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I would use disposable cameras on a field trip where students may be invited to explore either their local school or a local park and explore how that environment has changed over time, and exploring their own connections to place.

Students actively engage with the environment by taking photos. They explore their surroundings, observe details, and document what they see.

Students ask questions about what they capture. Inquiry emerges naturally: “What’s interesting about this scene, does it remind me of a place important to me?”

Students focus on their local environment.

They discover connections to place, culture, and community.

Disposable cameras are affordable and easy to use. No need for expensive equipment or digital technology.

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“Why I Love Australia” by Bronwyn Bancroft provides insights into how people and places are connected in inquiry learning. Through its content, students can explore Australian culture, wildlife, and the land’s natural beauty. By engaging with indigenous art patterns, feathers, and other native elements, the book illustrates the connections between individuals and their environment.

Land is of great significance to Aboriginal and Torres Strait Islander peoples the living environment goes beyond physical elements, and is fundamental to Indigenous identity. Students explore the ways in which peoples connection to place can be influenced by culture and belonging to land.

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1. Each hand symbolises diverse populations and the various colours represent cultural diversity.

2. The green represents shared sense of place/interconnectedness.

3. Students consider how different communities are connected geographically and culturally.

4. Class discussion: (what does it mean to be connected to place?, what factors influence peoples connections to place? (language, culture, beliefs).

5. Reflection: (What surprised them on the interconnectedness of places?), (How do these connections impact students own lives?).

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Explanation:

Students learn about different historical periods, cultural shifts, and the impact of events on a specific place. This understanding helps them appreciate the layers of history that shape their own communities.

Discussing characters’ experiences allows students to reflect on their own identities and how they relate to their surroundings. They may recognize commonalities and differences.

“My Place” portrays cultural changes, traditions, and customs across generations. Students witness how culture adapts, transforms, or remains constant.

The show often focuses on specific objects or aspects of the house. Students can explore why certain features are preserved or changed over time. This ties into discussions about heritage, preservation, and the importance of recognising significant elements in their own local environment.

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Continuing the story of one spot in Australia told by the children who live there over 260 years. Series 2 tells their tales from 1878 to before European settlement.

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Continuing the story of one spot in Australia told by the children who live there over 260 years. Series 2 tells their tales from 1878 to before European settlement.

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The characters in the book come from various backgrounds, representing a global community. It promotes the idea that we are all responsible for the well-being of our planet, regardless of where we live.

Prompting inquiry learning:

Teacher guides the students to recognise why we are connected to specific places. Using examples from the book to discuss emotional, historical, and practical reasons.

Encouraging students to think about places that hold personal significance for them. Have them share their connections and reasons in class discussion.

Indigenous connections:

Exploring the connections between Aboriginal languages and everyday language in Australia. students can think about and discuss how language reflects cultural heritage and connects us to our past.

Students Identify any words or phrases related to nature, environment, or place in the book. Discussing their meanings and significance.

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Indigenous symbols and connectiveness to place.

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1. Aboriginal symbols visually represent elements of nature, cultural practices, and spiritual beliefs. By introducing students to these symbols, teachers can foster a deeper appreciation for the interconnectedness between people and their environment.

Each symbol carries a story or meaning. By incorporating Aboriginal symbols into lessons, educators can encourage students to explore the narratives behind them.

Teaching Aboriginal symbols fosters respect for Indigenous knowledge and heritage. It encourages students to recognize the depth of Indigenous connections to Country.

teachers should emphasise cultural sensitivity, acknowledging that these symbols are part of living traditions and not mere artifacts of the past.

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Map of Indigenous Australia - Interactive teaching resource

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The AIATSIS map helps students understand Indigenous connections to place in the following ways:

Shows the diverse language and social groups across Australia. Students can explore the richness of Indigenous cultures and their distinct connections to specific regions.

By understanding the distribution of language groups, students can appreciate how Indigenous communities have cared for their environment sustainably for thousands of years. Country is not just land; it’s a holistic relationship with nature.

The map encourages respect for Indigenous knowledge and heritage. It highlights that Indigenous peoples’ identities are inseparable from their Country.

When students learn about the traditional custodians of the land they inhabit, they gain a deeper understanding of Indigenous connections and histories.

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'What was before Lord Vestey born and I born? It was blackfella country.' Vincent Lingiari (Wattie Creek 1966)

Australia's First Peoples have been living on the Australian continent for millenia.

Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws. They are the world's oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.

The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It was created in 1996 as part of the Encyclopaedia of Aboriginal Australia project and attempts to show language, social or nation groups based on published sources available up to 1994.

The map shows only the general locations of larger groups of people which may include smaller groups. There are also variations in the way that some language or group names are spelt. You can view some of these alternate spellings on the list of alternate spellings for names on the AIATSIS map of Indigenous Australia below.

Note that the borders between groups are purposefully represented as slightly blurred and are not meant to be exact. Some of the information shown on the map is contested and may not be agreed to by some traditional custodians - the map isn't suitable for native title or other land claims.

The map isn't the only source of information; if you would like more information about Australian Indigenous languages please see our Austlang database. The National Native Title Tribunal also produces maps that show native title claims determinations.

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The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia.

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1. Each leaf and stone represents an individual student. Personalisation encourages engagement and makes the learning experience more relatable. Students may become more invested in understanding their local environment and connection to their sense of community within the classroom.

2. Discussing the tree’s symbolism can lead to conversations about how people, places, and ecosystems are interconnected.

3. The stones in the basket could represent local landmarks, natural features, or community spaces. Students can write the names of places they feel connected to. Classroom community building as this experience could enhance students connections to peers creating a positive classroom community.