RIC-0667 Aboriginal Cult 5-6

AGES 

5 – 6 

©R.I.C. Publications 

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RIC-0667 5.1/269

Australian Aboriginal Culture—Ages 5 – 6 

R.I.C. Publications 

Published in 2003 by R.I.C. Publications 

Copyright Joanne Crawford and Lisa Tantiprasut 2003 

This master may only be reproduced by the original 

purchaser for use with their class(es). The publisher 

prohibits the loaning or onselling of this master for the 

purposes of reproduction. 

ISBN 1 86311 807 1 

RIC–0667 

Acknowledgment 

The publishers wish to thank the following for their 

generous contribution to this series: 

Mrs Bessie Dingo 

Mrs Barbara Dalgetty 

Ms Doreen Mackman 

Yamatji Language Centre, Geraldton 

Additional titles available in this series: 



Australian Aboriginal Culture—Ages 11 + 

View all pages online. 

Email Address: mail@ricgroup.com.au 

Home Page: http://www.ricgroup.com.au 

Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly 

recommended that the class teacher checks all URLs before allowing students to access them. 



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Copyright Notice 

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Australian Aboriginal Culture 

Foreword 

In the Past 

The Australian Aboriginal Culture series explores 

vital aspects of traditional Aboriginal life and 

acknowledges the changes that have occurred 

since European arrival. The book is divided into 

five sections and contains activities from the 

learning areas of, predominantly, English and 

Society and Environment to investigate the 

topics: 

• In the Past 

• Cultural Identity 

• Communication 

• Using the Environment 

• Rules and Responsibilities 

Comprehensive background information and detailed teachers notes accompany 

each activity and support the teacher in promoting discussion, questioning and 

collaborative learning in the classroom. 

Australian Aboriginal Culture is a comprehensive resource that will form a vital 

part of any Australian classroom educational program. 

Other titles in this series: 

Before European Settlement .. 1 – 11 

Aboriginal Life Today .......... 12 – 19 

Cultural Identity 

Aboriginal Families ............. 21 – 30 

Other Families .................... 31 – 37 

Family Customs 

and Traditions ................ 38 – 44 

Communication 

Aboriginal Languages – 

Introduction .................. 45 – 53 

Australian Aboriginal Culture – Ages 7 – 8 

Australian Aboriginal Culture – Ages 9 – 10 

Australian Aboriginal Culture – Ages 11 + 

Contents 



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Aboriginal Languages – 

Extension ....................... 54 – 60 

Forms of Communication ... 61 – 70 

Using the Environment 

Aboriginals and the 

Environment .................. 71 – 78 

The Natural Environment... 79 – 86 

Rules and Responsibilities 

Learning about Rules 

and Responsibilities............. 87 – 95 

www.ricgroup.com.au R.I.C. Publications iAustralian Aboriginal Culture i 

ISBN 978-1-86311-807-1

Teachers Notes 


The Australian Aboriginal Culture series has been specifically written to provide 

students and teachers with an invaluable resource for learning about the culture 

of Aboriginal Australians. The book focuses on traditional Aboriginal societies 

and will enhance student knowledge of Aboriginal life, social structures, 

connection with the land and beliefs. 

In the Past 


Communication 

Using the 

Environment 

It is important that the students understand that, although certain aspects of 

Aboriginal culture may be common among groups, because of the size of 

Australia and its diverse environments, there are many Aboriginal societies, 

each with its own culture and often language. It is advisable to ask an Aboriginal 

person to come to speak with the students and discuss the culture and lifestyles 

of the Aboriginal people in that local community. 

The Australian Aboriginal Culture series encompasses five topics: 

In the Past focuses on Australian Aboriginal people and the significant events 

of the past that have shaped Aboriginal culture. Students will gain an 

understanding of how traditional Aboriginal people lived prior to European 

arrival, the impact the first Europeans had on Aboriginal culture, and the 

importance of passing on stories, songs and dances to younger generations of 

Aboriginals. 

Cultural Identity focuses on Australian Aboriginal people and their behaviours, 

values and beliefs. Students will recognise the importance of maintaining 

aspects of traditional Aboriginal culture and study the similarities and 

differences among the lifestyles of traditional Aboriginal people and then 

between those of Aboriginal and non-Aboriginal people today. 

Communication focuses on the importance of language in Aboriginal culture. 

Students will understand that, through language, traditional Aboriginal people 

passed on their history, communicated laws and shared their knowledge of 

the land. Students will also gain an awareness of the drastic effect European 

arrival has had on Aboriginal languages. 



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Using the Environment focuses on the intimate connection traditional 

Aboriginal people had with the land. Students will understand that Aboriginal 

people adapted their lifestyles to the land and that they lived in harmony 

with their environment. Students will also gain an awareness of the impact 

European arrival had on the environment and on traditional Aboriginal 

people’s social and spiritual relationships with the land. 

Rules and 

Responsibilities 

Rules and Responsibilities focuses on Aboriginal people and the social structures, 

rules and laws that existed in traditional Aboriginal societies and which 

continue in some communities today. In the upper Years, students will gain 

an understanding of various state and Territory government policies regarding 

Aboriginal people and the disastrous effects some of those policies have had 

on Aboriginal culture. 

ii Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au 

ISBN 978-1-86311-807-1


Each book contains five units. 

The first page of each unit is a cover page 

for the teacher outlining the contents for 

that particular unit. 

A number icon before each student 

worksheet denotes whether the 

activity is more suitable for five- or 

six-year old students. 

NOTE: The icons denoting age suitability 

are suggestions only. Teachers should 

use their own professional judgement, 

taking the ability level of their students 

into consideration. 

Title of the section 

Detailed teachers notes are included at 

the beginning of each section of each 

unit. These provide the teachers with 

background information relating to the 

specific section. Teachers can pass on 

this information to the students in 

conjunction with the accompanying 

worksheets, using language appropriate 

to the students’ level. 

Outcome links 

appropriate to each 

state are provided 

across the learning 

areas of English and 

society and 

environment. 

An indicator explains 

what the students are 

expected to 

demonstrate after 

completing the 

activities in the section. 

Suggested step-by-step 

instructions 

accompanying each 

worksheet are provided 

for the teacher, along 

with page numbers and 

an age icon guide. Most 

answers require a 

teacher check at this 

level, but are included 

where necessary. 

The majority of the student worksheet pages consist of language-based activities. At this level, students 

will need to have instructions clearly explained and answers scribed where necessary—particularly for the 

five-year-old student worksheets. 



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www.ricgroup.com.au R.I.C. Publications iiiAustralian Aboriginal Culture iii 

ISBN 978-1-86311-807-1



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iv Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au 

ISBN 978-1-86311-807-1

In the Past 

In the Past focuses on Australian Aboriginal people and the significant events of the past that have shaped 

Aboriginal culture. Students will gain an understanding of how traditional Aboriginal people lived prior to 

European arrival, the impact the first Europeans had on Aboriginal culture, and the importance of passing on 

stories, songs and dances to younger generations of Aboriginals. 

Society and Environment 

SECTION 1 

Before European Settlement 

Teachers Notes ................................. 2 

Australia’s First People ................... 3 

Food ............................................. 4 

Letter Puzzle ................................. 5 


Traditional Aboriginal People........ 7 

Traditional Aboriginal Food .......... 8 

Looking for Food .......................... 9 

Needs – 1 ................................... 10 

Needs – 2 ................................... 11 

Outcome Links 

National NSW Vic. WA Qld SA 

1.1, 1.3 CCES1 SOSE0101 ICP1.1, C1.1 TCC1.3, CI1.1 1.1 

1.7, 1.16 CUES1.3 TCC1.1, TCC1.3 TCC1.5, CI1.2 1.7 

English 

1.1 TES1.1 ENSL0101 SL1.1a, SL1.1b * 1.1 

1.5b RES1.5 ENRE0101 V1.1, V1.2 1.3 

1.6 RES 1.7 ENRE0102 R1.1, R1.2 1.8 

* Refer to curriculum documents on http://www.qscc.qld.edu.au 

Contents 

SECTION 2 

Aboriginal Life Today 


Aboriginal Flag ............................ 13 



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Who is This? ................................ 14 

Teachers Notes .......................... 15 – 16 

Ernie Dingo ................................. 17 

Cathy Freeman ............................ 18 

Barbara Dalgetty .......................... 19 

This icon denotes that the activity is more suitable for 5-year-olds. 


www.ricgroup.com.au R.I.C. Publications 1Australian Aboriginal Culture 1 

ISBN 978-1-86311-807-1

In the Past 

Indicator: 



Understands that Aboriginal people inhabited Australia many 

thousands of years before European arrival. 

This section discusses the history of Aboriginal people in Australia. It endeavours 

to show students how traditional Aboriginal people lived in Australia before 

European settlement, and how their knowledge of their environments was essential 

for survival. 

Aboriginal people of Australia believe their ancestral beings were responsible for 

creating the world as it is known today. Records show Aboriginal people have been 

living across the continent for about 40 000 years. 

The traditional Aboriginal people used their knowledge of the land to survive. It 

was this close, firsthand knowledge which enabled them to obtain needed resources 

such as bush food, water, and wood and stone, which were used to make tools and 

utensils. 

Australia is made up of different environments and traditional Aboriginal people 

lived in most of these. Aboriginal people living in the Western Desert area ate and 

lived differently from those Aboriginal people living on the coast. 

Food in coastal areas was abundant. The diet of traditional Aboriginal people living 

there consisted of fish and shellfish, dugongs, turtles, fruits, berries and various 

tubers, nuts and vegetables. There was also plenty of fresh water available. 

Those Aboriginal people living in or near the desert had a different diet. Aboriginal 

men caught large animals such as kangaroos, emus and wallabies. The women 

usually gathered roots, nuts, berries, other edible plants and small lizards. Children 

also caught small lizards and insects. 

Aboriginal people were nomads who moved constantly according to food availability. 

They were always careful not to overindulge. The following seasons were always in 

their minds, and they practised basic farming techniques. One of the most common 

was burning. Traditional Aboriginal people used this technique to burn the native 

grasses to promote regrowth. It also helped to flush out animals, which made them 

easier to catch. 

Traditional Aboriginal people had basic needs such as food, water and shelter. 

Caves and rocks were used for temporary shelter, while some people built bower 

sheds, also known as humpies. These were made from tree branches formed into 

an inverted ‘v’. The ‘roof’ was covered with leaves and twigs. 



