comes in many forms including dot painting; bark painting, body painting and
woodcarving.
In central Australia, body painting was used in ceremonies and sand paintings were also used
to tell important stories. Aboriginal symbols were incorporated into the artworks.
Paints were made from ochre. These stone pigments were mixed with emu fats and kangaroo
oils to make a liquid paint.

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Human Society & Its Environment K-6 Units of Work
Indigenous History
Resource 5

Indigenous History
Name____________ Year_____________
Answer these questions in your HSIE workbook. Questions are in relation to the
Information read by your teacher. Also you have a copy on your desk.
1. What types of food did Aboriginal people eat?
2. What were the roles of men
3. What were the roles of women?
4. What tools did Aboriginal people use to catch the animals?
5. If you lived in the middle of Australia, what would you cook for dinner?

Clothing
6. What materials were used to make clothes?
7. What clothes did the women and men wear?
8. Who made the clothes? Men or women?
9. Where there any other ways they decorated their body?

Art
10. Where did they paint their symbols and artworks?
11. What did they paint them with?
12. What materials were used to make paint?

Music
13. What musical instruments were used?
14. What were they made from?
15. When would music be played?
16. What celebrations were important to them?
17. Were men and women both allowed to play the instruments?

Shelter
18. What were the shelters made from?19.
19. If you were living in the middle of Australia, what materials would you use to make
shelter?
20. What were 3 different types of shelter they used?

Transport
21. What was the main form of transport?
22. Were there any forms of transport that the Aboriginal people built? What were they
made from? (Boats?)
23. If you lived in the middle of Australia, what would be your preferred form of transport?
24. How has transport changed from then and now?

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Human Society & Its Environment K-6 Units of Work
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Resource 6.

Resource 7.

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