Understanding Local Landscapes

Year Level

Foundation (Kindergarten/Prep) Class Size: 25 students Duration: 45 minutes

Unit

Exploring Country and Place Lesson: 3 of 10 Lesson Title: Understanding Local Landscapes

Learning Area

Humanities and Social Sciences (HASS) — History / Geography focus

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Australian Curriculum (v9) Alignment

• Content Descriptor: The features of familiar places they belong to, why some places are special and how places can be looked after (AC9HSFK03 - Foundation Year)
• Supporting Content:
• The importance of Country/Place to First Nations Australians and the Country/Place on which the school is located - Identifying local places of significance for First Nations Australians in the local area
• Use of traditional names for local sites and understanding connection to Country/Place

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Learning Objectives

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

1. Identify and describe features of their local landscape using simple drawings.
2. Understand that local landscapes have cultural significance to First Nations Australians.
3. Use some traditional names for local sites or places, recognising the connection people have to Country/Place.
4. Show respect for local Country/Place by discussing how to care for special places.

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Key Understandings for Foundation Students

• Places they know, such as home, school, parks, and landmarks, are special and have meaning to people.
• First Nations Australians have a deep cultural and spiritual connection to Country/Place.
• Traditional names are used by First Nations Australians to describe places.
• Caring for Country/Place is everyone's responsibility.

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Materials Needed

• Large paper sheets or drawing books (one per student)
• Crayons, coloured pencils or markers
• A simple map of the local area (can be hand-drawn or printed)
• Photos or picture cards of local landmarks and natural features
• First Nations greeting or Welcome to Country video/audio (optional)
• Traditional names list for local sites (if available, provided by local Elders or community resources)

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Detailed Lesson Plan

1. Introduction and Engagement (10 minutes)

• Begin with a warm welcome and an Acknowledgement of Country or a Welcome to Country message (video, audio, or spoken).
• Gather students in a circle and engage them in a discussion:
• Ask: "What places do you know in our local area?" (e.g., school, park, river)
• Show pictures of local places and landmarks, encouraging students to name them.
• Introduce the idea that First Nations Australians have special names and stories about these places — these places are called "Country/Place".
• Use simple language and relate to students’ experiences to help them understand the concept of place and connection.

2. Exploring Local Landscapes (10 minutes)

• Show a simple map of the local area, pointing to familiar places like the school, a park, a creek, a hill, or other landmarks.
• Introduce and pronounce some traditional names for these places used by First Nations Australians (using resources from the local language group, if possible).
• Discuss respectfully why these places are important to First Nations Australians (e.g., as places for stories, food, shelter, animals, and ceremonies).

3. Drawing Activity: Creating Our Local Landscape (20 minutes)

• Hand out drawing materials to each student.
• Ask students to draw a landscape of their local area, including places important to them or their families (school, home, park).
• Invite students to label their drawings with the traditional First Nations names of places (provide word lists or assist with spelling).
• Circulate and assist students in both drawing and labelling; encourage creativity using colours and simple symbols.
• While students draw, stimulate conversation about why these places might be special to First Nations Australians and to them.

4. Sharing and Reflecting (5 minutes)

• Invite some students to share their drawings with the class.
• Encourage them to say one thing about the place they drew and use the traditional name if they can.
• Recap: Highlight the importance of respecting places in our community and looking after Country/Place.
• Close with a group reflection: "How can we care for our special places?" (e.g., picking up litter, being kind to plants and animals, listening to stories from Elders).

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Differentiation

• Provide stencils or tracing templates of local landmarks for students who need fine motor support.
• Use pictures and verbal descriptions for students with emerging English vocabulary or for EAL (English as an Additional Language) learners.
• Provide additional adult support for students who may require help with drawing or labelling.

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Assessment

• Formative assessment through observation during discussion, map activity, and drawing.
• Check for students’ ability to:
• Recognise and name local places (in English and/or traditional names).
• Express why places are special.
• Apply traditional names to their drawings accurately or with assistance.
• Use anecdotal notes and photos of student work to document understanding.

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Cross-Curriculum Priorities and General Capabilities

• Aboriginal and Torres Strait Islander Histories and Cultures: Developing respect for First Nations Australians' connection to their land, waters, and culture.
• Literacy: Listening and speaking during discussions; labelling and writing names helps early literacy skills.
• Critical and Creative Thinking: Creating drawings and reflecting on significance of places.
• Personal and Social Capability: Respecting different cultural perspectives and showing care for Country/Place.

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Teacher Reflection

• How well did students relate to the concept of Country/Place?
• Were students engaged with the drawing and naming tasks?
• What strategies helped most in supporting students’ understanding of First Nations connections?
• How might the lesson be adapted for different cultural contexts or community engagement?

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This lesson plan offers a rich, age-appropriate experience in line with the Australian Curriculum (v9), specifically focusing on Foundation students' understanding of Country/Place and Aboriginal and Torres Strait Islander cultural connections. It respects the sensitivity needed for teaching First Nations content and fosters student respect and curiosity about their own local landscapes and the deep connections First Nations Australians have with these places.