Geography · Year 7

Active learning ideas

Indigenous Perspectives on Land and Country

Active learning helps students grasp the relational and spiritual dimensions of Indigenous perspectives on land, which can feel abstract when taught only through text. By engaging with storytelling, mapping, and simulations, students move beyond passive listening to experience custodianship firsthand, making the concept of Country tangible and meaningful.

• ACARA Content Descriptions
• AC9G7K06

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 45 min · Whole Class

Yarning Circle: Stories of Country

Form a whole-class circle following cultural protocols. Play short videos or readings from Elders about Country, then have students share their own place connections. Facilitate discussion on differences between custodianship and ownership, recording key ideas on a shared chart.

Explain how the concept of 'Country' differs from the Western concept of land ownership.

Facilitation Tip

During the Yarning Circle, sit in the circle with students to model active listening and encourage quiet participants by gently redirecting questions to them.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are explaining the concept of Country to someone who has only ever thought of land as property. What are the three most important points you would make to help them understand the difference?' Encourage students to use vocabulary from the lesson.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 50 min · Small Groups

Mapping Stations: Elements of Country

Set up stations with materials for drawing maps: natural features, spiritual sites, kinship lines. Small groups rotate, adding layers to a class mural. Conclude with gallery walk to explain choices.

Analyze how a spiritual connection to place influences environmental stewardship.

Facilitation Tip

For Mapping Stations, provide tactile materials like natural objects or printed icons so students physically arrange elements of Country, reinforcing spatial and relational thinking.

What to look for

Provide students with a short case study (e.g., a specific Indigenous land management practice). Ask them to write two sentences identifying how spiritual connection to Country influenced the practice and one sentence explaining how this practice contributes to environmental stewardship.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 40 min · Pairs

Simulation Pairs: Traditional Fire Management

Pairs use model landscapes with dry grass and safe tools to simulate cool burns versus hot fires. Observe regrowth differences over sessions, discuss outcomes, and link to real wildfire prevention.

Justify the importance of incorporating Indigenous knowledge into modern conservation efforts.

Facilitation Tip

In Simulation Pairs, assign roles clearly and circulate to listen for students’ use of terms like ‘custodianship’ or ‘regeneration’ to gauge their understanding.

What to look for

On an index card, have students complete the following: 'One difference between 'Country' and Western land ownership is _____. This difference influences environmental stewardship by _____.' Collect and review for understanding of core concepts.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 30 min · Individual

Individual Reflection: Modern Applications

Students research one Indigenous practice, like water management, and journal how it applies today. Share in pairs, then contribute to a class infographic on conservation.

Explain how the concept of 'Country' differs from the Western concept of land ownership.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are explaining the concept of Country to someone who has only ever thought of land as property. What are the three most important points you would make to help them understand the difference?' Encourage students to use vocabulary from the lesson.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Approach this topic with humility and respect for Indigenous knowledge systems, acknowledging that these perspectives are living traditions, not historical artifacts. Avoid framing Indigenous practices as ‘historical’ unless context requires it, as this can reinforce beliefs that they are irrelevant today. Research shows that experiential learning, like simulations and mapping, builds empathy and long-term retention better than lectures alone.

Students will articulate the key differences between Western land ownership and Indigenous views of Country by the end of the activities. They will demonstrate understanding through discussion, mapping, and role-play, showing how spiritual and cultural connections drive sustainable practices like controlled burning and seasonal harvesting.

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Watch Out for These Misconceptions

• During the Yarning Circle: Students may refer to ‘Country’ as simply land ownership or a place they visit.

  Use the Yarning Circle to redirect these comments by asking, ‘What responsibilities does Country hold for its people?’ and ‘How does Country care for you?’ to highlight the relational and reciprocal nature of the concept.

• During Mapping Stations: Groups may label elements of Country as ‘resources’ or ‘assets’ rather than interconnected parts of a living system.

  Circulate with guiding questions like, ‘How does the river support the people? How do the people protect the river?’ to reframe elements as relationships rather than objects.

• During Simulation Pairs: Students may treat fire management as a one-time event rather than an ongoing practice tied to cultural responsibility.

  Pause the simulation to ask, ‘What laws or stories guide how you use fire?’ and ‘How does today’s decision affect Country next season?’ to emphasize long-term stewardship.

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Methods used in this brief

• Role Play