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Australia’s First 

People 

Food 

Letter Puzzle 

(pages 3 – 5) 

• Display a map of Australia to the class. 

• Encourage individual students to share their ideas about, and knowledge of, 

Australia with the rest of the class. 

• Provide students with information regarding Aboriginal Australians being 

the first people to live on this continent. 

• It is important for the class to understand that traditional Aboriginal people 

were different from the Aboriginal people they see today. Today’s Aboriginal 

people do not rely solely on the land for their survival, and their way of 

living is different. 

• You may wish to display pictures of traditional Aboriginal people, which 

may be obtained from your school library or the local resource centre. 

• Students will need to have the instructions on the worksheets explained clearly. 

2 Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au 

ISBN 978-1-86311-807-1

In the Past 

Australia’s First People 

Traditional Aboriginal people lived in Australia many, many years ago. 

They dressed differently from the way people dress today. 



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Food 

In the Past 

Traditional Aboriginal people ate different food from what you eat. 

Colour, cut and paste the food you eat in Box 1. 

Colour, cut and paste the food traditional Aboriginal people ate in Box 2. 

 

 



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goanna hot chips witchetty grub sausages 

wild berries apple kangaroo bread 


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In the Past 

Letter Puzzle 

Who were the first people to live in Australia? 

To find the answer, colour the squares with letters in bold print using a 

yellow pencil. Copy the letters in the squares you have coloured to spell 

the answer. 



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Answer: people. 

(Teacher may scribe and student trace.) 


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In the Past 

Traditional 

Aboriginal People 

(page 7) 

Traditional Food 

(page 8) 

Looking for Food 

(page 9) 



• Some suggestions for passing this information on to the students include 

reading it to them, using a puppet, using picture cards with information on 

them and so on, according to the ability of your class. 

• Ask your class to suggest what an Aboriginal person is. (The obvious will be 

a person with dark skin.) Inform the class that an Aboriginal person is also 

someone from a group of people who have been living in Australia for many, 

many years. 

• Display some pictures of traditional Aboriginal men and women to the class. 

(These may be obtained from your library.) Discuss how they look, what 

they are wearing etc. 

• Students complete the worksheet. 

• Read the information on traditional Aboriginal people to the students and 

encourage them to share their feelings on this. 

• Have a chart with a picture of an Aboriginal person on. Brainstorm words 

which students think describe this person. Write the words around the picture. 

• Question students about what foods they like to eat. Make a list on the 

board. 

• Question students about what foods traditional Aboriginal people ate. Make 

a list on the board. 


Answers 

1. (a) No (b) Yes (c) Yes 

• Read the information sheet to the class and discuss. 

• Ask the question, ‘Who cooks your food for you?’ Accept all answers. 

• Display pictures of people working in supermarkets, butcher shops etc. Ask 

the students to name what all of these have in common. (They all sell food.) 

• Inform the class that in traditional Aboriginal societies, everyone in the group 

was responsible for providing food, even the children. Give them examples 

of who provided what. 

• Discuss and complete the worksheet. 

Answers 



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1. Aboriginal man – wallabies, kangaroos, turtles, emus, small lizards 

Aboriginal woman – nuts, berries, seeds, grubs 

Needs 1 and 2 

(pages 10 – 11) 

• Write the word ‘needs’ on the board. Ask students to explain what needs are. 

• Inform the class that every living thing has needs—humans, animals, even 

plants. Give the example of snakes needing to find shelter to hibernate during 

the winter and humans needing to shelter from the weather. 

• On a chart, make a list of human ‘needs’. Find pictures from magazines to 

glue next to each word. 

• Ask the students what needs traditional Aboriginal people may have had. 

Write them on the board. 

• Read the information sheet to the students and allow them to complete the 

worksheets. 


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In the Past 

Traditional Aboriginal People 

Aboriginal people have been living in Australia for many years. 

They looked different from the Aboriginal people we see today 

because they did not have a lot of the things we have now. 

Colour the pictures below. 

Traditional Aboriginal Man 

(a) List some words to 

describe an Aboriginal 

man. 

Traditional Aboriginal Woman 



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(b) List some words to 

describe an Aboriginal 

woman. 


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Traditional Food 

In the Past 

The traditional Aboriginal people ate and cooked 

food that was very different from what we eat today. 

They got their food from the land, not from shops. 

Tick ‘yes’ or ‘no’ to answer these questions. 

(a) Did traditional Aboriginal people 

buy their meat from the butcher? 

(b) Did traditional Aboriginal people cook 

their food over an open fire? 

(c) Were fruits and berries eaten by 

traditional Aboriginal people? 

Yes 

Draw or cut out pictures from magazines of foods that you eat, and 

foods that traditional Aboriginal people ate. Glue the pictures in the 

correct place in the diagram. 

No 



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My food Both Traditional 

Aboriginal 

food 


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In the Past 

Looking for Food 

Everyone in a traditional Aboriginal group looked for food. The 

people who found the food also had to prepare and cook it. 

Draw a line from the Aboriginal man and woman to the foods each 

searched for. 

nuts 

wallabies 

berries 

kangaroos 

turtles 

emus 

small lizards 

seeds 

grubs 

Draw some of these foods in the box. 



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Needs – 1 

In the Past 

Traditional Aboriginal people had the same needs people have 

today—food, water and shelter. 

Traditional Aboriginal people had basic shelters called humpies. 

They were made from trees, sticks and leaves. 

Colour the shelters you think traditional Aboriginal people had. 

Draw a picture here of the ‘shelter’ you live in. 



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In the Past 

Needs – 2 

We wear different clothes to suit our climate. Most traditional 

Aboriginal people wore clothing, such as animal skins to cover the 

lower parts of their bodies. Larger animal skins were worn in the 

colder months as a cloak. For shoes, some traditional Aboriginal 

people wore strips of bark from trees. 

Cut out the clothing labels and glue them in the correct box. 

Traditional Aboriginal Person 



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bark shoes headband animal skin cloak small animal skin 


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In the Past 

The Aboriginal Flag 

(page 13) 

Who is This? 

(page 14) 

Indicator: 



Recognises that Aboriginal people respect their heritage and culture. 

This section discusses the history of Aboriginal people in Australia. It endeavours 

to show students how traditional Aboriginal people live in Australia today, and 

how they have kept their culture alive. 

Aboriginal people of Australia believe their ancestral beings were responsible for 

creating the world as we know it today. Records show that Aboriginal people have 

been living in Australia for about 40 000 years. 

Australia is a multicultural society; There are people from many cultures living 

here. Many Aboriginal people live in Australia. Some are still living a traditional 

life, while others live in towns and cities. Traditional Aboriginal people had a system 

called the kinship system, which was a way for them to identify, approach and treat 

others in their group. Although this system may seem complicated, Aboriginal 

people learnt and followed the kinship system without any fuss. 

There are Aboriginal people living in Australia today who still live by the kinship 

system. Many Aboriginal people living in communities still live by the traditional 

ways, where the kinship system is very much a part of everyday life and traditional 

laws are followed. 

There are many Aboriginal people who have been very successful in their chosen 

fields. Some are well-known Aboriginal Australians and others are just everyday 

citizens. The one thing these people all have in common is their heritage and 

respect for their culture. 

• Display an Australian flag or a picture of one. Discuss why we need a flag 

and what it represents. 

• Show a picture of the Aboriginal flag; tell the students its significance to 

Aboriginal people and what it represents. (The red represent the earth, the 

black represents the Aboriginal people and the yellow represents the sun.) 

• Show the class pictures of well-known Aboriginal Australians, such as Ernie 

Dingo or Cathy Freeman. (You can usually find these in magazines.) 

• Ask what these people have in common. (They are all Aboriginal.) 

• Inform the students they also live in Australia, and there are many Aboriginal 

people living in Australia. 

• Both the ‘Aboriginal Flag’ and ‘Who is This?’ worksheets support this lesson. 

Page 13 – Students could use crayons, paint or materials such as crepe paper 

or cut-up coloured squares of paper to decorate the flag. (The top 

rectangle is black, the bottom rectangle is red and the circle is 

yellow.) 

Page 14 – Students cut out the picture squares with numbers at the bottom 

of the page and glue them onto the matching number to make 

Ernie Dingo’s face. 



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In the Past 

Aboriginal Flag 

Australian Aboriginal people have their own flag. This flag has special meaning to them. 



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Who is This? 

In the Past 

Cut out the picture squares at the bottom of the page and glue them on 

the matching number on the grid below. 

Who is this famous Aboriginal person? 

It is . 



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• Read the information on page 12. It is important to make children aware of 

the difference between traditional Aboriginal people of long ago, and 

Aboriginal people of today. You can do this with pictures. 

• Inform the class that Aboriginal people have lived in Australia for many 

years. Talk about how they lived and ate, their shelter etc. 

• Ask ‘Do the Aboriginal people living in Australia today still live like this?’ 

Accept all answers and discuss them. 

• Read the story about Ernie Dingo. Prompt students to share their feelings 

on the story. 

• You may wish to show them a taped session of The Great Outdoors to see 

Ernie Dingo on television. 

• On a large chart, have students brainstorm some physical characteristics of 

Ernie Dingo; for example, hair colour, skin colour etc. 

• Complete the worksheet. 

Story 

Ernie Dingo is a popular Aboriginal personality. He was born on 31 July 1956 

on a station in Western Australia. This station was called Bullardoo. Ernie also 

has an Aboriginal name. It is Oondamooroo. This name means ‘shield’. When 

he was a young boy, Ernie lived in a town called Mullewa, in Western Australia 

and went to school there. As he grew older, Ernie went to live in Perth. It was 

here that he became a performer. Ernie is married, and has two children. Ernie 

has made many movies and television programs. He is best known as one of 

the hosts of the TV show The Great Outdoors. 

Answers 

1. Aboriginal, station, shield, two, movies/films 

• Read the information sheet to the class. Discuss their feelings and responses. 

• Inform the class there are many different people from different cultures living 

in Australia today. Make a list of some of these cultures on the board. 

• If there are children in your class who have a different cultural background, 

they may wish to talk a little about their culture. 

• Inform the class there are also many Aboriginal people who live in Australia 

today. Ask the class if they know of any. 

• Read the story on Cathy Freeman to the class. Encourage students to share 

their feelings by retelling the story to you. 

• Display pictures of Cathy Freeman lighting the cauldron at the Sydney 

Olympics. Focus on her face and have the students brainstorm some of the 

emotions she may have been feeling at the time. 


