HASS · Foundation · Places and Connections · Term 2

Caring for Country: First Nations Perspectives

Learning how Aboriginal and Torres Strait Islander peoples have a special connection to the land and how we can all help.

• ACARA Content Descriptions
• AC9HASSFK05

About This Topic

Caring for Country refers to the deep, ongoing relationship Aboriginal and Torres Strait Islander peoples maintain with land, waters, and skies as custodians. Foundation students explore this through simple stories, symbols, and examples like gentle harvesting or fire practices that sustain ecosystems. They learn everyone shares duties to protect places, connecting personal actions to community well-being.

Aligned with AC9HASSFK05, this topic builds awareness of diverse views on places and connections. Students compare traditional methods, such as following songlines for navigation and care, with contemporary practices like planting trees or reducing waste. This develops respect for First Nations knowledge and encourages local environmental responsibility from a young age.

Active learning benefits this topic greatly with Foundation learners. Hands-on experiences like creating art from natural materials or role-playing custodian roles make cultural concepts accessible and joyful. These methods spark empathy, reinforce shared values, and turn abstract ideas into personal commitments through play and exploration.

Key Questions

1. Explain the concept of 'Caring for Country' from a First Nations perspective.
2. Analyze the responsibilities we all share in protecting the environment.
3. Compare traditional and contemporary ways of caring for the land.

Learning Objectives

• Identify specific examples of traditional First Nations practices for caring for Country.
• Explain the concept of 'Caring for Country' as a reciprocal relationship between people and the environment.
• Compare at least two traditional and two contemporary methods used for environmental protection.
• Describe personal responsibilities for caring for local places.

Before You Start

Identifying Living Things

Why: Students need to be able to identify plants and animals to understand the importance of protecting ecosystems.

My Local Community

Why: Understanding their immediate surroundings helps students connect with the concept of caring for local places.

Key Vocabulary

Caring for Country	The ongoing responsibility of Aboriginal and Torres Strait Islander peoples to protect and maintain the health of their lands, waters, and skies.
Custodianship	The role of looking after and protecting a place or resource, often passed down through generations.
Connection to Country	The deep spiritual, cultural, and physical relationship First Nations peoples have with their ancestral lands and waters.
Sustainability	Using resources in a way that meets present needs without compromising the ability of future generations to meet their own needs.

Watch Out for These Misconceptions

Common Misconception

Caring for Country is only for First Nations peoples.

What to Teach Instead

All people share environmental care responsibilities. Role-play where every student acts as a custodian shows inclusivity. Class discussions link personal actions to group benefits, building collective ownership.

Common Misconception

Traditional ways stopped long ago.

What to Teach Instead

Many practices continue and guide modern efforts. Comparing story examples with school recycling reveals connections. Hands-on artifact exploration or drawings help students see living traditions.

Common Misconception

Land care means never touching nature.

What to Teach Instead

Sustainable use maintains balance. Sensory walks with guided picking of leaves demonstrate respect. Peer sharing corrects over-protection ideas into balanced stewardship.

Active Learning Ideas

Circle Time: Country Stories

Gather the class in a circle and read a picture book on First Nations caring for Country. Invite each student to share one way they help care for home or school, such as watering plants. Record ideas on chart paper for a class display.

30 min·Whole Class

Art Station: Caring Hands

Give students paper hand templates. They draw or paint caring actions like picking up rubbish or treading softly on grass. Pairs share drawings before mounting on a 'Caring for Country' mural.

25 min·Pairs

Outdoor Walk: School Yard Custodians

Lead a short walk around school grounds to observe plants and litter. In small groups, students collect safe items and discuss gentle care rules. Reflect back in class with drawings of what they saw.

40 min·Small Groups

Role-Play: Traditional and Today

Model traditional caring like soft plant touching, then modern like recycling. Pairs practice both, switching roles. Groups perform for the class and name one shared idea.

20 min·Pairs

Real-World Connections

• Local Indigenous rangers work with government agencies to manage national parks, undertaking activities like controlled burns and native planting to protect biodiversity and cultural heritage sites.
• Community gardens in urban areas often involve volunteers planting native species and composting food scraps, demonstrating a contemporary approach to caring for local green spaces.
• Environmental scientists and conservationists use traditional ecological knowledge alongside modern technology to monitor wildlife populations and restore damaged habitats.

Assessment Ideas

Quick Check

Show students pictures of different environmental actions (e.g., planting a tree, picking up litter, using a fire stick, following a songline). Ask students to sort them into 'traditional' and 'contemporary' ways of caring for Country. Discuss their choices.

Exit Ticket

Provide students with a simple drawing of their local park or schoolyard. Ask them to draw or write one thing they can do to help care for this place, connecting it to the idea of being a custodian.

Discussion Prompt

Ask students: 'What does it mean to have a special connection to a place?' Encourage them to share examples from their own lives and relate it to how First Nations peoples care for Country.

Frequently Asked Questions

What is Caring for Country for Foundation HASS?

Caring for Country describes Aboriginal and Torres Strait Islander custodianship of land through spiritual and practical practices. Foundation students grasp it via stories of sustainable living and shared duties like litter-free spaces. This fosters early respect and environmental habits aligned with AC9HASSFK05.

How to teach First Nations perspectives respectfully in Foundation?

Use authentic resources like approved picture books and local Elders if possible. Focus on positive connections, avoid stereotypes. Involve families for diverse input and display student work to celebrate learning. Always acknowledge Country at start.

How can active learning help teach Caring for Country?

Active learning engages young students through sensory play like nature walks and role-play, making custodianship tangible. Creating caring art or collecting litter builds empathy and ownership. Group reflections connect actions to First Nations views, ensuring deep, joyful understanding over rote facts.

What activities link traditional and modern land care?

Pair story sharing of traditional practices with role-plays of today's recycling. School yard clean-ups compare gentle harvesting to waste reduction. Chart student ideas to visualize overlaps, reinforcing shared responsibilities in HASS.