Our Place and Country

Overview

In this lesson, Foundation students learn that Country/Place is important to First Nations Australians and that their own familiar place has features and special meanings. Students share what they know about their local area and identify a local place of significance, then record ideas using drawings and simple map symbols.

Learning intentions

Students will:

• recognise that the words “Country/Place” mean the places First Nations Australians belong to and care about
• identify features of their familiar place (for example, home, school, park, street)
• explain why some places are special to them and to others
• name the local First Nations language group(s) (as appropriate to the school community) and understand that Traditional Owners are invited to speak about Country/Place
• record information using drawings and a simple pictorial map/model

Success criteria

• I can tell the class my familiar place and draw what I notice there.
• I can share one reason a place might be special (for example, friends, playing, learning, family, culture, animals).
• I can explain that Country/Place is important to First Nations Australians and that people may have special places nearby.
• I can place 2–4 symbols on a pictorial map/model of my local area.

Curriculum links

• AC9HSFK04 — importance of Country/Place to First Nations Australians and the Country/Place on which the school is located (including identifying how and why “Country/Place” is used, using the local First Nations language group name, and listening to invited Traditional Owners)
• AC9HSFK03 — features of familiar places, why some places are special, and how places can be looked after (including discussing how students contribute to caring for special places)
• AC9HSFS02 — sort and record information using pictorial timelines and locations on pictorial maps or models (linking drawings to features on a provided pictorial map/model)

Lesson structure (60 minutes)

1. 0–5 min · Welcome and land acknowledgement. Teacher greets students and invites them to sit. Teacher delivers a short, respectful land acknowledgement that includes the school’s Country/Place and the local First Nations language group name (as provided by the school). Students listen and quietly join with one gentle “hello” gesture or wave when prompted.

2. 5–15 min · Hook: What does “Place” mean? Teacher shows 3 large image cards of familiar local places (for example, schoolyard, local park, local shop/street) and a fourth card labelled “Country/Place”. Teacher asks: “What do you notice about these places?” and “Who might belong to a place?” Students turn-and-talk using a sentence starter: “I notice…”, “My special place is… because…”

3. 15–25 min · Direct teach: Country/Place and belonging. Teacher explains in age-appropriate language that “Country/Place” is the land and places First Nations Australians belong to, live with, and care for. Teacher models respect and avoids “making it about us only”. If a Traditional Owner speaker video/recording is available, teacher uses it briefly; otherwise teacher shares a prepared short statement from an invited community member or local resource. Students repeat a key phrase once as a class: “Country/Place is where people belong.”

4. 25–40 min · Explore: Features and special places. Teacher puts a simple class chart titled “My Place Notices” with three columns: “Things”, “People”, “Care/Looking after”. Teacher prompts: “What can you see, hear, or do there?” “Why do people visit?” “How could we look after it?” Students draw one feature in their workbook and add one oral reason it is special to them (teacher circulates, using prompts rather than correcting).

5. 40–52 min · Pictorial map/model creation. Teacher displays a pre-made pictorial map/model of the local area (school and one or two nearby landmarks) with 2–4 blank symbol boxes. Teacher models placing small picture icons (cut-outs) and tracing lines to connect drawings to map features. Students complete their map: choose 2–4 places from the teacher’s set, place matching icons, and add one drawn label (teacher scribes if needed) such as “park”, “school”, “home”, “garden”.

6. 52–57 min · Share and feedback. Teacher invites 6–8 students to share their map using a scaffold: “I chose… It is special because…” Students listen actively and give kind feedback: “I like your…”.

7. 57–60 min · Exit ticket: One careful message. Teacher hands out an exit card with two prompts: “My special place is…” and “We can look after it by…” with a picture support. Students complete by drawing or ticking a provided “care” option (for example: pick up litter, plant, keep animals safe).

Resources

• Image cards of familiar local places (school, park, street, playground)
• A “Country/Place” image card and a simple class land acknowledgement slide/card (no hyperlinks)
• Short teacher-prepared script including the school’s local First Nations language group name (from school guidance)
• Workbook pages for drawing “My Place Notices” and a class chart template
• Picture icons/cut-outs for map features (school building, tree, playground, path, water, animals)
• Pre-made pictorial map/model of local area (laminated for reuse and/or paper copies)
• Glue, crayons, pencils, thick markers, sentence starter cards
• Exit tickets with picture supports for “special” and “look after”

Assessment

• Observation checklist during discussion: students can name a familiar place and give a simple reason it is special
• Review workbook drawing and “My Place Notices” chart for evidence of place features and care ideas
• Exit ticket: identifies one special place and one way to look after it using drawing/ticking supports

Differentiation

• Provide sentence starters and gesture prompts (“I notice…”, “It is special because…”, “We can look after…”)
• Offer choice: students can draw, point-and-say, or use picture icons instead of writing
• Support language learners with matching picture cards and teacher modelling of vocabulary (place, special, care, belong)
• Extension (for quick finishers): add a fourth icon to their pictorial map and share one additional care idea (for example, “don’t break flowers” / “share the swing”)