Story 

Cathy Freeman is a popular Aboriginal Australian athlete. She was born at 

Mackay in Queensland in 1973 and still lives in Australia. Cathy has won many 

running races and trophies. 

Cathy won a gold medal for running the 400 m at the Sydney Olympics in 

2000. Cathy says her greatest moment was when she lit the big cauldron at 

the Opening Ceremony of the Olympics. She feels strongly about her Aboriginal 

culture and heritage. 

Answers 

1. (a) No (b) Yes (c) Yes (d) No (e) No (f) Yes 

Ernie Dingo 

(page 17) 

Cathy Freeman 

(page 18) 



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In the Past 


ISBN 978-1-86311-807-1

In the Past 

Barbara Dalgetty 

(page 19) 



• Make a list of well-known and less well-known Aboriginal people on the 

board. Say the name first and then ask the students to name each after you. 

• Ask ‘What do all these people have in common?’ (Some students know they 

are all Aboriginal people.) Accept all answers and discuss them. 

• Indicate to students that all these people live in Australia. 

• Read the story on Barbara Dalgetty to the students. Encourage the students 

to share their feelings about the story. 

• Go through the worksheet with the class and complete it. 

Story 

Barbara Dalgetty lives in Geraldton, Western Australia. She is an Aboriginal 

who has lived in Australia all of her life. Barbara works at a primary school. Her 

role is Aboriginal Education Worker. This means Barbara works with Aboriginal 

children, helping them with their learning. 

Barbara also works with the parents and tells them how their children are doing 

at school. Barbara supports the teacher by gathering important information 

about the Aboriginal culture and passing this on to the teacher. A special time 

at most schools is Naidoc Week. This is when the whole school and community 

participate in different activities based on the Aboriginal culture, such as painting, 

singing, dancing and cooking. 

Answers 

2. (a) children (b) teacher (c) parents 



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In the Past 

Ernie Dingo 

Choose the words below to fill in the spaces of the story. 

Aboriginal two shield 

Ernie Dingo is an 

in 1956 on a 

station 

has an Aboriginal name. It means ‘ 

is married and he has 

made many 

movies 

person. Ernie was born 

in Western Australia. Ernie 

’. Ernie 

children. He has 

and television programs. 

In the spaces below, draw Ernie at different stages of his life, and 

write what he was doing at each time. 



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Cathy Freeman 

In the Past 

Colour red for yes, and green for no, to answer these questions. 

(a) Cathy Freeman lives in America. 

(b) Cathy Freeman is an Aboriginal 

person. 

Yes No 

Draw a picture of Cathy 

Freeman lighting the cauldron 

at the Opening Ceremony of 

the Sydney Olympics. 

(c) Cathy Freeman won a gold 

medal at the Olympics. 

(d) Cathy Freeman did not light the 

cauldron. 

(e) Cathy Freeman has not won 

many races. 

(f) Cathy Freeman feels strongly 

about her culture. 

What is the greatest thing you have done or experienced? 



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In the Past 

Barbara Dalgetty 

Find words from the story to describe Barbara. Write them in the 

clouds. 

Draw a line to match the tasks Barbara does to the people she helps. 

(a) Helps them with their learning • • teacher 

(b) Gathers important information about • • parents 

Aboriginal culture. 

(c) Informs them about their child’s learning.• 

• children 

During Naidoc Week, Barbara’s school does lots of painting and 

other art activities. Use your favourite colours to decorate this 

boomerang. 



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Cultural Identity focuses on Australian Aboriginal people and their behaviours, values and beliefs. Students 

will recognise the importance of maintaining aspects of traditional Aboriginal culture and study the similarities 

and differences among the lifestyles of traditional Aboriginal people and then between those of Aboriginal 

and non-Aboriginal people today. 


SECTION 1 

Aboriginal Families 

Teachers Notes ............................... 22 

Traditional Aboriginal Family ...23 – 24 


Doogon’s Story......................................... 26 

Aboriginal Families are Special .... 27 

Outcome Links 


1.7, 1.16 CCES1 SOSE0101 ICP1.1, ICP1.3 TCC1.3, CI1.1 1.3 

1.8, 1.17 CUES1.3 C1.1, C1.2, C1.3 CI1.4, CI1.5 1.7 

1.9 TCC1.3 1.8 

English 


1.5b RES1.5 ENRE0101 V1.1, V1.2 1.3 

1.6 RES 1.7 ENRE0102 R1.1, R1.2 1.8 


Contents 

SECTION 2 

Other Families 

Teachers Notes .................................31 

Families ...................................... 32 

Teachers Notes .................................33 

Me and My Family ...................... 34 

About My Family......................... 35 



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Grandparents .............................. 28 

My Family ................................... 36 

Big Families ................................ 29 

People in My Family .................... 37 

Doogon’s Family ......................... 30 

SECTION 3 

Family Customs and Traditions 

Teachers Notes ............................... 38 Teachers Notes ................................ 40 

Different Families........................ 39 Stories .................................................... 41 

My Name is Ketut......................... 42 

My Name is Ari ............................ 43 

My Name is Tui ............................ 44 




ISBN 978-1-86311-807-1


Traditional 

Aboriginal Family 

(pages 23 – 24) 

Indicator: 



Identifies that Aboriginal families have special qualities. 

This section discusses the extended family in Aboriginal societies. It looks at the 

closeness that Aboriginal families share and the different responsibilities each family 

member has towards others. 

Within Aboriginal society, there are many traditions and customs. The kinship 

system is an important way to classify and distinguish Aboriginal families and 

relatives. The kinship system provided Aboriginal people with an extended family, 

as the whole group was seen as a family. Because of this, an Aboriginal child may 

refer to several women as ‘mother’ and several men as ‘father’. In non-Aboriginal 

society, a child usually refers to his/her birth parents as mother and father. In 

Aboriginal societies, the siblings of their parents are referred to as ‘Mum’ and ‘Dad’. 

‘Aunt’ is a term that may be used to refer to the father’s sister. This may seem 

complex to us, but to Aboriginal people it was a simple way to work out where 

they stood in relation to others in their group. 

Most Aboriginal families have an extended family unit. In many cases, a grandchild 

may live with grandparents, aunts and uncles as well as his/her own immediate 

family. 

By following the kinship system, Aboriginal people knew how to talk to others and 

what behaviour was expected of them. Children learnt the rules of the kinship 

system at an early age. It was through traditional stories and songs that the older 

generation was able to teach children about important aspects of their culture, 

such as its history, language and laws. 

All cultures are different, with different values and beliefs. Family customs differ 

across cultures and faiths. For example, Muslims pray at various times during the 

day and fast at specified times of the year. Balinese people believe that offering gifts 

to their gods will bring them good fortune. Customs are a part of every culture. In 

Aboriginal society, customs are still being practised today that have been practised 

for many, many years. For example, Aboriginal people believe it is the role of aunts 

and uncles to teach the children about rules and punishments, and to discipline 

the children. 



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• Discuss with the class what an Aboriginal person is. Accept their suggestions. 

• Encourage the class to share their experiences with Aboriginal people. 

• Display pictures of Aboriginal people and point out their distinctive features. 

(Try to use pictures of traditional Aboriginal people.) 

• Briefly discuss what a family is and then focus on Aboriginal families. Inform 

the class that many Aboriginal families may have more than just parents and 

children living together. (Refer to background information.) 

• Worksheets ‘Traditional Aboriginal People’ and ‘Dot-to-Dot Aboriginal 

Family’ support this lesson. 

Students need to cut out the pictures of a traditional Aboriginal family on 

page 23 and glue them inside the humpy on page 24. 


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Traditional Aboriginal Family 

Many Aboriginal families have lots of people living together. 



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Traditional Aboriginal Family 




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• Write the word ‘family’ on the board. Ask the class what it says and what it 

means. 

• Ask, ‘Who are some of the people in your family?’ List the answers. 

• Present the information to the students using a puppet, firstly reading the 

background information then using the puppet to relay it to the class. Focus 

on the Aboriginal family unit. 

• Discuss an Aboriginal family. Ask the students if they know any Aboriginal 

families. Who lives with this family? Ask ‘How is an Aboriginal family different 

from your family?’ ‘How is it the same?’ (Students should recognise that 

there may be more than the immediate family living in an Aboriginal 

household and that this is normal.) 

• Students complete the worksheet by colouring it with paint. 

• Obtain pictures of families from the library. Display these to the class. Ask 

students to state who the different members of the families are. 

• Focus on grandparents. Ask, ‘Who are the people we call Nanna, Pop, 

Granny?’ Explain to the class that our grandparents are the parents of our 

parents. 

• Illustrate a simple family tree on the board to help students understand who 

grandparents are. 

• Inform the class that Aboriginal children are lucky because some of them 

may have their grandparents living with them. Relate the background 

information to the students in the form of a story. 

• Focus on the role of Aboriginal grandparents. (They tell many stories to 

their grandchildren about the old ways.) 


• Read aloud the background information on Aboriginal families. Discuss. 

• Encourage students to name some of the people in an Aboriginal family who 

may live in the same house. Record answers on the board. 

• Ask, ‘Where do your aunts and uncles live?’ List answers. 

• Explain to students that while not all Aboriginal families are extended, many 

are, and this is a part of their culture. 

• Discuss and complete the worksheet with the students. 


are Special 

(page 27) 

Grandparents 

(page 28) 

Big Families 

(page 29) 



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• Gather students on the mat or in the reading corner. 

• Inform the students you are going to read them a story about an Aboriginal 

boy and his family. (You may wish to photocopy the story on page 26 for 

students to follow.) 

• Read ‘Doogon’s Story’. When you have finished, discuss the students’ thoughts 

about the story. 

• Ask, ‘Why did Doogon have his granny and aunt living with him?’ 


Doogon’s Family 

(page 30) 


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Doogon’s Story 


Doogon is an 


boy with a 

big family. He 

lives with his mum 

and dad, and sister, Ella. Doogon’s family is 

special because there are other people living 

with them in the family home. His Aunty Flo 

and Granny Mae, also live with Doogon and 

his family. 

Doogon thinks it is great living in the house 

with such a large family. When Doogon’s mum 

and dad go to work at the local factory, Flo 

looks after Doogon. His sister, Ella, goes to 

school, but when she comes home, she plays 

with Doogon. 



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At night, Granny Mae tells Doogon stories 

about the old ways and how it used to be 

when she was young. 

Aboriginal families like Doogon’s family enjoy 

living together and they care for each other 

very much. 


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Aboriginal Families are Special 

Aboriginal families are special because there are 

many different people who are a part of the family. 

