Somebody's Land

Suggested level: Years 1-6 with age-appropriate framing

Learning areas: English; Humanities and Social Sciences

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through terra nullius, continuing Custodianship, historical truth-telling and belonging.

🧭 Suggested Australian Curriculum V9 content descriptions:
AC9E5LE01: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors
AC9HS4K04: the effects of contact following the First Fleet and how this was viewed by First Nations Australians as an invasion

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: Country, colonisation, terra nullius, perspective and truth-telling.

Practical lesson sequence

1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
2. During and after: Establish the meaning of Country, contrast the phrases ‘nobody’s land’ and ‘somebody’s land’, sequence the historical ideas in the text, and finish with a sourced class statement rather than a colonisation simulation.
3. Evidence of learning: A before-and-after concept map or short evidence-based explanation of terra nullius.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

🌱 For early years educators: Early Years Learning Framework V2.0
Suggested EYLF V2.0 outcome elements:
1.3: Build knowledgeable and confident self-identities and a sense of personal worth
2.1: Develop connectedness to groups and community, with reciprocal rights and responsibilities for active community participation
5.2: Engage in and extend literacy practices in personally meaningful ways
View ACECQA's EYLF V2.0 to Australian Curriculum mapping.

🎓 Suggested AITSL connections:
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
3.2: Plan, structure and sequence learning programs
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.

Suggested use: Use for staff discussion about the language used when teaching colonisation, avoiding discovery narratives and embedding truth-telling across year levels. Audit one unit or school display.

45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.

This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.