LEARNING ACTIVITY
STORY
Jarrah and Adam are taking a walk through the local bushland in Canberra, Ngunnawal Country. Jarrah brushes against a prickly plant, “Ow!” He yells! Adam turned and laughed, “did he get ya!?”
“Yes” replied Jarrah with a slight whimper. Adam replied “He wanted to you to notice him, look at his flower, see how he’s coming out and looks white and almost snow like?” “Yes” Jarrah replied nursing his wound. “This plant is the Early Wattle. When it comes out in flower, the big fogs aren’t too far away, no good camping near cool gully’s or flats now, we have to get up to more protected and warmer areas on country. Also, the snow will be falling heavily up in the peaks and the very high country. This plant helps to indicate the turning of season into deep winter.”
Early Wattle (Acacia genistifolia).
Through planning for an Indigenous plant-use garden, you develop a connection with the project and respect for First Nations peoples perspectives. Planning can also assist you in applying for relevant Junior Landcare Grants to support the development of your garden. Use this learning activity to explore exciting ideas, create goals and understand more about successful Indigenous plant-use garden projects.
To understand local perspectives and support these activities, we recommend reaching out to the local Traditional Owners and First Nations peoples community groups who can assist in knowledge sharing and understanding local land, histories and culture. This is an important consideration to ensure that any reconciliation initiatives are being driven in a local, meaningful way.
This learning activity is the second part of a sequence of 6 individual learning activities focused on creating an Indigenous plant-use garden. The order of these learning activities are: resources from the bush, vision, plant list, site assessment, planting and harvesting.
For children to:
- develop respect for First Nations peoples cultural values
- appreciate the importance of creating a plant-use garden
- understand the steps involved in creating a successful garden
- creating a culturally space for everyone
- build relationships with local First Nations peoples.
This activity can be undertaken anytime of the year, however it is important to consider seasonal and climate variations and their effects on plant growth. Planning for the long term is important with this type of garden.
Did you know?
First Nations peoples share deep cultural connections with the Land, skies, and water.
Did you know?
“The land is the mother and we are of the land; we do not own the land rather the land owns us. The land is our food, our culture, our spirit and our identity”
Dennis Foley, a Gai-mariagal and Wiradjuri man, and Fulbright scholar.
Did you know?
The land links all aspects of First Nations people’s life – spirituality, culture, language, family, law, lore and identity.
Did you know?
First Nations peoples share deep cultural connections with the Land, skies, and water.
Introduction
Planning this garden starts a journey of understanding of Aboriginal and Torres Strait Islander culture and histories, and towards reconciliation. It is a wonderful opportunity to create a space to pay respect to the First Nations peoples of Australia and their extensive knowledge of the plants that grow naturally in the Australian landscape. The garden you will create will be a space that educates not only your group, but many children and adults for a long time to come.
Your vision, and collaborative and consultative planning is an important part of this project. Growing your garden will grow your understanding and strengthen your relationships with First Nations peoples.
Checklist
Instructions
STEP 1
Begin this activity at your location with an Acknowledgement of Country. By acknowledging the Land, you are also making a promise that you will care for the Land, the waterways, the plants and the animals.
A vision will guide the decisions needed in creating your Indigenous plant-use garden.
Discuss the 5 main elements to consider when developing the vision for your garden:
- How are you going to connect to Aboriginal and Torres Strait Islander people and cultures?
- How are you going to connect to your garden space and the environment?
- How is your garden contributing to the biodiversity of the area?
- How are you going to use the plants?
- How will you care for your garden?
Use the activity sheet to help the children record their learnings.
STEP 2
Creating an Indigenous plant-use garden is an important opportunity to build relationships with your local First Nations community. This is an important aspect of reconciliation.
Consulting with your local Elders and First Nations community is essential to build relationships. This is important throughout the whole process. This is a good opportunity to invite an Elder to speak at your school or to your group.
You may also like to reach out or find contacts in your local First Nations community. You could speak to parents of First Nations students, speak to the Indigenous Learning Officer at your school, your local Land Council or Landcare group.
Alternatively use The AIATSIS Map of Indigenous Australia interactive map.
STEP 3
Consider engaging a First Nations peoples artist or Aboriginal and Torres Strait Islander owned business (such as nurseries, landscapers and garden designers) to be part of your project, a great place to source your plants and to help out with knowledge about how to grow and use them.
There are many elements other than plants that you may like to include.
- Commission a local First Nations artist to work with you to create a cultural art piece or instillation.
- Create a Yarning Circle to meet and yarn.
- Work with local Elders to develop signs that include appropriate plant use information.
- Design your garden to include important elements for the local First Nations peoples group. This may include story poles, stepping stones and natural sculptures of animals.
If you are interested in using an Aboriginal or Torres Strait Islander name or word, story, or artwork, it’s important to request permission and consult with your local Traditional Owners. Refer to the Educator notes for more information.