Aboriginal people have big families. 

This is a picture of an Aboriginal family. 

Use paint to colour this picture. 



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Grandparents 


Many Aboriginal children have their grandparents 

living with them. Their grandparents tell them 

important stories and songs. 

Draw a picture of your grandparents doing 

something special with you. 

Read the sentences about your grandparents. 

Colour the box red if your answer is yes, and colour the box 

green if your answer is no. 

Yes (red) No (green) 

(a) My grandparents live with me. 

(b) My grandparents tell me lots of stories. 

(c) I see my grandparents often. 

(d) My grandparents teach me things. 



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Big Families 

Aboriginal people have big families. People who live in an 

Aboriginal family may include aunts, uncles, grandparents and 

cousins. 

Look at the words below and colour the ones you think describe an 

Aboriginal family. 

In the boxes below, draw three different people in an Aboriginal family. 



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Doogon’s Family 


Doogon has pictures of his family in a special book. Can you help 

Doogon write what each member of his family does under each picture? 



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Indicator: 



Recognises that everyone is part of a family and that all families are 

different. 

This section will help students understand that everyone has a family, but not all 

families are the same. Some families are extended like Aboriginal families, some 

families do not all live together and some families have only one parent. 

All cultures are different, with different values and beliefs, and family customs 

differ across many cultures and faiths. For example, Muslims pray at various times 

during the day and fast at specified times of the year. Balinese people believe that 

offering gifts to their gods will bring them good fortune. Customs are a part of 

every culture. In Aboriginal society, customs are still practised today that have 

been practised for many thousands of years. The kinship system is an important 

way to classify and distinguish Aboriginal families and relatives. The kinship system 

provides the Aboriginal people with an extended family, as the whole group is seen 

as family. Because of this, an Aboriginal child may refer to several women as ‘mother’ 

and several men as ‘father’. In non-Aboriginal society, usually a child refers to his/ 

her birth parents as mother and father. In Aboriginal societies, the siblings of their 

parents are referred to as ‘Mum’ or ‘Dad’. 

This may seem complex to us, but to Aboriginal people it is a simple way by which 

they can work out where they stand in relation to others in their group. For example, 

‘Aunt’ is a term that may be used to refer to the father’s sister. Aboriginal people 

believe it is the role of aunts and uncles to teach the children about rules and 

punishments. It is also their responsibility to discipline the children. 


may live with grandparents, aunts and uncles as well as his/her own immediate 

family. 

• Discuss families with the class again. Display pictures of various families 

taken from magazines or personal photos etc. 

• Give students the opportunity to talk about their own families and what 

they enjoy doing with them. 

• Talk about special birthdays, Christmas, Easter and times spent together 

with other family members such as aunts, grandparents etc. 



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• You may wish to organise for a grandparent or other family member to visit 

the class to talk about their family. (Grandparent’s Day, Father’s Day or 

Mother’s Day themes are good for this.) 

• To complete the worksheet, students need to draw a line from each child to 

the family he/she belongs to. 

Families 

(page 32) 



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Families 


Everyone has a family. 



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• Gather the class on the mat or in the reading corner. 

• Write the word ‘family’ on a large sheet of paper. 

• Ask ‘What is a family?’ Accept all answers. 

• Ask students to supply words that best describe their family. Record 

them on the paper. 

• Choose various students to explain who lives with them in their 

family home. 

• Discuss and complete the worksheet with the students. 

• You may wish to show a photograph of your family to the class and 

tell about them. 

• Prior to this lesson, you will need to send a note home to parents 

asking them to send a family photo in with the students. (Be sure to 

explain the photo should be a small snapshot and will be glued into 

a book.) 

• Choose various students to stand up and share their photos with the 

class, explaining who each member of the family is. 

• Have students glue their individual photo on the worksheet. 

• Complete the worksheet as a whole class by answering each question 

together. 

• After looking at pictures of different families that students have 

brought in, talk about the importance of having a family. 

• Ask the following questions and discuss the answers given: ‘Do all 

people have a family?’ ‘ Are all families the same?’ ‘Do all families 

live together?’ 

• Inform the class that, for different reasons, not all families live 

together. Briefly discuss some examples of this (for example, 

orphaned, separated, work commitments etc.). 

• Students cut out pictures from magazines or their own artwork to 

clothe the figures on the worksheet. 

• Tell students the names of your grandparents and also of some aunts 

and uncles. Talk briefly about them and how they are related to you. 

• Discuss with the class times that families come together as one. 

• Display pictures of family scenes such as Christmas or a birthday 

celebration. 

• Ask the students to contribute their thoughts on these gatherings. 

Use the following questions. ‘Is this a happy time?’ ‘Do these people 

all live together?’ ‘Who do you think these people may be?’ 


Me and My Family 

(page 34) 

About My Family 

(page 35) 

My Family 

(page 36) 



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People in a Family 

(page 37) 



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Me and My Family 


All people are part of a family. 

Draw a picture of you in the circle, and draw other people in your family 

in the boxes. Write their names underneath. 

This is 

me. 



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About My Family 

Glue a picture of your family in the space below. 

Look at these sentences and tick yes or no in the boxes. 

(a) My mum lives with me. 

(b) My dad lives with me. 

Yes 



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No 

(c) I have a sister or sisters. 

(d) I have a brother or brothers. 

(e) I love my family. 

(f) 

All people are part of my family. 

(g) My family loves me. 

(h) Aunts and uncles are part of my family. 


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My Family 


Not every family is the same. Some families may look different from 

your family. 

Dress the family below, using pictures from magazines or your own 

artwork. 



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People in a Family 

There are many different people who make up a family. Some of these people may not live 

with you in your house, but they are still a part of your family. 

Look at the people below. Draw a line from the label to the matching person. 

Grandpa 

Aunty 



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Mum 

Dad 

Sister 

Grandma 

Brother 


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Different Families 

(page 39) 

Indicator: 



Identifies that the customs and traditions of families show cultural 

variations. 

This section is designed to make students aware of different customs within different 

cultures. Each custom has its own beliefs and values, and students will be given 

some examples of these. 

All cultures are different with different values and beliefs. Family customs differ 

across many cultures and faiths. For example, Muslims pray at various times during 

the day and fast at specified times of the year. Balinese people believe that offering 

gifts to their gods will bring them good fortune. Customs are part of every culture. 

In Aboriginal society, customs are still being practised today that have been practised 

for many thousands of years. 

The kinship system is an important way to classify and distinguish Aboriginal 

families and relatives. The kinship system provides Aboriginal people with an 

extended family, as the whole group is seen as family. Because of this, an Aboriginal 

child may refer to several women as ‘mother’ and several men as ‘father’. In non- 

Aboriginal society, usually a child refers to his/her birth parents as mother and 

father. In Aboriginal societies, the siblings of their parents are referred to as ‘Mum’ 

or ‘Dad’. 

This may seem complex to us, but to Aboriginal people it is a simple way by which 

they can work out where they stand in relation to others in their group. For example, 

‘Aunt’ is a term that may be used to refer to the father’s sister. Aboriginal people 

believe it is the role of aunts and uncles to teach the children about rules and 

punishments. It is also their responsibility to discipline the children. 


may live with grandparents, aunts and uncles as well as their own immediate family. 

According to the kinship system, Aboriginal people know how to talk to others 

and what behaviour is expected of them. Children learn the rules of the kinship 

system at an early age. It is through traditional stories and songs that the older 

generation are able to teach children about important aspects of their culture such 

as history, language and the laws. 



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• Invite some people from other cultures into the class to talk about their 

customs. (A culture day where costumes are worn and food tasting is held is 

one way of doing this.) 

• Talk about ‘customs’ with the class—what are they and why are they 

significant? 

• Encourage the class to share any customs they practise at home. 

• Set up a display with various items and articles from other cultures, such as 

clothing, artworks, food, tools etc. 

• Use a feely bag with some of the items from other cultures. Students guess 

what the items are and what culture they may be from. 

• Students complete the worksheet by drawing their own family and finding 

pictures in magazines of families different from theirs. 


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Different Families 

Not all families are the same. 

In the first box, draw a picture of you with your family. 

Now cut some pictures from magazines of 

families that look different from yours. 

Glue them in this box. 



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My Name is Ketut 

(page 42) 

My Name is Ari 

(page 43) 

My Name is Tui 

(page 44) 



• Read the story of Ketut on page 41 to the students, accepting questions 

throughout. 

• Encourage the students to share their feelings about the story. Ask them to 

describe Ketut. What would she look like? List her features on the board (for 

example, hair colour, big, small etc.). 

• Question the students about where Ketut lives and whether any of them 

have been to Bali. 


Answers 

1. (a) no (b) yes (c) no (d) yes 

3. Hindu 

• Gather the students on the mat or in the reading corner. Tell them you are 

going to read them a story about a boy named Ari (see page 41). 

• Read the story slowly to the students, accepting questions throughout. 

• Encourage students to discuss Ari and explain how Ari’s family is different 

from theirs. 

• Ask, ‘What is a special time when we celebrate with our families?’ List answers. 

• Discuss the worksheet with the students before they complete it. 

Answers 

1. (a) Muslim, Cocos Islands (b) religious (c) time 

2. pork 

3. fasting, praying 

4. Muslim 

• When Tui’s story (see page 41) has been read, discuss Tui, and have the class 

describe him to you. 

• Record his details on the board. 

• Ask, ‘Where does Tui live?’ Look at a map of the world and compare New 

Zealand to Australia. 

• Discuss the worksheet and allow the students to complete it. 

Answers 



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1. South Island 

2. Maori 

4. (a) customs (b) haka (c) noses (d) New Zealand 

Wall Display 

Suggestion 

• Set up a display wall in your class and make a large sign with ‘Different 

Families from Different Cultures’ written on it. Enlarge a picture of an 

Indonesian girl, a Cocos Malay boy, and a Maori boy. Enlarge their stories 

and put them underneath the pictures. Have the students in your class write 

words that describe each one onto strips of paper and place them around the 

pictures. Make a large map of the world and put on the display with lines 

pointing to the places on the map and a sentence that says ‘… lives here’. You 

may even wish to show some of the students’ work around this display. 


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Stories 

Ketut’s Story 

My name is Ketut. I am a Balinese girl. I live on an 

island called Bali. My family lives in a small house. 

Sometimes it can be very hot in our house. My 

mother teaches me traditional dancing, and I get to 

wear a special costume. 

