Country Connections

Overview

This lesson is lesson 4 of 9 in the unit “Exploring Australia and Indonesia”. Students explore Indigenous Australian cultures and their connections to land, focusing on how beliefs, stories and traditional practices help people care for Country. This builds on earlier learning about place and belonging, using Indigenous perspectives respectfully and accurately.

Learning intentions

WALT: Explore Indigenous Australian cultures and their connections to the land, including traditional practices and beliefs.

• Students will describe key Indigenous Australian perspectives about Country and connection to land.
• Students will identify examples of traditional practices and explain how they support caring for Country.
• Students will communicate findings using geographical and cultural language (for example: Country, landforms, seasons, community, caring for Country).

Success criteria

• I can explain (in my own words) that Indigenous Australians have ongoing connections to Country.
• I can describe one or two traditional practices and connect them to beliefs or caring for Country.
• I can use respectful language when discussing Indigenous cultures and land connections.
• I can present my ideas clearly to others using evidence from sources we view.

Curriculum links

• AC9HS6K04: students learn about the geographical diversity and location of places in Australia’s region and how places relate to communities and lived experience (linking “place” and “Country”).
• AC9HS6S02: students locate, collect and organise information from primary and secondary sources in different formats (video/images/classroom materials).
• AC9HS6S07: students present descriptions and explanations drawing ideas and viewpoints from sources and using relevant terms and conventions.
• AC9HS6K05 (link within unit): students consider Australia’s connections and how people and places influence each other, including cultural connections.

Lesson structure (45 minutes)

1. 0–5 min · Opening and respectful framing. Teacher reminds students that Indigenous cultures are living cultures and introduces the focus on connection to Country; students share one word or image association with “Country” (silent think, then quick share).

2. 5–12 min · Hook with images/video. Teacher displays carefully chosen visuals (photos/short video clips) showing connection to land and traditional practices (for example: seasonal activities, caring for Country, places of significance); students complete a quick “I notice / I wonder” in pairs.

3. 12–22 min · Guided inquiry: perspective and practice. Teacher leads a discussion using prompts: “What do you think people believe about Country?” “How do practices show care?” Students record 2–3 dot points: one belief/perspective and one traditional practice (with a short reason).

4. 22–32 min · Source sorting activity (small groups, scaffolded). Teacher provides 6–8 cut-outs or printed cards (images and short teacher-written captions) labelled as: “Belief/Story”, “Place on Country”, “Practice/Caring action”. Students sort cards into a simple “connection web” (each group creates one web on paper) and justify where each card goes using sentence starters.

5. 32–40 min · Map-link: place and direction (bird’s-eye view). Teacher shows a simple outline map of a local environment or generic land/country shapes (no need for exact boundaries), focusing on features visible in the sources (coast, river, hills, forest). Students place 2–3 pins/markers on a class template showing “where the practice happens” and label them with the short caption from their web.

6. 40–45 min · Share and exit ticket. Teacher invites each group to share one connection (belief → practice → caring for Country). Students complete a 1-question exit ticket: “One Indigenous perspective about Country I can describe is…”

Resources

• Printed image/video stills about connection to Country and traditional practices (teacher-selected, respectful)
• Short teacher script/captions to accompany images
• “Connection web” worksheet (Belief/Story, Place on Country, Practice/Caring action)
• Sentence starters (for example: “Indigenous peoples connect to Country by…”, “A traditional practice shows care because…”)
• Simple class map template (generic local landscape shapes) and pin markers or sticky labels
• Coloured pencils and highlighters
• Exit ticket slips

Assessment

• Formative: teacher observes pair “I notice / I wonder” and checks accuracy of key ideas during discussion.
• Formative: connection web cards and map pins show whether students can link belief/perspective to practice and care.
• Exit ticket: “One Indigenous perspective about Country I can describe is…” to check individual understanding.

Differentiation

• Visual supports: provide image-rich card sorting with clear captions; offer a second set of cards with simplified wording for students needing additional scaffolding.
• Sentence starters and word bank: include key terms (Country, community, seasons, caring, land, water, places of significance) and allow students to point to evidence from cards rather than write long responses.
• Extension for early finishers: ask students to add a second traditional practice and explain one more “because” link (belief → practice → caring action).
• EAL/SEN support: allow oral responses first, then record using a teacher or partner scribe; use predictable structure (“I think… because I saw…”).

Extension (optional)

• Omit (not requested).