Caring for Country

Curriculum Area: Cross-Curriculum Priority – Sustainability

Applicable Level: Year 11 – Australian Curriculum, General Capabilities (Personal and Social Capability, Ethical Understanding), Sustainability Priority (Code: CCP)

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Overview

This 180-minute lesson explores personal responsibilities towards the natural environment, with a strong focus on Australia’s ecological identity, Indigenous perspectives of “Caring for Country,” and what it means to be an active, responsible citizen. This is a classroom-based, reflection-oriented, and interactive session aimed at fostering environmental stewardship and ethical reasoning in everyday life.

The session is designed around the Sustainability cross-curriculum priority and supports students in understanding how personal decisions impact ecological, economic, and social sustainability.

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Learning Intentions

By the end of this lesson, students will be able to:

• Explore and articulate their personal values and responsibilities regarding environmental sustainability in the Australian context.
• Analyse how everyday behaviours affect the natural world.
• Compare Western and Aboriginal and Torres Strait Islander understandings of environmental guardianship.
• Plan and commit to a personal, realistic action for environmental stewardship.
• Engage in a micro-campaign project that promotes peer understanding of sustainable actions.

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Success Criteria

Students will:

• Identify and explain three key environmental issues affecting Australia.
• Demonstrate understanding of "Caring for Country" using key terms and concepts.
• Collaboratively create and present a group-based micro-campaign.
• Write a personal sustainability commitment that is feasible and aligned with their lifestyle.
• Reflect on their learning and role in environmental stewardship.

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Resources Required

• Large A3 sheets, pens, highlighters
• Digital projector or smartboard
• Magazines, newspapers for collage
• Printed case studies (see activities)
• Access to devices (for optional extension research)
• Sticky notes, blu-tack
• A small potted native plant for symbolic activity
• A “Responsibility Reflection Journal” handout

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Lesson Breakdown (180 Minutes)

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Part 1: Awakening Responsibility (0:00–0:30)

Objective: Connect students with personal environmental values

• Welcome & Acknowledgement of Country (5 mins)
  Teacher-led with participation by students invited to share what "Country" means to them.

• Warm-Up: Ripple Effect (10 mins)
  In pairs, students draw how their day impacts the environment – from toothbrush to breakfast to transport. Share key examples.

• Class Discussion: What’s Our Footprint? (15 mins)
  Brainstorm on board:
  Prompt: “What are Australians responsible for protecting? Why?”
  Categorise into: flora, fauna, water, land, air, cultural heritage.

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Part 2: Perspectives on Environment (0:30–1:30)

Objective: Understand Indigenous and non-Indigenous frameworks for environmental responsibility

• Mini Lecture (15 mins): Indigenous Knowledges
  Discuss Caring for Country, totem relationships, Country as kin. Use Aboriginal and Torres Strait Islander voices (quotes printed around room).

• Visual Activity (15 mins): Mapping Country
  Students explore a map of Indigenous Nations and locate their region.
  Task: Identify how traditional custodians engage with natural resources respectfully.

• Case Study Carousel (30 mins, in 3x10-minute stations)
  Three stations with case studies:

  1. Destruction of Juukan Gorge
  2. Coral bleaching in the Great Barrier Reef
  3. Gobbagombalin Wetlands management (Wiradjuri land)

  At each station, read summary (printed), answer on sheet:

  • What happened?
  • Whose responsibility was it?
  • What could have been done differently?

• Whole-Class Debrief (15 mins)
  Discuss connections and emotions felt during carousel. Students write one key takeaway on a sticky note and place on the 'Tree of Responsibility' wall poster.

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[Break – 15 Mins]

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Part 3: Micro-Campaigns (1:45–2:30)

Objective: Empower students to educate others about personal responsibility toward the environment

• Group Project Brief: 4-People Teams (5 mins)
  Design a mini-awareness campaign (can be visual, audio, dramatic, digital, or analogue) promoting one personal environmental action.

  Themes may include:

  • Sustainable fashion
  • Water use reduction
  • Zero waste lunchboxes
  • Backyard biodiversity
  • Responsible tech use

• Creation Time (40 mins)
  Students create:

  • A visual (poster or digital)
  • A slogan or message
  • A call-to-action Optional: integrate QR code or short skit.

• Gallery Walk Presentations (15 mins)
  Students rotate around the classroom viewing projects, leaving comments and questions under each piece.

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Part 4: Personal Environmental Commitments (2:30–3:00)

Objective: Drive personal action linked to environmental responsibility

• Silent Reflective Writing (10 mins)
  Students use their Responsibility Reflection Journal to write a personal commitment answering these prompts:

  1. What action will I take?
  2. Why is this important to me?
  3. What challenges might I face?
  4. How will I measure my impact?

• Optional Sharing Circle (10 mins)
  Peer-led sharing (volunteers) read their commitments.

• Symbolic Action: "Planted Promises" (10 mins)
  Each student plants a native seed or small plant in a pot provided. They will take this home as a living reminder of their environmental responsibility.

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Differentiation Strategies

• Visual learners: Poster options, viewing gallery
• Auditory learners: Group discussions and skits
• Kinaesthetic learners: Planting activity, interactive mapping
• ESL/EALD students: Paired support, bilingual prompting where applicable
• Advanced students: Deeper research during campaign creation

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Assessment Opportunities

• Formative:

  • Case study reflections
  • Campaign group work and presentations
  • Class discussions and visual mapping

• Summative:

  • Responsibility Reflection Journal
  • Personal Sustainability Commitment

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Teacher Reflection Prompt

After the session, consider:

• Which students demonstrated a shift in understanding personal responsibility?
• Did the Indigenous perspectives prompt meaningful dialogue?
• Which campaigns demonstrated authentic personal investment?
• What actions could I embed long-term to support sustainability education in my classroom?

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Extension Opportunities (Optional Homework or Follow-Up Lesson)

• Invite a local Elder or environmental activist for a Q&A session
• Students track their sustainability commitment for four weeks, documenting progress in a digital blog or podcast
• Launch student campaigns in the school newsletter or assembly

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Key Vocabulary

• Stewardship
• Anthropocentrism
• Kinship with Country
• Sustainability
• Custodians
• Ecological footprint
• Intergenerational responsibility

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Teacher Notes

This lesson centres students in real-world ethical reflection. Presenting sustainability not as a problem "out there" but an internal, personal ethical duty reframes responsibility in an authentic and relational way. Lean into the emotion – protectiveness and hope can be powerful learning motivators.

Use this session as a launching point to incorporate sustainability thinking as a habit of citizenship throughout the year.

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Prepared by: Curriculum-Aligned AI Education Assistant
Date: 2024
Education Setting: Australian Senior Secondary – General Capabilities Framework