Year Level

Foundation (Kindergarten / Prep)

Duration

45 minutes

Unit Context

Unit: Exploring Country and Place Lesson 1 of 10: Introduction to Country and Place

Curriculum Alignment

Learning Area: Humanities and Social Sciences - History Australian Curriculum Version: v9

Relevant Content Descriptor

ACHASSK012: Recognise the importance of Country/Place to First Nations Australians and that they have a continuing connection to their Country/Place.

General Capability Focus

Intercultural Understanding: Recognising that identity is shaped by Country, Place, and culture (including for First Nations Australians).
Personal and Social Capability: Respecting cultural protocols and identity.

Learning Objectives

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

Understand and articulate the concepts of 'Country' and 'Place' as they relate to First Nations Australians.
Recognise that Country/Place is deeply connected to the identity, culture, and stories of First Nations peoples.
Participate respectfully in discussions about First Nations Australians’ connection to Country/Place.
Identify ways in which Country/Place is important to them personally and to others in their community.

Resources and Materials

Picture books or illustrated storybooks featuring First Nations country/place connections (age-appropriate)
Large map of Australia with shaded First Nations territories (simplified for Foundation students)
Photos or illustrations of landscapes, plants, animals significant to First Nations people
Optional: Audio of a Welcome to Country or Indigenous children speaking about Country
Craft materials (paper, crayons, coloured pencils)
Circle time seating setup

Lesson Outline

Introduction (10 minutes)

Teacher Input

Gather students in a circle and introduce the topic with a simple question: "What is a place that is special to you?" Let a few students share briefly.
Explain that for First Nations Australians, the idea of 'Country' or 'Place' is very important—but it means more than just land or a spot on the map. It is part of their family, culture, and identity.
Show a simple map of Australia highlighting different First Nations territories (names can be simplified). Explain that many groups of people have their own Country and stories about their place.
Introduce the words 'Country' and 'Place' and explain that these words include not just land, but water, animals, plants, and the stories of the people.

Curriculum Connection: Groundwork for ACHASSK012, focusing on understanding Country/Place and its importance.

Activity 1: Story Time and Discussion (15 minutes)

Activity

Read a storybook or show a short picture story that talks about a First Nations person's connection to their Country.
After reading, ask open questions:
"What did the story tell us about the Country?"
"Why do you think this Country is special?"
"Who lives on or cares for Country?"

Teacher Notes:

Emphasise that Country includes everything—land, water, plants, animals, and people.
Explain that First Nations Australians have a special responsibility to care for Country, just like we care for our homes and places we love.

Curriculum Connection: Aligns with understanding identity shaped by Country (AC9L1RF10U05 and foundational historical perspectives).

Activity 2: "My Special Place" Drawing (15 minutes)

Activity

Invite students to think of a place that is special to them—this could be their home, a park, a grandparent’s house, or the natural environment.
Ask students to draw their special place using crayons or coloured pencils.
While drawing, circulate and engage with students about why they chose their place and what they like about it.

Reflection Sharing

After drawing, invite a few students to share their drawings and explain why their Place is special.
Highlight how everyone has a story and connection to a place, just like First Nations Australians have with their Country.

Conclusion and Acknowledgement (5 minutes)

Teacher-led Reflection

Summarise key ideas: Country and Place are important parts of identity and culture, especially for First Nations peoples.
Reinforce respect: How we can show respect when learning about these special places.
Deliver or play a simple Indigenous Acknowledgement of Country suitable for young children, explaining its meaning briefly.

Set up for next lesson

Explain that over the next lessons, students will learn more about the special stories, places and how First Nations Australians look after Country.

Assessment for Learning

Informal observation during discussion: Are students able to recall and express the importance of Country and Place?
Listen to the ways students describe their “special place” and how this connects to the concept of Country.
Engagement and participation in story discussion and drawing activity.

Differentiation and Inclusion

Provide additional verbal support or picture cues for students who need it during story and discussion.
Allow drawing or verbal sharing depending on student confidence and ability.
Use culturally respectful language and ensure all resources represent First Nations Australians accurately and sensitively.

Teacher Reflection and Notes

Reflect on student understanding of Country and Place and their ability to connect to their own sense of place.
Consider inviting a local First Nations Elder or community member in future lessons to share stories or Welcome to Country protocols as per curriculum elaborations regarding respectful engagement with knowledge holders.
Plan for integrating cross-curriculum priorities such as Aboriginal and Torres Strait Islander histories and cultures throughout the unit.

End of Lesson 1: Introduction to Country and Place

Country and Place

Teaching Instructions