STEP 4
Connection to the Land (Country) is very important for First Nations peoples.
Consider how you are going to connect to your new space. Think about the different ways that you can use the space. Is it going to be a place of learning, reflecting, quiet, enjoyment? How will it help your physical health as well as your mental health?
Consider how other people may use the space. What will be the benefits of the garden to you and other people?
This garden will help support biodiversity because it will provide a space for plants and animals that would naturally live in your area.
What are some of the animals that you may see come back into this space?
Extension Activity
Extension 1
Once you have completed your vision think about how you can share your vision and encourage others to be part of creating a plant-use garden. This can be part of your invitation for local First Nations peoples and community to be part of the project. Design an invitation, poster or story for your newsletter or a social media post so others can be inspired to get involved.
Extension 2
What skills or knowledge do you already have to create an Aboriginal and Torres Strait Islander plant-use garden? Maybe you learned from your own Elders or from previous involvement in such activities and would like to share information? Are there other skills that you need from people in your community particularly First Nations peoples knowledge holders and Elders. Where can you find out more?
Curriculum and Framework Links
Check the curriculum authority for your state or territory for Aboriginal and Torres Strait Islander specific subjects. This may also include training organizations.
GEOGRAPHY
Year 7: ACHGK045
Year 8: ACHGK049
Year 9: ACHGK061, ACHGK062, ACHGK064, ACHGK067
Year 10: ACHGK070, ACHGK071, ACHGK072, ACHGK076
HISTORY
Year 7: ACOKFH003, ACDSEH031
Year 9: ACDSEH085, ACDSEH020
DESIGN & TECHNOLOGIES
Years 7 & 8: ACTDEK032, ACTDEK033
SCIENCE
Year 7: ACSSU112, ACSSU116, ACSHE223, ACSHE121
Year 8: ACSHE134, ACSHE226
Year 9: ACSSU176
VISUAL ARTS
Years 7 & 8: ACAVAM118, ACAVAR124
Years 9 & 10: ACAVAM125, ACAVAR131
EARTH & ENVIRONMENTAL SCIENCES
Year 11: ACSES011, ACSES040
Year 12: ACSES066, ACSES077, ACSES081
BIOLOGY
Year 11: ACSBL011, ACSBL019, ACSBL020, ACSBL009, ACSBL011
GENERAL CAPABILITIES
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding
CURRICULUM CONNECTIONS
Outdoor Learning
CROSS CURRICULUM PRIORITY
Aboriginal and Torres Straight Islanders Histories and Cultures
Sustainability
Reference List
Complete the Whose Country are you on? learning activity to determine the local First Nations language group.
ONLINE RESOURCES
Commonground provides information on understanding Connection to Country and the importance of the land for Aboriginal and Torres Strait Islander peoples.
The Care for Country RAP (Reconciliation Action Plan) Action and Caring for country (Secondary) curriculum resource on the Narragunnawali platform provides resource material for students and teachers to build a personal sense of responsibility for respecting and caring for the Country/place around them, the while building an awareness and appreciation of Aboriginal and Torres Strait Islander contributions to sustainable land management.
Listen to episode 10 (26 minutes) on the Educator Yarns podcast from Koori Curriculum to hear about developing Aboriginal and Torres Strait Islander plant use gardens in educational settings with Adam Shipp.
WATCH
Keeping culture alive from ABC Education shows First Nations peoples city children taken on a trip to the country to find out how to make a didgeridoo, use bush medicine and what plants and insects can provide food. (3 minutes 30) and this 4 minute video describes how murnong was used by Aboriginal and Torres Strait Islander peoples and the change in availability after European Settlement. Also learn from Adam Shipp and explore his work and interest in bush tucker and bush medicine plants. (5 minutes 30)
NETWORK
We recommend reaching out to the Local Traditional Owners and First Nations peoples community groups who can assist in knowledge sharing and understanding local land, language, stories and culture. To reach out or find contacts you could speak to parents of First Nations peoples students, to an Indigenous Learning Officer (ILO) at your school, local Land Council or a local Landcare group. Engaging with these resources can contribute to a wider school and community reconciliation initiatives, including a schools Reconciliation Action Plan (RAP).
First Nations peoples landscapers and garden designers. If your school has a significant budget through a grant, you can they engage a landscape business owned by First Nations peoples to design a culturally specific education garden space and work with the children to plant and develop.
We have some suggested organisations to approach listed on our Junior Landcare community Page and in more detail within our Educator Notes.
Why not try one of our other Junior Landcare learning activities?
Creating an Indigenous plant-use garden: plant list
First Nations Perspectives
Creating an Indigenous plant-use garden: resources from the bush
First Nations Perspectives
Love Letters to the Land
Biodiversity|First Nations Perspectives|Food Production|Waste Management
Creating a yarning circle: involving First Nations people
First Nations Perspectives