Learning objectives

• Understand and use the terms Country and Place in the context of First Nations Australians.
• Recognise the significance of Country/Place to First Nations Australians and their local community.
• Identify and name the local First Nations language group(s) associated with the school area.
• Develop listening and speaking skills through stories and discussions involving Country/Place.
• Foster respect and appreciation for First Nations Australians’ connection to Country/Place.

These objectives align specifically with the Australian Curriculum (v9) for Foundation students in Humanities and Social Sciences and cross-reference relevant understandings in English and Language learning areas:

• Humanities and Social Sciences (HASS):
• Foundation level – The importance of Country/Place to First Nations Australians and the Country/Place on which the school is located.
• Content description code: AC9HSFK04
• English:
• Sharing ideas about stories and images, reflecting on experiences similar or different to their own.
• Languages:
• Recognising connections between language and culture relevant to First Nations Australians in the local area.

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Lesson Duration

45 minutes Class size: 25 students Year level: Foundation (Prep)

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Lesson Sequence

1. Introduction and Engagement (10 minutes)

• Begin with a welcome acknowledging the local First Nations custodians of the land where the school is located.
• Show a simple map or visual of the local Country/Place including the First Nations language group name(s).
• Introduce the vocabulary: Country means more than “land” — it is alive, and connected to people, culture, story, and spirit. Place refers to specific areas where people belong, live, and care for.
• Use a picture book or an age-appropriate story (oral or digital) told by a First Nations person focusing on connection to Country/Place.
• Encourage children to share places they feel connected to (e.g., home, playground, park).

Teacher Tip: Use visual aids, storybooks, and real objects/artefacts if possible for engagement.

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2. Vocabulary Activity: Match & Talk (15 minutes)

• Prepare picture cards showing different types of places (e.g., river, tree, school, home, bush) and First Nations cultural symbols or items related to Country.
• On a classroom carpet or table, invite students to sort cards into two groups – “Country” and “Place.” Discuss as a class why each card belongs in each group.
• Introduce the local language word(s) for “Country” and “Place” if available, and practice pronunciation.
• In pairs, students share with each other their favourite places — prompt with questions:
• What is special about this place?
• Who looks after the place?
• Circulate to listen and support language use and understanding.

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3. Creative Connection: Draw and Describe (15 minutes)

• Provide plain paper and drawing materials.
• Ask students to draw a picture of a Country or Place that is special to them (this could include the school’s Country, their home, or a place in nature).
• Invite each student to describe their drawing using the words “Country” or “Place” and share why it is special.
• Use sentence starters, e.g., “This is my Country because…”, “This Place is special because…”

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4. Closing Circle and Reflection (5 minutes)

• Gather students in a circle.
• Recap the key vocabulary: Country and Place, and remind them about the importance of caring for these places.
• Sing a simple song or chant about Country/Place, or play a piece of music by First Nations Australians relating to Country.
• Affirm respect and thank the class for sharing their ideas.

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Assessment and Feedback

• Observe participation in discussions and activities to assess understanding of the terms Country and Place.
• Collect drawings to verify individual connections to Country/Place.
• Listen for the use of new vocabulary in partner talks and sharing times.
• Provide verbal feedback affirming respectful use of ideas and language.

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Resources Needed

• Visual map of local First Nations Country/Place.
• Picture cards depicting natural features and cultural symbols.
• Storybook or digital story narrated by a First Nations Australian storyteller.
• Drawing paper and colouring tools.
• Audio playback device for First Nations music or songs.

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Curriculum Links and Codes

• HASS Foundation: AC9HSFK04 – Investigate the importance of Country/Place, First Nations Australians’ connections, and local language group(s).
• English Foundation: AC9EFLE01 – Share ideas about stories and images reflecting First Nations Australian experiences.
• Languages Foundation: AC9L2FF03 – Identify connections between language and culture, including local First Nations languages.

This lesson supports respectful, culturally appropriate learning as recommended by the Australian Curriculum, contributing to reconciliation and understanding of First Nations Australians’ perspectives.

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WOW tip for teachers:

Try starting the lesson outdoors on the school grounds if possible — sit with students in a special spot on school Country or Place and invite them to experience sounds, smells, and sights around them, grounding the learning physically and respectfully in Country. This experiential beginning can deeply engage young learners and connect abstract words to real, lived experience.