Country Belonging

Overview

In this Foundation HASS lesson, students explore what “Country/Place” means to First Nations Australians and notice the Country/Place their school is on. Students connect the idea of belonging to their own familiar place and learn respectful ways to talk about Country.

Learning intentions

• Students will learn that First Nations Australians use the words “Country/Place” to describe where they belong.
• Students will identify that our school is located on a specific Country/Place with Traditional Owners and Custodians.
• Students will recognise local places that can be special and explain one reason they are special.
• Students will listen and respond respectfully to information about local Country/Place.

Success criteria

• I can say that “Country/Place” is a special place people belong to.
• I can name one local place (near school or in our area) and say why it might be special.
• I can show respect when we talk about Country/Place (listening, speaking kindly, following class routines).
• I can say that the school is located on a Country/Place and that First Nations Peoples have connections to it.

Curriculum links

• AC9HSFK04: the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located.
• AC9HSFK04_E1: identifying how and why the words “Country/Place” are used by First Nations Australians for the places they belong to.
• AC9HSFK04_E3: listening and responding to invited members of the Traditional Owner group talking about local places of cultural and historical significance.
• AC9HSFK03: the features of familiar places they belong to, why some places are special and how places can be looked after.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and respectful start. Teacher greets students and cues a calm listening routine; teacher introduces today’s big question: “What makes a place feel like it belongs to you?” Students sit, listen, and respond with a thumbs-up if they understand.

2. 5–15 min · Story and class discussion. Teacher reads an age-appropriate story (or uses teacher-created picture prompts) showing First Nations concepts of Country/Place (land, water, animals, belonging) and pauses to ask simple questions. Students answer using turn-and-talk: “What is special about the place?” and “Who belongs there?”

3. 15–25 min · Understanding “Country/Place”. Teacher explicitly teaches: “Some First Nations Australians say ‘Country/Place’ to talk about where they belong—more than just a location.” Teacher writes “Country/Place” on a chart and uses three visuals (land, water, sky/animals) to connect meaning. Students repeat “Country/Place” chorally and help sort picture cards into “just a place” vs “a place that belongs” (teacher prompts appropriate discussion).

4. 25–35 min · Our school’s Country/Place. Teacher states the local information the school has provided (name of local First Nations language group(s) where available, and acknowledgement wording used by the school). Teacher explains: “Our school is on Country/Place, and Traditional Owners and Custodians have connections to it.” Students create a simple “Our School Belongs Here” page: draw their school and add one meaningful label chosen from teacher-provided options (e.g., “trees”, “yard”, “path”, “near the creek/river” if relevant, “meeting place”).

5. 35–48 min · Local places ‘special’ reasons. Teacher shows 4–6 local-area images (park, schoolyard, nearby street/shops, beach/river/creek if close, community garden, walking track) and models one reason a place might be special (e.g., “because we play there”, “because we see nature there”, “because people care for it”). Students choose one image and complete a sentence starter on an A5 worksheet: “This place is special because ____.” Sentence starters include picture supports for “because it is… (fun/calm/nature/quiet/for families)” and teacher-guided alternatives.

6. 48–55 min · Quick share and respectful listening. Teacher invites 6–8 students to share their sentence; teacher reinforces “listen with your eyes and ears” and “use kind words about Country/Place.” Students listen and respond with one word or phrase from a class response routine (e.g., “I like your idea”, “That makes sense”, “Thank you for sharing”).

7. 55–60 min · Exit ticket (check understanding). Teacher hands out a small exit slip with two prompts (one can be a visual):

• “Country/Place means: ____” (options: “a place people belong to” / “just a place” / picture choice)
• “One special local place is ____.” Students complete independently with teacher support as needed.

Resources

• Teacher storybook/picture prompts about belonging to Country/Place (age-appropriate)
• Class chart paper and thick markers
• “Country/Place” visual cards (land, water, sky/animals)
• Picture cards to sort (places that belong vs just places)
• Local-area image set (4–6 photos printed or displayed)
• Student A5 drawing/label worksheet: “Our School Belongs Here”
• Student worksheet with picture-supported sentence starters: “This place is special because…”
• Exit ticket slips with answer choices and picture prompts
• Pencils, crayons, glue sticks
• Seating arrangement for turn-and-talk

Assessment

• Teacher observation during discussions: can students identify “belonging” as part of Country/Place meaning?
• Worksheet monitoring: whether students provide a reason a place is special using an acceptable, supported sentence starter.
• Exit ticket review: correct choice for “Country/Place means… (a place people belong to)” and one correctly identified local special place.

Differentiation

• Support: sentence starters with picture cues; additional adult/peer support during drawing and writing; acceptance of oral responses if fine-motor is challenging.
• Language support for EAL: model responses, use consistent phrase frames (“I think… because…”), and allow choosing from options rather than writing full sentences.
• Extension: ask students to add a second reason a place might be special or to suggest one way people can look after a special place (e.g., picking up litter, watering plants).
• SEN/learning needs: provide fewer answer choices and a matching activity option (circle the picture) for the exit ticket.

Assessment for curriculum alignment (teacher notes to keep on track)

• Use the lesson evidence (sorting activity, “Country/Place” meaning statements, and local special-place reasons) to assess progress toward AC9HSFK04.
• Ensure students practise respectful listening and responding (aligned to AC9HSFK04_E3) even when no invited speaker is present, by using a class routine for respectful communication.