HASS · Year 3

Active learning ideas

First Nations Ceremonies and Seasons

Active learning helps students connect deeply with First Nations ceremonies and seasons by moving beyond abstract facts to tangible experiences. Through storytelling, mapping, and art, students engage with cultural knowledge in ways that honor its living purpose and community significance.

• ACARA Content Descriptions
• AC9HASS3K02
• AC9HASS3K01

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 30 min · Whole Class

Story Circle: Ceremonial Narratives

Gather students in a circle for teacher-led sharing of authentic First Nations stories or videos about ceremonies. Students take turns retelling key elements and discussing connections to seasons. Conclude with a class chart of shared insights.

Explain the significance of various First Nations ceremonies.

Facilitation Tip

During Story Circle, position yourself as a participant first to model active listening and encourage quieter students to contribute.

What to look for

Provide students with a card asking: 'Name one First Nations ceremony you learned about and explain one way it connects people to Country.' Collect responses to check for understanding of key concepts.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 45 min · Small Groups

Seasonal Mapping: Group Calendars

In small groups, provide resources on a specific First Nations group's seasonal cycle. Students draw a calendar wheel, mark ceremonies, and note environmental cues like animal behaviors. Groups present one feature to the class.

Analyze how First Nations celebrations demonstrate connection to Country.

Facilitation Tip

For Seasonal Mapping, provide large sheets of paper and colored markers so groups can visually represent their findings in an accessible way.

What to look for

Ask students: 'Imagine you are explaining a First Nations seasonal calendar to someone who has never seen one. What are two key things you would tell them about how it shows connection to Country?' Facilitate a class discussion, noting student contributions.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 25 min · Individual

Art Response: Country Connections

Students view images of ceremonies tied to seasons. Individually, they draw or craft a scene showing people, Country, and seasonal elements. Pairs share how their art reflects respect for the land.

Evaluate the lessons we can learn from First Nations approaches to celebration and seasonality.

Facilitation Tip

In Art Response, display students’ work around the room to foster pride and collective learning, then facilitate a gallery walk with guiding questions.

What to look for

Present students with images of different natural elements (e.g., a specific plant, an animal, a river). Ask them to write down which season it might be associated with according to First Nations knowledge and why. Review responses for accurate recall and reasoning.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 20 min · Pairs

Discussion Pairs: Ceremony Significance

Pairs use prompt cards with ceremony descriptions to discuss purposes and links to Country. They record one key lesson learned. Regroup to share with the class.

Explain the significance of various First Nations ceremonies.

Facilitation Tip

In Discussion Pairs, assign roles such as ‘speaker’ and ‘listener’ to ensure balanced participation and accountability.

What to look for

Provide students with a card asking: 'Name one First Nations ceremony you learned about and explain one way it connects people to Country.' Collect responses to check for understanding of key concepts.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Approach this topic with humility and a focus on relationships. Use inquiry-based methods that prioritize local First Nations voices and knowledge where possible. Avoid presenting ceremonies as historical artifacts—emphasize their ongoing relevance. Research shows that experiential and arts-based learning strengthens empathy and retention when paired with factual grounding.

Students will show understanding by explaining how ceremonies and seasonal knowledge connect people to Country. They will identify local variations in seasons and articulate the practical wisdom embedded in traditions through clear examples.

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Watch Out for These Misconceptions

• During Story Circle: Watch for students assuming all First Nations ceremonies are similar.

  Use the Story Circle to highlight diverse stories from different Nations. Pause and ask, ‘How does this story reflect the Country it comes from?’ to prompt students to notice linguistic and environmental differences.

• During Seasonal Mapping: Watch for students mapping six seasons based on the southern calendar.

  Have groups present their maps and compare them directly. Ask, ‘What signs on Country tell you this season starts?’ to shift focus from months to observable changes.

• During Art Response: Watch for students creating generic ‘nature art’ unrelated to ceremony or seasonal knowledge.

  Display the prompt, ‘Show how ceremony connects people to Country in this season.’ Provide examples like emu tracks or flowering wattle to guide specific representations.

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Methods used in this brief

• Numbered Heads Together