Custodianship and Country

Overview

In this lesson, students explore the connections Aboriginal Peoples have to Country and consider how these connections support liveability. Lesson 13 builds on earlier work in the unit “Exploring Place Liveability” by shifting from general liveability features to the cultural and environmental dimensions of wellbeing.

Learning intentions

Students will:

• recognise connections Aboriginal Peoples have to Country
• describe how custodianship and care for Country support human wellbeing and liveability
• interpret a short source and record evidence using map/diagram prompts
• use respectful language to discuss cultural relationships to place

Success criteria

Students can:

• explain what “Country” means in Aboriginal connections to place
• identify at least two ways custodianship can improve liveability (e.g. health, water, safer places, cultural continuity)
• use evidence from a class source to support their explanation
• contribute appropriately to a discussion using respectful, accurate terms

Curriculum links

• GELS-APC-01 — Students recognise the connections Aboriginal Peoples have to Country
• GE4-APC-01 — Students explain Aboriginal Peoples’ custodianship, care and management of Country
• Thinking and working geographically: asking questions, using evidence, and communicating findings
• Human wellbeing and development: considering wellbeing from a place-based perspective

Lesson structure (60 minutes)

1. 0–5 min · Welcome and lesson purpose. Teacher states the focus on custodianship, connection to Country, and liveability; students record the lesson question: “How does connection to Country support liveability?”

• Students silently write one initial idea in their books.

2. 5–15 min · Hook with a short scenario. Teacher reads a realistic scenario about a local area (e.g. river, coastal walk, bushland) and asks what makes it “a good place to live” for different people.

• Students do a quick think-pair-share: list 2 liveability features they would include, then discuss what might be different for Aboriginal communities.

3. 15–25 min · Direct teach: Country and custodianship. Teacher explains “Country” as more than land: it includes relationships, responsibilities, knowledge, and living culture; introduces custodianship as care and management of Country.

• Students complete a guided notes organizer: “Country includes…”, “Custodianship means…”, “Liveability links through…”

4. 25–37 min · Source investigation (jigsaw). Teacher provides a short set of teacher-written excerpts or images (e.g. text/photo description of water care, seasonal knowledge, land management practices) with a question sheet.

• Students in groups rotate through prompts and record evidence answers:
• What connection to Country is shown?
• What action or care supports the place?
• How could this affect wellbeing/liveability?

5. 37–48 min · Concept mapping: link to liveability. Teacher models a simple diagram: Connection to Country → Care/management → Effects on wellbeing/liveability (environmental and social dimensions).

• Students create their own concept map using at least 2 evidence statements from the source.

6. 48–57 min · Whole-class sharing and respectful language check. Teacher facilitates a structured share using stems on the board (e.g. “One connection Aboriginal Peoples have to Country is…”, “This supports liveability because…”).

• Students share one map connection and one evidence phrase; class adds to a collective “Liveability evidence bank”.

7. 57–60 min · Exit ticket. Teacher asks: “In one paragraph, explain how custodianship can improve liveability in a place.” Remind students to write respectfully.

• Students submit a one-paragraph response (or 4 bullet points if preferred).

Resources

• Teacher-created scenario prompt (localised, non-specific if needed)
• Short source set (written excerpts and/or images with captions)
• Student concept map template and guided notes organizer
• Coloured pens for evidence vs explanation (optional)
• Sticky notes for the evidence bank
• Exit ticket slips or LMS/worksheet
• Classroom discussion sentence stems on the board

Assessment

• Formative: observation of group discussion contributions and respectful language use
• Formative: guided notes and evidence recordings during the source investigation
• Exit ticket: paragraph/bullets checking recognition of connection to Country and link to liveability

Differentiation

• Support:
• Provide sentence starters and word bank (e.g. Country, custodianship, wellbeing, care, management, seasons, water, culture)
• Offer a partially completed concept map for students needing scaffold
• Use shorter source excerpts and highlight key phrases
• Extension (for advanced learners):
• Ask students to compare two liveability links (e.g. water care and cultural continuity) and explain which is most directly connected and why
• Require an additional “cause–effect” chain: action → impact → wellbeing outcome
• EAL learners:
• Allow responses using visuals (arrows/diagrams) plus one sentence in English
• Pre-teach key terms with gestures/pictures and consistent definitions
• SEN support:
• Provide checklists for task completion (e.g. “1 connection, 1 action, 1 wellbeing link, 1 evidence phrase”)
• Offer reduced writing load with option for bullet responses

Assessment focus (teacher checklist during the lesson)

• Students explain “Country” beyond land (relationship, responsibilities, knowledge, living culture)
• Students link custodianship actions to wellbeing/liveability in a place
• Students use evidence from the provided source
• Students engage respectfully and accurately in discussion