At Rosey Pot Kindergarten, we honour Country as Teacher, recognising Country as a living, relational, and knowledgeable presence. In alignment with the Early Years Learning Framework v2.0 (AGDE, 2022), we understand that Aboriginal and Torres Strait Islander perspectives are not an addition to the curriculum but are foundational to it. Country is not merely a physical landscape; it is a dynamic entity that holds memory, story, language, culture, and wisdom. It teaches us how to listen, how to move, how to care, and how to belong.

Drawing on the work of Indigenous scholars (Dudgeon et al., 2014; Martin, 2007; Williams, 2018), we recognise that children learn through reciprocal relationships—with people, with place, with materials, and with the natural world. When we position Country as Teacher, we invite children to develop a deep sense of connection to place through sensory experience, observation, and respectful interaction. Country becomes a co-educator, offering endless opportunities for inquiry, wonder, and knowledge-building.

In daily practice, this means creating space for children to develop meaningful relationships with the land on which we learn. This includes learning the seasons, noticing shifts in weather, identifying local flora and fauna, listening to bird calls, observing the movement of light, caring for plants, and using natural materials with intention. These experiences deepen children’s ecological understanding and strengthen their identity as custodians and active participants in the ongoing story of this place.

Country as Teacher also guides our pedagogical decisions. We engage in intentional teaching that foregrounds respect, reciprocity, and responsibility—principles central to Aboriginal Ways of Knowing, Being and Doing. Educators model how to listen deeply, move gently, and respond thoughtfully to the world around us. Through these practices, children learn that they are part of a larger, interconnected system and that their actions carry meaning.

By foregrounding Country as Teacher, we nurture children’s belonging to community, to place, and to the living world—while fostering dispositions of curiosity, care, and stewardship. This approach enriches children’s learning, supports holistic development, and ensures that our curriculum honours the enduring knowledge and custodianship of the Traditional Owners of the land on which Rosey Pot Kindergarten stands.