Grandfather’s Country

Overview

This lesson introduces Year 4-5 students to the concept of Country as understood by Aboriginal and Torres Strait Islander peoples. Focused through the lens of “Grandfather’s Country - Kungku’s Country,” the lesson helps students explore the deep spiritual connection Indigenous Australians have with their land, language, and culture. Students will discover Indigenous languages and focus on the Pitjantjatjara language as an example.

This aligns directly with the Australian Curriculum: Languages – Year 4-5, specifically under Aboriginal and Torres Strait Islander Languages Pathway (ACLFWC041, ACLFWC042, ACLFWC044):

• Explore Aboriginal and Torres Strait Islander peoples’ deep relationship with Country/Place through language.
• Understand that language reflects the spiritual and historical connections to Country.
• Understand the importance of caring for Country/Place and how this is intertwined with language.

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Learning Objectives

By the end of this lesson, students will:

1. Understand the importance of "Country" to Aboriginal and Torres Strait Islander peoples and how this is expressed through language.
2. Recognise basic words and greetings in the Pitjantjatjara language.
3. Identify ways of showing respect for Country in daily life.
4. Work creatively to create a respectful acknowledgment of Kungku’s Country (imagined as a grandfather’s land).

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Materials Required

• Map of Australia featuring Indigenous language groups
• Small hand drum or clapping sticks (if available)
• Laminated cards with basic Pitjantjatjara vocabulary: Hello (Palya), Goodbye (Nyuntu wiya), Land (Ngayuku Ngura), Tree (Piti), Water (Kapi)
• Butcher's paper and markers

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Lesson Sequence

Introduction (5 minutes)

1. Acknowledgment of Country
   Begin with an acknowledgment of Country, modified to include the name of the local custodians (if known). Explain why this is traditionally done at gatherings and how it reflects respect for Indigenous peoples and their connection to land, language, and culture.

2. Warm-Up Discussion
   Ask students:

   • Do you feel connected to the land where you live?
   • What do you think it means when someone talks about ‘feeling connected to the land’?
     Encourage students to consider how this might feel for Indigenous Australians.

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Exploration (15 minutes)

What is Kungku's Country?

1. Country as Grandfather
   Create a comparison for students: Kungku (Grandfather) represents wisdom and care. Discuss how Aboriginal peoples often understand Country as a living, breathing relative—like a grandfather whom you respect and care for.

2. Learning Pitjantjatjara Words
   Introduce students to basic vocabulary from the Pitjantjatjara language using the laminated cards. Hold up the card, say the word, and have students repeat it back in unison:

   • Palya (Hello)
   • Nyuntu wiya (Goodbye)
   • Ngayuku Ngura (My Land)
   • Piti (Tree)
   • Kapi (Water)

3. Map Connection
   Show the map of Indigenous language groups and help students locate the Pitjantjatjara region. Discuss how different language groups are connected to specific areas of Country.

4. Interactive Practice
   Use verbal cues to guide a short roleplay:

   • Greet one another with “Palya.”
   • Point to imaginary trees and call out “Piti.”
   • Pretend to drink water and say “Kapi.”
     Make it fun and lively by adding actions to each word.

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Making Connections (10 minutes)

Art Activity: Kungku's Country on Paper

1. Divide the class into pairs. Provide each pair with butcher’s paper and markers.
2. Ask students to imagine their own "Kungku’s Country" and reflect on what would be there (e.g., trees, rivers, animals).
3. Students will label their drawings using the Pitjantjatjara words they’ve learned (Piti, Kapi, etc.).
4. As pairs complete their work, have them share one key feature of their imagined Kungku’s Country with the class.

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Reflection and Wrap-Up (10 minutes)

1. Yarning Circle
   Form a small circle with the students. Use the hand drum or clapping sticks to signal turns for speaking. Ask:

   • What did you enjoy most about learning Pitjantjatjara?
   • How can we show respect for Kungku’s Country when we go outside?

2. Acknowledgment Activity
   As a class, write a short and personalised acknowledgment of Kungku’s Country. For example:
   “We acknowledge Kungku’s wisdom and care for the trees, water, and land. Thank you, Kungku, for letting us learn your stories and words.”

3. Farewell in Pitjantjatjara
   End the lesson by having students thank and farewell one another using the language they’ve learned:

   • “Palya! Nyuntu wiya!”

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Assessment

Observe student understanding and engagement through:

• Participation in language repetition and roleplay.
• Creativity and relevance in their Kungku’s Country artwork.
• Thoughtful contributions in the reflection circle.

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Extension Activities (Optional)

For deeper learning:

• Invite a local Indigenous elder or speaker of the Pitjantjatjara language to share stories with the class.
• Try outdoor learning to connect the language to tangible elements like trees (Piti) and water (Kapi).