I follow the Hindu faith, and a special custom for my 

family is to offer gifts to our gods every day by 

leaving rice, fruit and flowers near our temple. 

Ari’s Story 

My name is Ari and I am a Muslim from the Cocos 

Islands. My family is very religious and we have 

lots of customs. An important custom that we 

practise is we do not eat pork. 

Our special time of the year is called Ramadan. 

This is the ninth month of the Muslim calendar, 

when we have to fast. This means we do not eat 

during the day, and we pray a lot. 

Tui’s Story 

My name is Tui and I live in New Zealand. I am a 

Maori boy from the South Island. The other island is 

called the North Island. My people have lived in 

New Zealand for hundreds of years. We have many 

different customs and traditions. 



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My sister and my brother go to culture classes. This 

is where we learn about our customs, culture and 

dances. Two of our special customs are well known. 

We rub noses with someone we meet as a friendly 

gesture, and we also have a special dance called the 

haka. This is a traditional Maori dance. 


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My Name is Ketut 


After your teacher has read you the story of Ketut, tick yes or no in the 

boxes to answer these questions. 

Yes No 

(a) Ketut is a boy. 

(b) Ketut lives on an island. 

(c) Her father teaches her to dance. 

(d) She gets to wear a special dress. 

Write a short sentence to describe what Ketut’s house is like. 

Ketut follows the 

Draw a picture of Ketut practising her dancing. 

faith. 



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My Name is Ari 

After your teacher has read you the story about Ari, use the words 

below to complete these sentences. The first letter of the word is 

done for you. 

time religious Muslim Cocos Islands 

(a) Ari is a M 

from the 

C . 

(b) Ari and his family are very r and have many 

customs. 

(c) A special t of the year is called Ramadan. 

Ari and his family do not eat a certain kind of food. 

Draw and label this food in Box 1. 

In Box 2 draw and label some food you do not eat. 

 

 



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Colour the words below that describe Ramadan. 

fasting religious party eating praying funny 

Ari is a member of the 

faith. 


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My Name is Tui 


After your teacher has read you the story about Tui, complete the 

activities below. 

On what island in New Zealand does Tui live? 

What is the name of Tui’s culture? 

Finish drawing and labelling two of the special customs that Maori 

people practise. 

Rubbing noses 

Match the words with the sentence. 

(a) Something culture classes teach. • • New Zealand 

(b) A special dance. • • noses 

(c) Rubbed together in greeting. • • customs 

(d) Country where Tui lives. • • haka 


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Communication 

Communication focuses on the importance of language in Aboriginal culture. Students will understand that, 

through language, traditional Aboriginal people passed on their history, communicated laws and shared their 

knowledge of the land. Students will also gain an awareness of the drastic effect European arrival has had on 

Aboriginal languages. 


SECTION 1 

Aboriginal Languages – Introduction 


Food Words ................................ 47 

Minibeast Words......................... 48 


Body Parts .................................. 50 

Aboriginal Word Games ..... 51 – 52 

Aboriginal Language Quiz .......... 53 

Outcome Links 


1.7, 1.9 CCES1 SOSE0101 ICP1.1, C1.1 CI1.1 1.1, 1.3 

1.16, 1.17 CUES1.3 ICP1.2, ICP1.3, C1.3 CI1.4 1.8 

English 


1.5b RES1.5 ENRE0101 V1.1, V1.2 1.3 

1.6 RES 1.7 ENRE0102 R1.1, R1.2 1.8 


Contents 

SECTION 3 

Forms of Communication 

SECTION 2 

Aboriginal Languages – Extension 


Letters Make Words .................... 55 


Two Languages ............................ 57 

My Book of Aboriginal Words ..... 58 



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Different Words, Same Thing ...... 59 

Languages .................................... 60 

Teachers Notes ................................ 61 Teachers Notes ................................ 66 

Finish the Pattern .........................62 Didgeridoo .................................... 67 

How Many? .................................63 Aboriginal Instruments .................. 68 

Aboriginal Dancing ......................64 Aboriginal Art ............................... 69 

Dot-to-Dot Didgeridoo ...............65 Face Painting ................................. 70 




ISBN 978-1-86311-807-1

Communication 

Food Words 

Minibeast Words 

(pages 47 – 48) 


Indicator: 


Appreciates that there are different languages in the world, and 

that Aboriginal people have also evolved their own languages. 

This section will introduce students to Aboriginal languages. Students will appreciate 

that Aboriginal people have their own languages as well as speaking English. It will 

make them aware of the difference between English words and Aboriginal words. 

All cultures have a language. The traditional Aboriginal people of Australia have 

many. Today there are around 100 Australian Indigenous languages being spoken; 

it is very difficult to know exactly how many there are. It is thought the number of 

Aboriginal languages spoken before European contact was between 200 – 250 or 

even more. Today, however, this number has declined for many different reasons. 

Before non-Aboriginal people came to Australia, many different Aboriginal groups 

lived across the continent. Each of these groups had its own culture, language and 

name. The Aboriginal people believe their ancestors created the land and all its 

forms such as the hills, plains, deserts and seas. When the Great Ancestors travelled 

across Australia creating landforms as they went, they also created the different 

languages for different groups. 

Aboriginal people have very strong ties with the land and this is evident in their 

language. Their language reflects the land and all that is on it. The Aboriginal 

people still feel a sense of ownership towards the language and the land where their 

groups came from. 

• Play a tape of someone speaking another language. 

• Ask the class to tell you what was said. 

• Ask ‘Why don’t you know what was said?’ Accept all answers. 

• Explain that there are different languages in the world, and that Aboriginal 

people also have their own languages. 

• Have some Aboriginal words taken from the worksheet written on strips of 

card. (The language used is Wajjarri, which is the local language for the 

Midwest Region of Western Australia. You may have access to an Aboriginal 

speaker or language centre, and be able to use your own local indigenous 

language.) 

• Talk about Aboriginal words and their meaning in English. 

• Students will need to have the instructions on the worksheets clearly explained. 

Note: There are over 250 different documented Aboriginal languages and 

dialects with varying pronunciations. It is strongly suggested you contact 

a local Aboriginal language speaker. 



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Communication 

Food Words 

Aboriginal people have their own words for everything. 

Look at the words in the snake and complete the following activities. 

Circle all the ‘damba’ (damper) words. 

How many times is the word ‘guga’ (meat) written? 

Put a cross through all the ‘jamu’ (jam) words. 



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Minibeast Words 

Communication 

Aboriginal language has many different words from those we use in 

English. 

Trace over the Aboriginal word and draw or colour a picture for that word. 

means ant 

means butterfly 

means spider 

means cricket 



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means beetle 


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The Nyungar people are a group of Aboriginal people whose territory and language 

comes from the south-west of Western Australia. There are now only a few speakers 

of this language. The Nyungar territory extends from Perth, to the wheatbelt in 

the north-east and to the southern Goldfields, then down to the southern coast. 

Examples of words from this language are used in the following activities. (If you 

have access to an Aboriginal language in your area, use that instead.) 

Note: There are over 250 different documented Aboriginal languages and dialects 

with varying pronunciations. It is strongly suggested you contact a local 

Aboriginal language speaker. 

• Work as a class. Write an Aboriginal word on a sheet of paper. Ask ‘What 

does this word mean?’ Accept all answers. 

• Tell the students that it is an Aboriginal word. Tell them the meaning of the 

word in English. 

• Using the information sheet on page 46, tell the students that Aboriginal 

people have their own languages, and give them some background 

information. 

• Ask students if they are able to speak another language. What is it? 

• Write the Nyungar words onto cards to use for activities in this section. 

• Display the words to the students. (You may wish to draw pictures of the 

words on the cards also to assist with the students’ understanding.) 

• Complete the worksheet together. 

• Display the Nyungar words written on cards. 

• Put your hand over the picture and ask students what the word means in 

English. 

• Play a game of ‘Simon Says’, using the Nyungar words. 

• Photocopy the worksheet onto card. 

• Give the students the opportunity to cut out the cards and then play a game 

of snap or a memory game. 

• As a class tell the students that people from all over the world speak many 

different languages, including Aboriginal people. 

• Display the Nyungar words on card. 

• You may wish to draw a picture on a piece of paper and ask students to 

point out the correct word to write next to the picture. 

• Discuss the worksheet together and complete it. 

Answers 

1. (a) no (b) yes (c) yes 

2. Across – (2) mangkarr (3) djena (4) mulya 

Down – (1) marra (2) mayel 

Body Parts 

(page 50) 

Aboriginal Word 

Games 

(page 51 – 52) 



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Language Quiz 

(page 53) 

Communication 


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Body Parts 

Communication 

Aboriginal people have many different languages. Some are very hard 

to learn. Here are some words from the Nyungar language. 

Look at this picture of a body. Using the picture clues in the boxes, write 

the Nyungar word for each body part. 



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kada 

mangkarr 

mayel 

mulya 

miin 

marra 

djena 


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Communication 

Aboriginal Word Games 

Use your scissors to cut around these cards. Under each picture is the 

Aboriginal word. Play snap or memory games with a partner, using these 

cards. 

kada 

mulya 

kada 

mulya 



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miin 

miin 


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Aboriginal Word Games 

Communication 

marra 

djena 

marra 

djena 



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mangkarr 

mangkarr 


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Communication 

Aboriginal Language Quiz 

People from all over the world speak many different languages. 

Aboriginal people also have their own languages. 

Write a ‘Y’ for yes and a ‘N’ for no to answer these questions. 

(a) Do most people speak the same language? 

(b) Do Aboriginal people have their own languages? 

(c) Does language help people to communicate? 

Here are some Aboriginal words. Use these to complete the 

crossword puzzle. 

mayel mulya marra djena mangkarr 

3. 

2. 



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1. 

4. 

Across 

Down 

2. You will find this on your head. 1. This is on the end of your arm 

3. This helps you walk. 2. Something to see with. 

4. You use this to smell with. 


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Communication 

Letters Make Words 

(page 55) 


Indicator: 


Appreciates that many Aboriginal people communicate in their 

own language as well as speaking English. 

This section will enhance students’ awareness of the Aboriginal culture and 

languages. Students will understand that although there are many Aboriginal 

languages still being spoken in Australia today, many Aboriginal people speak 

English as well. 

English is the predominant language spoken by Australians. Whether or not people 

come from different backgrounds, they have a common link through language, 

which is the main form of communication. 

Australia is a multicultural society. There are people from many cultures living in 

Australia today. These people living in Australia also have their own languages. 

