09/04/2026
Many schools have a garden.
But not all gardens are connected to Country.
Embedding First Nations perspectives into your school garden is not about adding something extra.
It’s about shifting how you see and use that space.
🌱 What this can look like in practice
1. Start with place
Ask: What grows naturally on this Country?
Explore local plants, bush foods, and seasonal changes where you are.
2. Learn through observation
Slow down and notice:
• When do plants grow best?
• What animals visit the space?
• How does weather impact growth?
This is how knowledge is built on Country.
3. Teach responsibility, not just gardening
Shift from:
“What are we planting?”
to
“How are we caring for this space?”
Include:
• watering with intention
• respecting living things
• taking only what is needed
4. Connect to culture through learning, not assumption
Use trusted resources or local community knowledge where appropriate.
Avoid generalising.
Keep learning local.
🌿 For educators across stages
Early Years
Children care for a plant and observe changes over time.
Focus on nurturing and responsibility.
Primary
Explore seasonal planting and local environment.
Ask: Why do some plants grow better here than others?
Secondary
Investigate sustainability, land management, and food systems.
Compare First Nations practices with modern agriculture.
🌿 Why this matters
A garden becomes more than a project.
It becomes a place where students learn:
• connection
• responsibility
• respect for Country
• and their role within it
If you’re wanting support to embed First Nations perspectives into spaces like your school garden, our 8 Ways training and BALAA Ai can guide you step by step with confidence and care.
Explore here:
https://tipiac.com/balaa-a-i/
https://tipiac.com/online-training/
Do you have a garden at school? What native plants are you growing?