Key Questions

  • What is an example of a traditional Aboriginal or Torres Strait Islander Meal?
  • What is the importance of traditional Aboriginal or Torres Strait Islander meals in regards to culture?
  • How is traditional Aboriginal or Torres Strait Islander cooking different to modern day cooking?
  • How do Aboriginal and Torres Strait Islander families share recipes and methods, and what is the importance of this?

Learning Objectives

  • Students will be able to write about damper.
  • Students will be able to prepare damper. 
  • Students will be able to explore the way in which damper and other recipes are shared through families and generations. 
  • Students will be able to explore the importance of food in traditional indigenous culture.

Curriculum Links

Level D and Foundation Literacy

  • Recognise that sentences are key units for expressing ideas (VCELA143)
  • Explore the different contribution of words and images to meaning in stories and informative texts (VCELA145)
  • Identify topic and key events in texts that reflect personal and familiar experiences (VCELT113)
  • Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (VCELT148)

Intercultural Capability 

  • Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
  • Describe their experiences of intercultural encounters in which they have been involved (VCICCB002)

Key Local Knowledge Featured in this Unit


Bangerang Cultural Centre

The Cultural Centre includes a great range of artefacts and exhibits, relevant to the traditional (but also contemporary) cultures and histories of this area.

The details for organising a visit to the Cultural Centre are included within the Unit Plan.


Damper by Sue Briggs-Pattison

This text for Junior reads was written by local author Sue Briggs-Pattison.

Number of Lessons


Unit Plan


Supporting Documents