These languages are thousands of years old, and have passed down from generation 

to generation. Aboriginal people also speak English. In some Aboriginal 

communities in Australia, Aboriginal people use English as a second language. 

However, most Aboriginal people use English as their first language and, in many 

cases, their only language. 

There are many language centres across Australia endeavouring to preserve 

Aboriginal languages. Many schools are also trying to teach schoolchildren 

Aboriginal languages. Aboriginal people are participating in activities which 

promote their culture in schools and the wider community. 

Note: There are over 250 different documented Aboriginal languages and dialects 

with varying pronunciations. It is strongly suggested you contact a local 

Aboriginal language speaker. 

• Talk about languages with the class. If you speak another language or even 

just some words, give the class the opportunity to repeat them after you. 

• Tell the students the language they speak is English. (If you have a child 

from another culture, encourage him/her to share his/her language with the 

rest of the class.) 

• A visit from an Aboriginal speaker or someone from another culture to share 

his/her language would be ideal, but as this is not always possible, use the 

words from the worksheets. 

• Students could write the names and copy or write simple words to complete 

Question 2 on the worksheet. 



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Communication 

Letters Make Words 

In the English language, there are 26 letters. This is called the alphabet. 

 

Colour each letter as you say the alphabet. 

 



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These letters are used to make words. Write some words you know in 

the box. 


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Communication 

Two Languages 

My Book of 

Aboriginal Words 

(pages 57 – 58) 

Different Words, 

Same Thing 

(page 59) 

Languages 

(page 60) 



The Diyari language used below is spoken at Maree and Port Augusta in South 

Australia. 

• Greet your students in another language; for example, ‘bonjour’ or 

‘konnichiwa’. 

• Explain to the students that you are using words from another language. Tell 

them what they mean. (‘Good day’ in French and Japanese.) 

• Say the words again and have the students repeat them several times. 

• Tell the students where the words come from, and explain that these languages 

are from other cultures. 

• Write some cultural groups on the board, including Aboriginal people. Tell 

the students these cultures have their own language but also speak English. 

• Look at the worksheet ‘Two Languages’ on page 57 and the template for the 

mini-book on page 58. Discuss and complete together. To make the minibook 

students can choose words and pictures to copy (or cut) from page 57. 

The booklet is made by folding in half lengthwise and concertina folded 

along the solid lines. 

• Introduce a puppet to the students, which you will use to convey information. 

• Use the puppet to tell students about the different cultures in Australia and 

how each culture has its own language. Focus on the Aboriginal culture and 

tell students that many Aboriginal people speak English as well as their own 

languages. 

• Students may ask the puppet questions about the Aboriginal languages. 

• Puppet should inform the students that some things have more than one 

word to name or describe them. Give some examples. 

• Discuss the worksheet and complete with the students. 

Answers 

1. stick 2. pants 3. dish 4. lady 5. eraser 6. shrub 

• Write the word ‘language’ on the board. Encourage students to name some 

different languages, such as Greek, French, Italian etc. 



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• Display a globe or world map to students and, together, indicate on it where 

each of the languages listed originates. 

• There may be students in your class who have different cultural backgrounds. 

Encourage them to share some of their culture with the rest of the class. 

• Distribute magazines to students. 

• Students look for pictures of people from other cultures in the magazines to 

glue onto the worksheet. 


ISBN 978-1-86311-807-1

Communication 

Two Languages 

Many Aboriginal people speak English as well as their own language. 

Use Aboriginal and English words to make your own mini-book. 

Here are some Aboriginal words you can use. They are from the Diyari 

language from South Australia. 

kanku mankarrha punga 

(boy) (girl) (hut) 

pirta thurrhu aiji 

(tree) (fire) (sun) 



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kantha wanku muriu 

(grass) (snake) (crab) 


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Communication 

Different Words, Same Thing 

In our English language we have words that are different, but which 

describe the same thing. 

stick rubber pants dish shrub lady 

Here are some words that identify the pictures. Choose another word 

from the list above to name the pictures. 

twig trousers 

plate woman 



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eraser bush 


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Languages 

Communication 

Many people can speak a different language. Most 

Aboriginal people can also speak more than one 

language. 

Cut out pictures from magazines of people who are from 

another culture, and who you think speak more than one 

language. Glue them in the box below. 



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How many languages do you 

speak? 

What language would you like 

to learn? 


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Indicator: 



Understands that traditional Aboriginals used verbal and nonverbal 

forms of communication. 

This section will look at how traditional Aboriginal people used songs, dances 

and stories as an important means of communication. It will explain how traditional 

stories were more than just stories, and that songs and dances were also used to 

convey meaning. 

Songs, dances and stories are an important part of the Aboriginal culture. Aboriginal 

people use dance, songs and stories as a means of communication. From a very 

young age children are taught about their culture. In some Aboriginal groups 

today, song ceremonies and dances are still alive, while in other groups not all of 

them have been continued. 

Songs and dance were often used in ceremonies. It is believed that these songs and 

dances came from the Dreaming. Different groups of people and different places 

had different songs and dances, which contained important information about 

the history of each particular place. 

Songs were also used to direct people to certain places, similar to a map. Aboriginal 

people believe that a person who knows many songs is a very intelligent person. In 

traditional Aboriginal communities, songs are seen as one of the most important 

forms of communication. 

Traditional songs are used to teach the people about important aspects of their 

culture. They can learn about their laws and their history—even food and water 

supplies are revealed through song. By singing about the land and its forms, 

Aboriginal people can direct others to certain places. Through traditional songs 

and dances, Aboriginal people can learn about morals and values. 

The didgeridoo is a musical instrument used by Aboriginal people. It has a distinct 

note and, when played correctly, makes the sounds of various animals and birds. 

Tapping sticks, made from wood, are also used by traditional Aboriginal people to 

make musical sounds. 

Traditional stories are very important to Aboriginal people. These stories are handed 

down through generations for years and years. Stories are used to teach young 

children about how to behave towards others. They also teach them their social 

obligations, responsibilities and history of their culture. 

Aboriginal art is very spiritual. Some art is sacred and is used to express laws and 

rites by which traditional Aboriginal people live. Aboriginal rock art is considered 

by many to be the oldest form of art on Earth. 



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• Display a radio, phone, books and other forms of communication in the 

class. Explain that they are means by which we can communicate with each 

other. 

• Give the class an opportunity to use each in role-play situations. 

• Tell the students how traditional Aboriginal people used paintings, stories, 

dances and art to communicate. 

• Students need to be made explicitly aware that paper and pencils were not 

available to traditional Aboriginal people. 

• Obtain books from the library that have examples of Aboriginal art and 

their meanings. (Also refer to the cover of this publication.) 

• Worksheets ‘Finish the pattern’, ‘How Many?’, ‘Aboriginal Dancing’ and 

‘Dot-to-Dot Didgeridoo’ support this lesson. 

Finish the Pattern 

How Many? 

Aboriginal Dancing 

Dot-to-Dot 

Didgeridoo 

(pages 62 – 65) 

Communication 


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Finish the Pattern 

Communication 

Aboriginal art has special meaning to Aboriginal people. 

Finish the patterns on these pictures. 



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Communication 

How Many? 

 

 

How many boomerangs can you find? 

Colour each one. 



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Aboriginal Dancing 

Communication 

Aboriginal men and women used special dances for many different 

reasons. 

Colour the picture below. 



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Communication 

Dot-to-Dot Didgeridoo 

Join the dots to complete the picture. 



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Communication 

Didgeridoo 

(page 67) 


Instruments 

(page 68) 

Aboriginal Art 

(page 69) 



• Display various musical instruments such as a tambourine, triangles, recorders 

etc. 

• Give each student the opportunity to touch and play an instrument. Ask 

students to name each instrument and describe the sound each makes. 

• Make a continuum on the board – Softest 

Loudest. 

Choose various students to play each instrument. Place it in its relative 

position on the continuum. 

• If you are able to obtain a didgeridoo, display it for the students. Otherwise, 

use pictures from books or draw a picture on the board for students to see. 

• Explain to students that this is what traditional Aboriginal people used as a 

musical instrument. You will need to explain how it works and how it makes 

sounds of certain animals. (Ideally, an Aboriginal player would be best.) 

• Discuss the worksheet and complete. 

• Display various musical instruments and give students the opportunity to 

name and play each. 

• Provide items that can be used in a similar manner to the instruments. For 

example, if you have a triangle, you may supply a coat hanger and pen. For 

a drum you may supply a tin and chopsticks, and so on. 

• Ask the students to select items similar to their instruments. Give them the 

opportunity to play the items. 

• Provide tapping sticks for instruments also. 

• Let the students play the tapping sticks. 

• Take students outside to find suitable pieces of wood to complete the 

worksheet and decorate the sticks. 

• You will need to prepare the following before this lesson: red earth mixed 

with water to a paste; charcoal; white clay mixed with water to a paste; 

yellow, dusty sand mixed with water to a paste. 

• These are colours similar to those traditional Aboriginal people used. 

• Display some pictures of paintings. Try to include pictures of Aboriginal 

art. (Your library should have books with Aboriginal art in them. Also refer 

to the cover of this publication.) 

• Discuss each picture and talk about the colours used and what each picture 

is about. 

• Tell the students, rather than painting on paper, Aboriginal people painted 

on rocks and ‘drew’ in the sand. 

• Tell the students about the colours traditional Aboriginal people used (refer 

to worksheet). 




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Face Painting 

(page 70) 

• As a class, read the information on page 61 to the students and discuss it. 

• Tell the students that Aboriginal people painted their faces for special 

occasions, and their decorations had a special meaning. 

• With extra assistance from either parents or support staff, give the students 

the opportunity to paint a partner’s face and have the partner paint theirs. 



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Communication 

Didgeridoo 

The didgeridoo is an important instrument 

used by Aboriginal people to make music. 

In the space below, design and colour some 

shapes to make a wrap to glue around a paper 

towel roll. Use your roll to make sounds. 



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Aboriginal Instruments 

Communication 

Traditional Aboriginal people used many things from their 

environment to make musical instruments. 

Here are some. 

Clapping sticks 

Draw and colour a design on the strips below. 

Didgeridoo 

Find some sticks to paint your design onto. Use them to make musical 

sounds. 



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Communication 

Aboriginal Art 

Traditional Aboriginal people 

used different things from their 

environment to make their own 

paint. The main colours used 

were black, white, red and yellow. 

