Traditional Land Revival

Unit Context

This is Lesson 15 of 20 in the Year 3 unit "Caring for Country: Land Management". The focus is on exploring local examples where traditional land management practices are being revived and discussing their impact on communities.

---

Learning Objectives

By the end of the lesson, students will be able to:

• Identify and describe some traditional land management practices used by First Nations Australians in their local area.
• Understand how these traditional practices are being revived today and discuss their benefits for the environment and community.
• Connect local examples of land management to the concept of caring for Country and community wellbeing.

Australian Curriculum Links:

• HASS (Humanities and Social Sciences):
  • ACHASSK065: The representation of contemporary Australia as states and territories, Indigenous Countries/Places, and the connections First Nations Australians have with Country/Place.
  • ACHASSK066: The ways First Nations Australians are interconnected with Country/Place and how this influences community wellbeing and land management practices.
• Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures to understand custodial responsibility and revive traditional practices.

These align with Year 3 content descriptions from the Australian Curriculum (Version 9) HASS K-6 F-6 Standards【9:AC9HS3K03.md】【14:AC9HS3K04.md】.

---

Lesson Duration

60 minutes
Class size: 16 students

---

Resources

• Large map of the local area with First Nations Country/Place boundaries marked.
• Images and videos showing traditional land management practices (e.g., cultural burning, food harvesting, water management).
• Printed local case studies or stories about groups/community projects reviving these practices.
• Whiteboard or chart paper.
• Student workbook or worksheets.
• Access to local community contacts or Elders (optional, for sharing knowledge or video messages).
• Art supplies for drawing or poster-making (colours, pencils, markers).

---

Lesson Breakdown

1. Introduction (10 minutes)

Activity:

• Begin with a brief recap of previous lessons on “Caring for Country” and traditional land management concepts.
• Display the local map and explain First Nations connection to Country/Place.
• Introduce today’s focus: How traditional practices are being revived locally.

Teacher talk points:

• “First Nations Australians have cared for land for thousands of years using special methods that look after the environment.”
• “Now, many communities and groups are bringing these traditional ways back to help care for our land today.”

---

2. Explore Local Examples (15 minutes)

Activity:

• Present 2-3 local examples (choose those relevant to your school’s region) of traditional practices being revived, such as:
  • Cultural burning to reduce bushfires.
  • Reviving traditional food gathering methods.
  • Water management techniques.
• Show photos, video clips, or read short stories on these practices.
• Ask students guided questions:
  • What do you notice about these practices?
  • How do you think they help the environment?
  • Why do you think it is important for communities?

Curriculum Alignment: Explores custodial responsibility and connection to Country/Place【9:AC9HS3K03.md】【14:AC9HS3K04.md】.

---

3. Group Discussion and Impact (10 minutes)

Activity:

• Divide students into small groups (4 per group).
• Each group discusses how these revived practices could help:
  • Protect plants and animals.
  • Keep Country healthy.
  • Help the community feel connected.
• Groups share a summary with whole class.

Teacher prompts:

• “How do these practices show respect for Country?”
• “How might these practices make a difference for future generations?”

---

4. Creative Expression: Poster or Drawing (15 minutes)

Activity:

• Students create a poster or drawing that shows one traditional practice revived locally and how it helps the land and community.
• Encourage use of symbols, colours, and words reflecting respect and care.

Learning Outcome:

• Consolidates understanding of the land management practice.
• Promotes creative communication of cultural knowledge.

---

5. Reflection and Sharing (10 minutes)

Activity:

• Invite students to share their artwork or what they have learnt.
• Teacher facilitates a class reflection discussion using prompt questions such as:
  • What new idea about caring for Country did you learn today?
  • Why are traditional practices important for your community?
• Reinforce respect for First Nations’ knowledge and growing appreciation of land’s care.

---

Assessment

Formative assessment:

• Observation of group discussions for understanding of traditional practices and community impact.
• Review of student posters/drawings for accurate representation of practices and links to caring for Country.

Summative connection:

• Collect posters as part of a student portfolio for the unit.
• Use reflections for feedback on student awareness and empathy towards traditional land management.

---

Extensions and Differentiation

• Extension: Research additional examples of revived practices from other regions to compare local vs national efforts.
• Differentiation: Provide sentence starters or graphic organisers to support students needing help structuring thoughts in discussions and reflections.

---

Cultural Responsiveness and Safety

• Prioritise consultation or input from local Indigenous community members or Elders if possible.
• Use respectful language and protocols when discussing First Nations cultures.
• Acknowledge traditional custodians of the local land at the start of the lesson.
• Foster an inclusive environment recognising the importance of diverse cultural knowledges in caring for Country.

---

Teacher’s Notes

This lesson encourages students not only to learn about environmental science and geography through an Indigenous lens but also to appreciate living cultural heritage—strengthening respect, reconciliation, and community identity. The focus on local examples makes the learning concrete and meaningful.

---

This plan directly references the Australian Curriculum HASS Year 3 content descriptions ACHASSK065 and ACHASSK066 and incorporates the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures by focusing on custodial responsibility and traditional practices【9:AC9HS3K03.md】【14:AC9HS3K04.md】.

---

If you want me to draft worksheets, detailed prompts, or a digital presentation script for this lesson, just ask!