Country and Place

Overview

In this first lesson of the unit “Discovering Country and Place”, students explore what the words Country and Place mean to First Nations Australians, and connect these ideas to places in their own lives. They will also begin to notice how place matters in everyday routines and wellbeing, linking to safe, respectful science in local environments.

Learning intentions

Students will:

• describe familiar places they belong to and what they notice about those places
• explain that First Nations Australians use the words Country and Place for places they belong to
• identify why some places are special and how people can look after special places
• practise safe, respectful behaviours when observing their local environment

Success criteria

Students can:

• tell one thing about a familiar place (what it looks/sounds/feels like)
• say that Country/Place can mean belonging for First Nations Australians
• name one reason a place might be special (for example, family, play, home, learning)
• share one way to care for a special place

Curriculum links

• HASS Foundation — the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located - HASS Foundation — the features of familiar places, why some places are special, and how places can be looked after - Science Foundation approach (for this unit focus): making careful observations and using safe, respectful routines when working near or on Country/Place (link to later investigation planning)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and big question. Teacher writes on the board: “What is a place?” and shows two quick picture cards (school yard and a park). Students say one word each about what they see or do in the places.

2. 5–12 min · Story/teacher prompt: place in our lives. Teacher reads a short teacher-made story about a child visiting different nearby places (home, school, garden, library). Students turn-and-talk: “Which place do you like best and why?” Teacher listens for “because” answers (playing, learning, calm, family).

3. 12–20 min · Mini teach: Country and Place (respectful introduction). Teacher explains: “Some First Nations Australians use the words Country/Place to talk about the places they belong to, and they have special connections to them.” Teacher avoids over-generalising and keeps language clear and local. Students repeat key phrases: “Country/Place means belonging” and “Place is somewhere we live, visit or belong.”

4. 20–28 min · Observe and sort: special places. Teacher spreads four large category cards: “We go”, “We play”, “We learn”, “People care for it”. Students place small picture cut-outs (or draw simple pictures) into one or two categories and then point to one “special place” card. Teacher checks understanding by asking: “What makes it special?”

5. 28–36 min · Science connection: safe noticing outdoors. Teacher brings students to a safe area (or uses windows/classroom observation if indoors). Teacher models one simple observation routine: “Look, listen, then point.” Teacher includes safety reminders (stay with the group, do not touch unknown plants/animals, keep hands to yourself, wash hands after). Students complete a 3-sentence/3-picture “Noticer sheet”: one thing they can see, one thing they can hear, one way to care for the place (for example, don’t drop litter).

6. 36–43 min · Share and respectful caring choices. Teacher asks: “How can we look after our special places?” Students share one idea and help build a class “Care rules” list (short, positive, actionable). Teacher explicitly links to caring: “Looking after place helps people and living things.”

7. 43–45 min · Exit reflection. Students hold up a colour-coded card: Green = “I can describe a familiar place,” Yellow = “I can say Country/Place means belonging,” Red = “I need help.” Teacher notes who needs support.

Resources

• Picture cards of local places (school, park, footpath, garden, library)
• Short teacher-made story prompt cards
• Large category cards: “We go / We play / We learn / People care for it”
• Picture cut-outs or drawing paper for student sorting
• “Noticer sheet” (simple picture prompts: see/hear/care)
• Clipboards or clip-on cards (optional)
• Coloured exit cards (Green/Yellow/Red)
• Hand hygiene supplies (if outdoors/after-touch is likely)

Assessment

• Teacher observation during turn-and-talk: can students give a “because” reason for a place being special?
• Sorting activity check: can students place pictures into categories and name one special place?
• Exit reflection colour cards: identifies students who can state Country/Place as belonging.

Differentiation

• Support: sentence starters (“My special place is… because…”) and picture-choice responses for students who need scaffolding.
• Support: model-and-practise routine for observation (“Look, listen, point”) before going outside.
• Extension: ask, “Who might care for this place?” and “What could we do this week to care for it?”
• EAL/SEN: allow responses with gestures, single words, or drawing; pair students thoughtfully for turn-and-talk.
• Ensure respectful language: avoid asking students to claim knowledge of local Traditional Owner languages; keep “local language group” for later lessons with invited speakers or school-supported materials.