1. Cultural Awareness and Respect

• Helps children develop respect for Aboriginal and Torres Strait Islander cultures.

• Encourages appreciation for traditional knowledge and connection to Country.

• Supports inclusive learning and celebrates Australia's First Nations heritage.

2. Sensory Exploration

• Children engage their senses—smelling lemon myrtle, tasting finger limes, touching soft leaves, and observing colours and textures.

• Stimulates curiosity and encourages investigation through hands-on discovery.

3. Learning Through Play

• Promotes inquiry-based learning as children ask questions and make observations.

  
  

Some questions to ask the CHILDREN for our floorbooks:

• What is something special about the land we live on?

• Why is it important to listen to stories from Elders?

• What can we do to care for the land, like Aboriginal people have done for thousands of years?

  
  

Some questions to ask the PROGRAM for our floorbooks:

• What does NAIDOC Week mean to me personally?

• Why is it important to recognise and celebrate the history and culture of Aboriginal and Torres Strait Islander peoples?

• How do I show respect for the Traditional Custodians of the land I live and work on?

• What have I learned this NAIDOC Week that I didn’t know before?

• How can I continue to celebrate and support Aboriginal and Torres Strait Islander voices beyond NAIDOC Week?

Ancestral Lines

^Artist

Jeremy Morgan Worrall

Ancestral Lines is a visual representation of the lines and ties that follow a generation and the songs that come with it. 

When I think of the next generation I think towards my Ancestor Lucy Wright, Enoch Wright, Nonie Wright, all the way from my Nanna Audrie to my Mother Vanessa. 

When I look back at my mob it helps me see towards the future, it gives me hope and strength knowing what my mob have survived through and accomplished amid adversity. 

Each person in the painting depicts a series of lines akin to songlines, that represent what they know, who they were and what they have passed on, the first being that of lore (interpretive), hunting, protecting, and tracking, the second of care, weaving, fishing, and love. 

The third is when we see the two combine into one, and the last two take unfinished elements of them all, to show the passing down of knowledge and care. 

Above them is the essence of the land they live and protect/care for. It is a depiction of my home the cold skies of Tenterfield with the swirling clouds and giant moon, a place around the fire is where the next Generation find their strength, vision and legacy.

Click on the link above to download the symbol cards pictured.

A traditional Torres Strait Islander song, often accompanied by a "sit-down dance https://youtu.be/at2heG0TczA?si=-ewKXPmpZlFklTso

Inanay gupu wanna

Inanay gupu wanna

Ay ay ay oola

Oola oola oola ay

Yippee yay yipee yay

Goo wana goo wana

Goo wana goo wana

Goo wah - Choo!

Language: Yugambeh (QLD First Nations language)
Actions: Classic actions from the original song, but in language

• Teaches body parts in Aboriginal language

• Builds cultural appreciation and vocabulary

Theme: Movement & fun
Actions: Wobble, stomp, jump, and roll like a wombat

• Energetic and joyful – perfect for transitions or group time

Author: Aunty Joy Murphy
Illustrator: Lisa Kennedy
Theme: Connection to Country, respect for Elders, acknowledgment of Traditional Custodians, belonging

Learning Intentions:

• To develop an understanding of what a “Welcome to Country” means and why it is important.

• To foster respect and recognition of Aboriginal and Torres Strait Islander peoples as the Traditional Custodians of the land.

• To encourage children to reflect on their own sense of place and community.

Discussion Prompts:

• What is “Country”? How is it more than land?

• Who are the Traditional Custodians where we live?

• Why do we say a "Welcome to Country" or "Acknowledgement of Country"?

• How do we feel welcome, and how can we make others feel welcome?

Creative Extension Ideas:

1. Dot Painting of Country

• Children create a visual representation of a place they feel connected to.

• Use earthy colours, cotton tips, and natural materials.

• Discuss symbols and patterns in Aboriginal art styles.

2. My Special Place Collage

• Children draw or collage a place they love (home, park, beach).

• Label with descriptive words: "safe," "fun," "quiet," etc.

3. Handprint Acknowledgement

• Create a collective poster with each child's painted handprint and an Acknowledgement of Country (e.g., "We play and learn on Darug Land").

• Display near the entrance or yarning circle area.

