Caring for Country

Year Level

Year 3

Duration

60 minutes

Class Size

16 students

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Lesson 16 of 20 Unit: "Caring for Country: Land Management"

Lesson Title: Interviewing Aboriginal Land Managers (Virtual or In-Person)

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Learning Objectives

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

• Develop and apply interview questions to learn from Aboriginal land managers about their roles and experiences in caring for Country.
• Understand and describe key challenges and successes faced in Aboriginal land management practices.
• Communicate respectfully and demonstrate curiosity about Aboriginal land management perspectives and cultural knowledge.
• Record and reflect on information from primary sources (interviews), linking to natural and cultural land management concepts.

Australian Curriculum Alignment

• HASS (Humanities and Social Sciences) - Year 3
  • ACHASSI065: Examine different points of view, including their own, in relation to a historical or contemporary event.
  • ACHASSI060: Pose questions to investigate people, events, places and issues
  • ACHASSI061: Collect, sort and record information and data from observations and provided sources
• Cross-Curriculum Priority: Aboriginal and Torres Strait Islander Histories and Cultures
  • Recognising the deep connection of First Nations peoples to Country/Place and their sustainable land management approaches.
• English - Year 3
  • ACELY1671: Plan, rehearse and deliver presentations incorporating learned content and clearly articulated information.
  • ACELY1680: Engage in collaborative discussions, ask questions, and share ideas clearly.

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Resources

• Video conferencing technology or access to local Aboriginal community land managers
• Prepared interview question sheets
• Notebooks or digital devices for recording responses
• Map of local Aboriginal Country/Place if available
• KWL chart template (Know, Want to know, Learned)

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Lesson Plan

1. Warm-Up and Review (10 minutes)

• Begin by briefly reviewing previous lessons on "Caring for Country" especially Aboriginal land management practices.
• Elicit from students what they already know about Aboriginal land managers and their role. Use a KWL chart to capture this.
• Explain today’s special activity: preparing and conducting interviews to learn firsthand from Aboriginal land managers. Emphasise respectful listening and recording stories.

2. Preparing Interview Questions (15 minutes)

• Guide students to brainstorm possible questions they want to ask Aboriginal land managers about land care.
• Provide examples such as:
  • "What does caring for Country mean to you?"
  • "What are some challenges you face in managing the land?"
  • "Can you tell us about any recent successes in land management?"
  • "How do you use traditional knowledge in caring for the land?"
• Support students to write 3-5 clear, thoughtful questions on their sheets.
• Practice asking questions in pairs, focusing on clear and respectful language.

3. Conducting the Interview (20 minutes)

• Connect with a local Aboriginal land manager either virtually or in person (confirmed in advance).
• Each student or small group asks their prepared questions, listening attentively.
• Encourage note-taking or audio recording (with permission).
• If virtual, manage turn-taking carefully to ensure all have a chance to ask questions.

4. Reflecting and Sharing (10 minutes)

• After the interview, lead a class discussion about what was learned.
• Fill in the “Learned” column in the KWL chart with key insights from the interview: challenges, successes, role of culture in land care.
• Invite students to share a surprising fact or something that inspired them.

5. Wrap-Up and Next Steps (5 minutes)

• Summarise the importance of learning directly from Aboriginal land managers about caring for Country.
• Remind students this interview is one of many ways to value Aboriginal knowledge and promote respectful relationships with Country/Place.
• Assign a simple follow-up: students draw or write a sentence about what caring for Country means after today’s experience.

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Assessment and Reporting

• Formative assessment through observation of student engagement in question preparation and interview etiquette.
• Student work samples: Interview question sheets, notes or digital recordings, completed KWL charts.
• Reflection participation: Ability to articulate new understandings from Aboriginal perspectives.
• Alignment with curriculum achievement standards in Humanities and Social Sciences for Year 3, especially critical and respectful inquiry and communication skills .

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Differentiation

• Provide question scaffolds for students needing support (simple sentence starters).
• Extend advanced learners by asking them to think of follow-up questions during interviews.
• Use paired or small-group interviews for those who benefit from social learning.

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Teacher Notes

• Prior arrangement and respect protocols with Aboriginal land managers are essential before the interview. Consider cultural permissions and guidelines for engagement.
• Emphasise that Aboriginal land managers hold custodial knowledge and that students must approach with respect and genuine curiosity.
• Consider pre-teaching respectful listening skills and interview manners.
• Use this lesson to build meaningful connections between curriculum content and local Aboriginal communities—authentic place-based learning.

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This lesson plan embodies the Australian Curriculum's integration of Humanities and Social Sciences inquiry skills with the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. It actively models respectful community engagement and deepens understanding of sustainable land management practices unique to First Nations Australians. The experience encourages empathy, critical thinking, and communication skills tailored for Year 3 students with age-appropriate scaffolding and interactive input.