Use the things in the box to make 

your own colours to complete the 

picture below. 

black 

white 

red 

= charcoal 

= white clay 

= ochre/red dirt and 

water (paste) 

yellow = yellow dusty sand 

and water (paste) 



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Face Painting 

Communication 

Traditional Aboriginal people painted their faces for special 

occasions and ceremonies. 

 

 

With your teacher’s help, decorate a partner’s face using differentcoloured 

paint. 

Copy the decorations or picture you drew on your friend’s face in 

the space below. 



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I really liked doing this activity because 


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Using the Environment focuses on the intimate connection traditional Aboriginal people had with the land. 

Students will understand that Aboriginal people adapted their lifestyles to the land and that they lived in 

harmony with their environment. Students will also gain an awareness of the impact European arrival had on 

the environment and on traditional Aboriginal people’s social and spiritual relationships with the land. 


SECTION 1 

Aboriginals and the Environment 


A Natural Environment .............. 73 


Changes in the Environment ...... 75 

Special Trees................................ 76 

Important Things ....................... 77 

Colour the Environment............. 78 

Outcome Links 


1.4, 1.6 ENES1 SOSE0103 ICP1.1, ICP1.3 TCC1.4, PS1.5 1.3, 1.4 

1.8, 1.10 SSES1 ICP1.4, PS1.1, CI1.3, SRP1.1 1.5, 1.6 

1.16, 1.17 PS1.3, R1.1, C1.2 

English 


1.5b RES1.5 ENRE0101 V1.1, V1.2 1.3 

1.6 RES 1.7 ENRE0102 R1.1, R1.2 1.8 


Contents 

SECTION 2 

The Natural Environment 




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Doing the Right Thing ................ 80 

Make a Rubbish Bin .................... 81 


Nature Walk ................................ 83 

Natural or Built ........................... 84 

My Environment ......................... 85 

Make an Environment ................. 86 




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A Natural 

Environment 

(page 73) 


Indicator: 


Recognises that Aboriginal people have interacted positively with 

the natural environment. 

This section looks at how traditional Aboriginal Australians lived in harmony 

with their environment. It covers the resources they used, and how each resource, 

whether living or non-living, was important to them. 

The traditional Aboriginal people lived in harmony with their natural environment. 

They used natural resources from their environment to meet their needs. These 

needs consisted of shelter, food, water and spiritual wellbeing. They possessed 

highly-developed survival skills. Traditional Aboriginal people were careful not to 

overindulge in their resources, always thinking of the following seasons. They 

made few changes to the environment and all living creatures and non-living items 

were useful to them. For example, a simple tree had many uses and was an important 

resource to the Aboriginal people. Not only could it be used for shade to sit under 

on a hot day, but it was home to a range of birds and insects which were an 

important food source. Trees could also be used for shelter. The wood could be 

cut to make a humpy or bower shed. Both of these were basic shelters that 

Aboriginal people used. The twigs and leaves from trees were used as roofs. Wood 

from trees could also be used to make an assortment of tools and utensils necessary 

for hunting and food gathering. The bark from a tree also served a purpose— 

traditional Aboriginal people used bark to make shoes and carry bags. 

Although there were dramatic climatic and environmental changes, traditional 

Aboriginal people managed to survive because they could adapt to the changes. 

These changes are told through the Dreamtime stories. Heavy rains can change 

the environment by washing away soil and causing erosion. When a water source 

became minimal, rather than use it until it became dry, Aboriginal people moved 

on to find another source. When the heavy rains came in the northern parts of 

Australia and flooding occurred, traditional Aboriginal people moved to higher 

ground rather than building makeshift dams to hold back the water. 

• Talk about the natural environment. What is it? 

• Encourage students to talk about what they might find in the natural 

environment; trees, hills, rivers. 

• Discuss what makes a ‘built’ (i.e. made by people) environment. 

• Take the class outside for a brief walk to look at the environment around 

the school. Prompt them to say if items are built or natural. 

• Have a display table in your room showing built items and those from the 

natural environment. (Small examples such as broken twigs, sand and water 

can be used, while the students may wish to make, for example, buildings 

and cars themselves.) 

• Tell the class how traditional Aboriginal people lived in the natural 

environment without much of what we have today. They survived by using 

various parts of their natural environment. (Give examples such as animals 

and wild fruits, wood from trees for implements and shelter and so on.) 

• Discuss the worksheet with the students. They will need assistance in reading 

the objects to find in the picture. 



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A Natural Environment 

There were many things in the natural environment that were 

important for the survival of traditional Aboriginal people. 

• Colour these things in the picture. 

goanna berries wallaby waterhole 

fallen tree (for wood) 

wild fruits 



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Changes in the 

Environment 

(page 75) 

Special Trees 

(page 76) 

Important Things 

(page 77) 

Colour the 

Environment 

(page 78) 



• Write the word ‘environment’ on a large sheet of paper. Ask the students to 

give a definition. List their suggestions on the paper. Discuss. 

• Display pictures of a natural environment to students. Ask ‘How do you 

know this is a natural environment?’ Accept and discuss all answers. 

• Display pictures of a built/created environment and compare the two. 

• Read information to students, focusing on the importance of the natural 

environment to traditional Aboriginal people. 

• Complete the worksheet and glue them in order on a separate sheet of paper 

or in a scrapbook. 

• Read the information on page 72 to the students. Discuss it, focusing on 

how the Aboriginal people used trees. 

• Ask ‘What do we use trees for?’ Accept all answers and explain to students 

that paper comes from trees. You may wish to draw a diagram on the board 

explaining the process from a tree to paper. 

• If you have access to a paper recycling kit, you could demonstrate how paper 

can be recycled. 

• Ask selected students what Aboriginal people used trees for and write all 

answers on the board. 

• Allow students to complete the worksheet. 

• Inform students of the importance of natural products in the environment 

to traditional Aboriginal people and why they were important. (Use the 

information sheet provided.) 

• Talk about how we use resources from the environment today; for example, 

trees give us paper and rain provides us with our drinking water. 

• Using students’ input, make a list on a large sheet of paper or the board of: 

(a) what environmental resources traditional Aboriginal people used 

(b) how they were used 

(c) what they were used for. 




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• As a class, discuss the importance of the environment for traditional Aboriginal 

people. 

• Tell the students about some of the changes that were made to the environment 

when non-Aboriginal people arrived in Australia (clearing the land for farming, 

fencing off land etc.). 

• Ask ‘How do you think the changes to the environment may have affected 

the Aboriginal people?’ Encourage students to focus on food availability. (The 

trees that were cut down by non-Aboriginal people may have had animals 

and birds in them that the Aboriginal people ate.) 

• Complete the worksheet. (Students cut and glue the environmental scene in 

order—what could happen to a tree before, during and after a storm.) 


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Changes in the Environment 

Our environment changes many times during the year. 

When this happens, our world may look different. 

Look at these pictures. Cut and glue them in order. 



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Trace over this sentence and glue it under the pictures. 


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Special Trees 


Traditional Aboriginal people had many uses for trees. Trees were 

an important resource for them. 

On the lines, write what traditional Aboriginal people used the different 

parts of a tree for. 

Branches 

Wood from trunk 



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Leaves 

Bark 


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Important Things 

 

Look at these pictures of natural resources. Write a sentence about 

what traditional Aboriginal people may have used each resource for. 



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Colour the Environment 


Use your favourite paints or crayons to colour this picture of the natural 

environment by using the colours below. 

blue green red brown 



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Indicator: 



Recognises the importance of the natural environment. 

This section will discuss the importance of the natural environment to everyone 

and the necessity of looking after it. Things such as putting litter in the bins and 

not leaving rubbish on beaches are simple ways in which we can help look after the 

environment. 

Traditional Aboriginal people lived in harmony with their natural environment, 

and made very few changes to it. They had a use for most things—living and nonliving—within 

the environment. 

Although there were dramatic climatic changes, traditional Aboriginal people 

managed to survive by adapting to the changes. These changes are told through 

the Dreamtime stories. 

The environment is always changing. When winds blow strongly they can 

sometimes damage or even uproot trees. Heavy rains also change the environment 

by washing away soil and causing erosion. Beaches also change as the waves wash 

onto the shore, moving sand or piling it up. 

Traditional Aboriginal people used natural resources from their environment to 

meet their needs of shelter, food, water and spiritual wellbeing. They possessed 

highly-developed survival skills. Traditional Aboriginal people were careful not to 

overindulge in their resources, always thinking of the following seasons. When 

non-Aboriginal people arrived in Australia, the natural environment changed 

drastically. They cleared large amounts of the land, cutting down trees and natural 

bush for farming and grazing. They also brought with them new animals and 

plants. 

It is important for everyone to take care, and to be aware, of their natural 

environment. Small things like picking up rubbish from the beaches can prevent it 

polluting the water and killing fish. Mining companies are becoming more aware 

of the environment and are replanting trees on land that has been cleared. It is 

essential to make students aware that the environment is important to everyone 

for many different reasons. 

• Show the class pictures of the natural environment. 

• Ask students to use words that describe the pictures, such as ‘quiet’, ‘beautiful’ 

etc. Write their responses on strips of paper with their name. At a later date, 

students could paint their own pictures of a natural environment and use 

their descriptive sentence to go with the picture. 

• Discuss the importance of looking after the environment and what we can 

do to look after it. 

• Discuss pictures students could draw (page 80). 

• Recycled tins (soup, tinned vegetables or fruit etc.) can be collected by the 

class to make the rubbish bin on page 81. 

Doing the Right 

Thing 

Make a Rubbish Bin 



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(pages 80 – 81) 



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Doing the Right Thing 


There are many ways we can look after the natural environment. 

Finish the pictures below. 

Look after trees and plants. 

Use water wisely. 

Put rubbish in bins. 

Keep our beaches clean. 



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Make a Rubbish Bin 

Make your own rubbish bin. 

Colour and decorate the shape below. 

Cut it out. 

Glue onto an old tin. 

Use it to put your rubbish in. 



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Nature Walk 

(page 83) 

Natural or Built? 

(page 84) 

My Environment 

(page 85) 



• Explain to students how and why the natural environment is important to 

everyone. 

• Discuss the environment around the school. Brainstorm and list on the board 

some things that may be found in the school grounds. 

• Discuss the worksheet with the students and tell them what is required. 

• Take students for a nature walk around the school grounds, focusing on the 

natural things in the environment. 

• Back in the classroom, complete the worksheet and discuss the nature walk. 

• Discuss the characteristics of a natural environment. (For example, the land 

has been ‘untouched’.) 