Dramatic Play & Movement:

4. Yarning Circle Role Play

• Set up a calm outdoor or indoor space with cushions or mats.

• Practice listening and turn-taking while talking about family, stories, or “what makes me feel welcome.”

5. Country Movement Journey

• Using scarves and music (nature sounds, didgeridoo), invite children to “travel across Country” – fly like a bird, slither like a snake, stomp like an emu.

Cultural Connection Activities:

6. Map of Traditional Custodians

• Show a large Aboriginal language group map of Australia.

• Highlight the Country you're on (e.g., Gadigal, Dharawal, Darug).

• Mark it on a classroom display.

7. Language Exploration

• Introduce a few local Aboriginal words (e.g., “Yamma” for hello, “Nura” for Country).

• Use them in daily routines to build awareness and respect.

Music & Song Link:

• Song: “Taba Naba” or “Inanay Capuana” – sing and add movement.

• Use clapsticks or instruments to tap along, respecting rhythm and community spirit.

Reflection & Documentation:

• “What does welcome mean to you?” – collect children’s responses for a display or reflection wall.

• Take photos of activities to add to a NAIDOC Week floor book or learning journal.

Themes:

• Aboriginal connection to Country

• Truth-telling and history

• Belonging and respect

• Understanding colonisation from a child’s perspective

Learning Intentions:

• To help children understand the concept of Country as home to Aboriginal and Torres Strait Islander peoples.

• To support empathy and respectful discussions about Australia’s shared history.

• To encourage children to explore their own feelings of belonging and home.

Creative Arts Extensions:

1. Belonging Tree Mural

• Create a collaborative mural with a large tree as the central image.

• Each child adds a drawing or photo of their family, home, or what makes them feel they belong.

• Label the mural “We all belong to somebody’s land.”

2. Symbol Story Rocks

• Use flat stones and paint Aboriginal symbols (e.g. waterhole, people, tracks).

• Children use them to tell stories about land and belonging in small groups or circle time.

Literacy & Language Extensions:

3. Story Retelling with Puppets

• Felt-board or stick puppets to represent the child, Elders, animals, and land.

• Use them in small groups to retell or extend the story with new ideas like "How would you welcome someone to Country?"

4. Mini-Book Making: “This is Somebody’s Land”

• Children draw their own book using sentence starters like:

  • “Somebody’s land is where...”

  • “Somebody’s land feels like...”

  • “I belong to...”

• Support children to include nature, family, and cultural elements.

Connection to Country Extensions:

5. Nature Walk: "Whose Land Are We On?"

• Go on a walk in your yard or local park.

• Collect natural objects and talk about how this land has been cared for for thousands of years.

• Create a “Nature and Country” table with leaves, bark, stones, labelled with local language names if possible.

6. Mapping Our Land

• Create a child-friendly map showing key landmarks around your centre and add symbols of First Nations land (e.g., river = life source).

• Add an Acknowledgement of Country to the top with the children’s help.

Music & Movement:

7. Song and Movement: “Taba Naba” or “Inanay”

• Add movement (rowing, swimming, swaying) to deepen engagement with cultural rhythm and connection.

8. Walk Gently on Country Dance

• Play slow instrumental music (e.g. didgeridoo or clapsticks).

• Encourage children to “walk gently” like wallabies or tiptoe like birds.

• Use language like “respect”, “gentle steps”, and “listening to the land”.

Reflection & Social Emotional Learning:

9. Yarning Circle Questions:

• What do you think “Somebody’s Land” means?

• How do we show respect to the people whose land this is?

• How do you feel when someone welcomes you?

10. Belonging Dolls or Peg People

• Create diverse peg dolls or felt characters representing different cultures, including Aboriginal figures and Elders.

• Use them in dramatic play and storytelling to explore empathy, culture, and community.

Password: Steppingstones

First Nations' Stories for NAIDOC Week and Beyond

This website and activity booklet are in response to the recognition that the revival of Aboriginal languages, in this case Dharawal, is essential if we are to have a true understanding about the complexities of our culture. It is through the words and the ways the sentences are constructed that language reveals its intricate relationship between the people and how they connect to the land, sea and sky. Language shapes the way we think and act. Aboriginal people now have the means to have their voices heard and are taking ownership and control of this knowledge.

Elder Aunty Barb Simms