Geography · Year 12

Active learning ideas

Indigenous Place-Making & Planning

Active learning works for this topic because it helps students move beyond abstract concepts to tangible connections between Indigenous knowledge systems and real-world land management. By engaging in structured discussions, mapping, and debates, students practice evaluating evidence and perspectives that challenge dominant Western planning narratives.

• ACARA Content Descriptions
• ACARA Australian Curriculum v9: Geography 11-12, Unit 2, AC9GGF11U04: analyse the perceptions people have of a place, and how these influence their connections to, and protection of, that place
• ACARA Australian Curriculum v9: Geography 11-12, Unit 2, AC9GGF11U05: evaluate planning strategies that have been used to improve the sustainability of a place, including those that reflect the values of Aboriginal and Torres Strait Islander Peoples

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Knowledge Systems Comparison

Assign small groups to research one Indigenous practice (e.g., fire management) and one Western equivalent (e.g., prescribed burns). Experts regroup to teach peers, then discuss integration in planning. Conclude with a class synthesis chart.

Analyze how Indigenous knowledge systems inform sustainable land management.

Facilitation Tip

During Jigsaw Protocol, assign each expert group distinct evidence (e.g., cultural burning studies) to prevent overlap and ensure all students contribute qualitative and quantitative data to their small groups.

What to look for

Pose the question: 'How does the concept of 'Country' differ from the Western concept of 'land ownership' in its implications for planning?' Facilitate a small group discussion, asking students to identify at least two key differences and explain their impact on sustainable land management.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Socratic Seminar
• 45 min · Small Groups

Carousel Walk: Planning Case Studies

Post stations with real Australian cases, like urban expansion near sacred sites. Groups rotate, noting Indigenous and Western perspectives, then vote on sustainable solutions. Debrief as whole class.

Compare Indigenous approaches to urban planning with Western models.

Facilitation Tip

For the Carousel Walk, place one case study per station with sticky notes for questions and connections to encourage visible thinking across groups.

What to look for

Provide students with a short case study of a contemporary planning project (e.g., a new housing development near a significant Indigenous site). Ask them to identify one potential conflict arising from differing planning approaches and propose one strategy to incorporate Indigenous perspectives to mitigate it.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 03

• Socratic Seminar
• 40 min · Whole Class

Fishbowl Debate: Voice Inclusion

Inner circle debates justifying Indigenous input in rural planning; outer circle notes arguments. Switch roles midway. Teacher facilitates with prompts on evidence.

Justify the inclusion of Indigenous voices in contemporary urban and rural planning processes.

Facilitation Tip

In the Fishbowl Debate, provide students with a shared doc of key terms to track during discussions so quieter voices can reference them later.

What to look for

On an index card, have students write one example of a sustainable practice informed by Indigenous knowledge and one Western planning principle. Ask them to briefly explain how these two might be integrated in a real-world scenario.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 04

• Socratic Seminar
• 35 min · Pairs

Mapping Pairs: Place Significance

Pairs map a local area, layering Indigenous stories and Western plans using digital tools. Share findings and propose hybrid sustainable uses.

Analyze how Indigenous knowledge systems inform sustainable land management.

Facilitation Tip

When running Mapping Pairs, give pairs clear symbols to annotate maps (e.g., dots for cultural sites, lines for seasonal pathways) to standardize interpretation and discussion.

What to look for

Pose the question: 'How does the concept of 'Country' differ from the Western concept of 'land ownership' in its implications for planning?' Facilitate a small group discussion, asking students to identify at least two key differences and explain their impact on sustainable land management.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by centering Indigenous voices first and using Western academic frameworks to scaffold understanding. They avoid framing Indigenous knowledge as a supplement to Western science, instead positioning both as complementary systems with different strengths. Research suggests using visual and spatial tools (like mapping) helps students grasp relational concepts of Country that are difficult to convey through text alone.

Successful learning looks like students confidently comparing knowledge systems, identifying cultural and ecological connections in case studies, and articulating how Indigenous perspectives inform sustainable planning. They should demonstrate respectful engagement with diverse viewpoints and apply their insights to evaluate modern land-use conflicts.

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Watch Out for These Misconceptions

• During Jigsaw Protocol, watch for students dismissing Indigenous knowledge as anecdotal rather than evidence-based.

  During Jigsaw Protocol, direct students to the peer-reviewed studies in their expert groups and ask them to highlight specific data points (e.g., 'cultural burns reduced wildfire intensity by 30% in peer-reviewed research').

• During Carousel Walk, students may assume Indigenous approaches only work in remote areas.

  During Carousel Walk, have students annotate urban case studies with sticky notes identifying how Indigenous practices (like seasonal resource use) are adapted for cities.

• During Fishbowl Debate, students might argue that Indigenous perspectives are irrelevant in urban planning contexts.

  During Fishbowl Debate, provide a map of an urban Indigenous site (e.g., Brisbane river corridors) and ask debaters to reference it when discussing the relevance of relational land stewardship.

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Methods used in this brief

• Jigsaw
• Socratic Seminar