• Ask the students to give examples of built environments, such as parks and 

gardens etc. 

• Ask ‘How do we know if something is built or natural?’ Accept and discuss 

all answers. 

• Distribute magazines to students. 

• Students select pictures of natural environments to cut and glue onto the 

worksheet. 

• Students select pictures of built environments to cut and glue onto the 

worksheet. 

• Ask ‘What is a natural environment?’ Accept and discuss all answers. 

• Make a list on the board of some things that may be found in a natural 

environment. (Include also some things that are not found, such as houses, 

cars etc.) 

• Choose various students to come up and tick one thing that is from a natural 

environment. 

• Question students on why cars and houses are not a part of a natural 

environment. 




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Answers 

2. (a) no (b) yes (c) yes 

Make an 

Environment 

(page 86) 

• Select various students to talk about the differences between natural and built 

environments. 

• Encourage students to talk about why it is important for us to look after the 

environment. 

• Discuss ways in which people can look after their environment; for example, 

by not littering beaches or the countryside, replanting trees etc. 

• Discuss the consequences of not looking after the environment. 

• Students collect various materials from the natural environment. These could 

include sand, pebbles, twigs, fallen leaves and bark. Students could work in 

small groups, and create their models in a box or plastic container filled with 

sand. Materials such as cardboard tubes, Blu-tack and plasticine may also 

be needed—though make sure students are aware these are not natural. 

Students record the process of making their environment on the worksheet. 


ISBN 978-1-86311-807-1


Nature Walk 

Look for these things in your environment. 

Colour the things you were able to find. 

a flower 

a leaf 

a rock 

a twig 



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an ant 

bark 

I enjoyed 


ISBN 978-1-86311-807-1

Natural or Built 


Look for pictures of some things that may be found in the natural 

environment and glue them here. 

Look for pictures of some things that may be found in a built 

environment and glue them here. 



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My Environment 

Draw a picture of a natural environment in the box. 

Circle yes or no. 

(a) Houses are a part of the 

natural environment. 

(b) It is important to care for 

our environment. 

(c) Environments can change. 

Finish this sentence. 

We should take care of our 



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. 


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Make an Environment 


This is my design. These are the 

This is my finished design. 

things I will need. 



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Colour the leaves to show what you think of your design: 

5 is the best. 


ISBN 978-1-86311-807-1



Rules and Responsibilities focuses on Aboriginal people and the social structures, rules and laws that existed in 

traditional Aboriginal societies and which continue in some communities today. In the upper Years, students 

will gain an understanding of various state and Territory government policies regarding Aboriginal people and 

the disastrous effects some of those policies have had on Aboriginal culture. 


Outcome Links 


1.3, 1.8 SSES1, CCES1 SOSE0102 ICP1.3, C1.1 TCC1.3, CID1.7 1.3, 1.8 

1.14, 1.16 CUES1.3 TCC1.3, NSS1.2 SRP1.4, SRPD1.6 1.10 

English 


1.5b RES1.5 ENRE0101 V1.1, V1.2 1.3 

1.6 RES 1.7 ENRE0102 R1.1, R1.2 1.8 


Contents 


Teachers Notes ............................................88 



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Rules ............................................................. 89 

The Lost Girl ................................................ 90 

Teachers Notes ............................................91 

Who Helps You Learn?.................................. 92 

Sharing Responsibility ................................... 93 

Learning Through Stories .............................. 94 

Different Rules .............................................. 95 




ISBN 978-1-86311-807-1


Rules 

The Lost Girl 

(pages 89 – 90) 

Indicator: 



Identifies that a child’s family is the first place where rules and 

responsibilities are learnt. 

This section aims to enhance students’ awareness of the responsibility of family 

groups and explain how children learn from their family about rules and 

responsibilities. 

In all cultures children learn from their family. It is the first unit in which they 

learn. From learning to walk and talk, to learning morals and values, the family 

unit teaches children these at different stages of their lives. 

To traditional Aboriginal people, children learning to behave correctly at an early 

age was very important. Aboriginal children needed to learn rules and behaviours 

to ensure their safety within an often harsh environment. The main means by 

which Aboriginal people taught their children were stories and hands-on experiences. 

Within Aboriginal societies, different family members are responsible for teaching 

children rules and social behaviours. The Aboriginal family unit is often extended. 

Grandparents tell the children traditional stories. In many cases there can be aunts, 

uncles, grandparents as well as parents all living in the one house. Aunts and uncles 

in traditional Aboriginal societies were responsible for disciplining the children. 

Parents taught children values and how to behave socially. 

Aboriginal people used stories to teach their children. Aboriginal children were 

taught not to wander away from their family. This was important for traditional 

Aboriginal people to instill into their children at an early age because of the 

environment. Respect for elders and the importance of sharing were other rules 

learnt by Aboriginal children. 

In some Aboriginal societies, children were taught not to be cruel to anything 

because they were always being watched by the Great Spirits. Another important 

rule Aboriginal children were taught was not to be greedy. Gluttony meant you 

were likely to get sick as a result. This also encouraged sharing among children, 

which was an important custom within Aboriginal societies. There were also rules 

regarding eating. For instance, before you ate a goanna, you were required to break 

its tail, or it was believed you would get sick. 



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• Talk about rules and their importance. 

• Tell the students that rules are used everywhere. Do they know some places 

where rules are used? Accept all answers and discuss them. 

• Make students aware that traditional Aboriginal people also lived by rules, 

even though they were different from those we have today. They were still 

necessary for the smooth running of their lives. 

• You may wish to give the students the opportunity to play a quick game, 

emphasising how they need to follow a set of rules. 

• Discuss the worksheet ‘Rules’ with the students and complete. 

• Discuss the worksheet ‘The Lost Girl’ with the students. They could offer 

suggestions as to why she became lost and broke an important rule by 

wandering away from her family. 


ISBN 978-1-86311-807-1


Rules 

Rules are important for everyone. Both Aboriginal children and 

non-Aboriginal children need to learn rules. 

 

 

 

Look at the pictures. 

Make a rule for each. 

Tell your teacher your rules and ask him/her to write them for you. 



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ISBN 978-1-86311-807-1

The Lost Girl 


Help the lost girl find the way back to her camp. 



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ISBN 978-1-86311-807-1



• Write the word ‘learning’ on the board. Say the word and have the students 

repeat it several times. Ask the students if they know what the word means. 

Accept all answers. 

• Ask ‘Where are some places we learn?’ Accept and discuss all answers. 

• Make a list on the board of places where people learn, such as universities, 

schools, playgroups, sport groups etc. 

• Explain to the students that there are many different people responsible for 

our learning. Give them some examples. 


• Read the information on page 88 to students. Discuss how traditional 

Aboriginal children learnt, compared to the way the students learn today. 

(For example, Aboriginal children learn from listening to traditional stories 

and ‘doing’ things.) 

• Ask ‘Why do you think the Aboriginal people taught their children this 

way?’ Accept all answers, and explain to students that traditional Aboriginal 

people did not have schools like today. 

• Inform the students there are similarities in the way the Aboriginal children 

learnt and how they learn. Read them an Aboriginal legend. (There are many 

of these available in various books which your library should have.) Discuss 

the story and question students on what they learnt from it. 

• Explain to the students that Aboriginal children may have also been told the 

story by their grandparents or parents, and they also had to listen to it being 

told. 


Answers 

2. Possible answers – wander away from camp, waste water, be greedy, walk around 

the bush by himself/herself 

3. Possible answers – not to be greedy, eating rules, to share, follow safety 

instructions 

• Read the information sheet to students. Focus on the information regarding 

rules for Aboriginal children about not being greedy and their eating habits. 

• Encourage students to have an input regarding their feelings about this. 

• Give students the opportunity to discuss, with a partner then the class, how 

they learn rules, who teaches them those rules and why they need to learn 

them. 

• Ask ‘Why did traditional Aboriginal children need to have such rules?’ Discuss 

the answers. 

• Complete the worksheet together. 

Who Helps You 

Learn? 

(page 92) 

Sharing 

Responsibility 

(page 93) 

Learning Through 

Stories 



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(page 94) 


• Make a large chart with ‘Rules’ written across the top. Write four subheadings 

of ‘school’, ‘home’, ‘road’, and ‘sport’. Draw boxes around each. 

• Choose various students to give a sample rule for each subheading. 

• As a class, look through magazines to find pictures to glue under each heading. 

• Discuss class rules and what happens when they are broken. Talk about 

consequences and why we need rules. 


Different Rules 

(page 95) 


ISBN 978-1-86311-807-1

Who Helps You Learn? 


 

Colour the boxes with the names of people who help you learn. 

doctor firefighter teacher friends 

dentist parents grandparents 

 

 

Draw and label a picture of someone who helps you learn at home. 

Different people help us to learn at different places. Match each 

person to the correct picture. 

(a) teacher • • 



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(b) coach • • 

(c) librarian • • 


ISBN 978-1-86311-807-1


Sharing Responsibility 

In traditional Aboriginal families, different family members teach 

children different things. 

 

Colour the picture. 

Aboriginal grandparents teach children important rules by 

telling them stories. 

Aunts and uncles are responsible for disciplining the children. 

 

What are some things a traditional Aboriginal child should not do? 

Parents teach children about values and social behaviours. 

 



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What might traditional Aboriginal parents teach their child? 


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Learning Through Stories 


Aboriginal people teach their children important 

rules by telling them stories. Listen to your teacher, 

talk about the rules and answer the questions. 

Choose the correct answer to these sentences and write it on the lines. 

(b) 

(c) 

(a) In some Aboriginal societies, before you 

ate a goanna you … 

If you did not follow this rule, you … 

You should not be cruel to any living 

things because you … 

… had to break its 

tail. 

… had to break its 

head. 

… were not allowed 

to eat it. 

… would get sick. 

… were always 

being watched. 



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… could see 

everything. 

(d) 

If you were greedy you … 

… would run away. 

… might get sick. 


ISBN 978-1-86311-807-1


Different Rules 

Rules are everywhere. We have rules at home. We have rules at 

school. We have rules in our classroom. We also have rules on the 

roads. We even have rules on the sports oval. 

Look at the rules below. Cut them out and glue them under the correct 

heading. Finish the pictures of the rules. 

At home 

On the road 



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On the sports oval 

In the classroom 

Look both ways before crossing. 

Put your hand up. 

Make your bed. 

Stop when the whistle blows 


ISBN 978-1-86311-807-1

RIC-0667 Aboriginal Cult 5-6

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