Grandfather's Country

Lesson Focus

This lesson will introduce Year 1 students to the concept of Aboriginal and Torres Strait Islander Peoples' connection to Country and place. The story, "Grandfather's Country," will guide students through learning about storytelling as a significant medium for passing down knowledge about the environment, heritage, and culture.

Curriculum Links

• Australian Curriculum (Year 1, HASS - Humanities and Social Sciences):

  • Knowledge and Understanding (History): The importance of Country/Place to Aboriginal and Torres Strait Islander Peoples (ACHASSK032).

• General Capabilities:

  • Personal & Social Capability
  • Intercultural Understanding

Lesson Outcomes:

By the end of this lesson, students will:

1. Understand that Aboriginal storytelling reflects a deep connection to the land and environment.
2. Be able to retell a story in their own words and express their understanding through drawing.
3. Participate respectfully in discussions about Aboriginal culture and Country.

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Lesson Plan (40 Minutes)

1. Introduction (5 minutes)

Purpose: Engage students and set the context for learning.

1. Acknowledge Country: Start with an Acknowledgement of Country. For example:
   “Today, we acknowledge and pay respects to the Traditional Custodians of this land, the [insert local Aboriginal language group]. We honour their rich history and connection to this land, and we thank them for sharing their knowledge and traditions with us."
2. Ask students what they know about Aboriginal stories or Dreaming stories. Guide a short discussion to spark curiosity.

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2. Storytime (10 minutes)

Purpose: Immerse students in the cultural context of the lesson.

1. Read the story "Grandfather's Country" (teacher can either use an existing book, create a story, or adapt this example):
   • "Grandfather’s Country was special. It stretched wide with red dirt, gnarled trees, and a never-ending sky. Every creek, rock, and breeze belonged to the story of his family. One day, Grandfather sat with the children and said, ‘Let me tell you a story of my people and our land. When you listen to Country, it talks to you ...’"
   • Throughout the story, mention Grandfather’s connections to the animals, the changing seasons, and why caring for the land is important.
2. Ask occasional questions like:
   • "Why do you think Grandfather says the Country talks to him?"
   • "What do you think is special about this land?"

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3. Discussion and Reflection (10 minutes)

Purpose: Encourage students to understand the significance of storytelling and connection to Country.

1. Facilitate a class discussion with visual prompts (e.g., pictures of landscapes, plants, or animals featured in the story) and direct questions:
   • "What part of the story stood out to you, and why?"
   • "How do you think Grandfather showed respect for the land?"
2. Explain that stories like Grandfather's help Aboriginal and Torres Strait Islander Peoples teach each generation about the land and its importance.
3. Connect to students’ own experiences:
   • "Is there a special place that’s important to you or your family? Why do you love it?"

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4. Creative Activity (10 minutes)

Purpose: Allow students to process and demonstrate their understanding through art.

1. Drawing Activity:
   • Provide each student with A4 paper and crayons.
   • Ask students to draw a scene or part of “Grandfather’s Country” that they remember most vividly. Encourage them to use lots of colour to bring the land and its stories to life.
   • Support early writers: Ask students to write one simple sentence about their drawing (e.g., "I drew the river because it is important to Country").
2. Circulate as students work, asking reflective questions:
   • "Which part of Grandfather’s story inspired your drawing?"
   • "What colours or shapes remind you of the land?"

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5. Sharing and Closure (5 minutes)

Purpose: Conclude the lesson with a sense of collective learning and reflection.

1. Gather students in a circle. Invite a few of them to share their drawings and explain what part of the story they chose and why.
2. Thank the students for their contributions and reinforce the idea that storytelling helps us learn and connect to our world.
3. Finish with a reminder:
   • "We can always learn something when we listen to stories and connect with the land around us, just like Grandfather taught us!"

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Assessment Strategies

• Observe student participation during discussions to assess their understanding and engagement.
• Collect and review their drawings to gauge their comprehension of the story’s themes and connections to Country.

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Materials Required

• A storybook or teacher’s version of "Grandfather's Country"
• A4 paper and crayons for each student
• Visual prompts (images of local Australian landscapes, plants, and animals)

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Extension Ideas (Optional)

For deeper cultural engagement:

• Invite an Elder to share a local Dreaming story or cultural practices.
• Take the class on a nature walk, encouraging students to observe and “listen” to the land like Grandfather.

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Teacher Reflection

• Did the students show understanding of the connection between storytelling and land?
• Were students able to express their ideas through discussion and drawings?
• How can this lesson inform future teaching about Aboriginal and Torres Strait Islander histories and culture?