Activity 3: Discovering Aboriginal and Torres Strait Islander nations & languages

Activity 3: Discovering Aboriginal and Torres Strait Islander nations & languages

Note: This activity includes multiple aspects to thoroughly explore the topic. To ensure students have adequate time to engage with and understand the material, it may be best to break this activity into 2 to 3 lessons. This approach will allow for more meaningful discussions, reflections, and deeper learning experiences.

Focus: Investigate the diversity of Aboriginal and Torres Strait Islander nations and languages.

Possible overarching question: How does the diversity of Aboriginal and Torres Strait Islander nations illustrate cultural richness and broaden our perspectives on diversity?

Step by step guide

• Step 1: Connecting to students' prior learning

• Step 2: Shared text and discussion

• Step 3: Exploring the map of Indigenous Australia

• Step 4: Learning more about the Indigenous nation of students’ special place

• Step 5: Reflection and sharing

Required Resources:

• Teacher Support Material

• AIATSIS Map of Indigenous Australia

• Map of Australia

• See, Think, Wonder template

• Picture Story Book “We are Australians” written by Duncan Smith (Wiradjuri) and Nicole Godwin; Illustrated by Jandamarra Cadd (Yorta Yorta).

• Connection to place template

Step 1: Connecting to students' prior learning

Facilitate a discussion about how the individual quotes from the previous activity represent the perspectives, connections and stories of the people’s relationship with Country/Place. Highlight how each quote offers a unique view, illustrating the diversity within Aboriginal and Torres Strait Islander cultures. Ask students the key insights gained from the quotes and their own interpretations. You may use the anchor chart/wall display to support this discussion.

Step 2: Shared text and discussion

Let students know that you are going to read the story “We are Australians” written by Duncan Smith (Wiradjuri) and Nicole Godwin; illustrated by Jandamarra Cadd (Yorta Yorta).

Explain that the story offers insights into the lives and cultures of Aboriginal and Torres Strait Islander People, inviting students to consider the uniqueness of the different examples they will encounter.

We are Australians. Written by Duncan Smith and Nicole Godwin; Illustrated by Jandamarra Cadd. Wild Dog Books. © Nicole Godwin, Duncan Smith and Jandamarra Cadd. Used with permission

After reading the text, engage the students in a reflective discussion where they can share their initial observations and questions. Instead of introducing the concept of diversity directly, guide the conversation by asking students to identify and describe the themes they noticed in the book, focusing on the examples, illustrations, and words used. Encourage them to explore the themes through their own insights, leading them to naturally discover the theme of diversity. Use this opportunity to bridge the connection between the different perspectives in the book and the broader concept of diversity.

Let students know that you are focusing today on the concept of diversity. If this concept is unknown to your students explore this further with them.

Undertake a second reading of the book, this time pausing at key moments to allow deeper exploration based on the students' initial reflections of diversity. Encourage them to think critically about why these differences might exist and what they could signify, fostering a natural discovery and understanding of diversity. The Teacher Support Material provides some options for possible moments to pause and explore.

Discuss how student observations during the readings illustrate the concept of diversity and why it is significant in understanding the diversity of Aboriginal and Torres Strait Islander people.

If you are breaking this activity into more than one lesson you may pause here.

Step 3: Exploring the map of Indigenous Australia

Display the AIATSIS map of Indigenous Australia alongside the map of Australia showing the different states/territories.

Facilitate a guided See, Think, Wonder. Intentionally start with focusing only on what students see, then move into what it makes them think and finally the wonderings they have. Possible statements to guide student thinking on key aspects are provided in the Teacher Support Material.

Step 4: Learning more about the Indigenous nation of students’ special place

Have students spend time revisiting their visual representation of their special places from Activity 1. Students may like to do a quick partner walk and talk about their visual as they have been sitting for some time.

Let students know they are going to select one of the places in their visual to further explore. It is best that this place is an outdoor environment. If students did not include an outdoor environment, give them time to think of a special place or provide suggestions. An example of a special place has been provided. You may spend time unpacking this example with your students or you can model creating one. It is recommend to spend time navigating the 50 Words Project website so students are familiar with this. Further advice is provided in the Teacher Support Material.

Students will find out about the following aspects of their place:

• Traditional owner(s)

• Language group(s)

• Local Indigenous terms using the 50 words project related to land features

• Features of the land including flora and fauna

• Why this place is special to them

• Other information

If you are breaking this activity into more than one lesson you may pause here.

Step 5: Reflection and sharing

In small groups students can share the information about their special place looking for similarities and differences, languages, features of the land, living things. If from the same location what is similar and what is different between their learning.

Collaboratively update the anchor chart/wall display, integrating new insights and making connections between the initial concepts and the enriched understanding gained from this engagement.

Step 6: Further learning opportunities

There are further learning opportunities from this activity. The Teacher Support Material outlines some possibilities.