Writing an Acknowledgement of Country in early education and OOSH settings

As a proud Gangalidda woman, the practice of Acknowledgement of Country and Welcome to Country is something deeply meaningful to me. These protocols are not just formalities but vital ways to show respect to the Traditional Custodians of the land and honour the ongoing connection we hold with Country. Although both practices are used to acknowledge Aboriginal and Torres Strait Islander peoples, they serve different purposes and follow distinct cultural protocols. 

In the video below, Simon Forrest, a Wadjuk Nyungar elder, explains the ritual as he performs a smoking ceremony.   

What is the difference between a Welcome to Country and an Acknowledgement of Country?   

A Welcome to Country is performed by a Traditional Custodian or an Aboriginal or Torres Strait Islander person who has permission from the Custodians to welcome visitors onto their land. This practice happens before formal events and can take many forms such as cultural performances or traditional practices. Its purpose is to offer safe passage and protection for visitors while granting permission for events to take place on the Custodians' traditional lands. For us, this reflects our deep, spiritual connection to Country and is a gesture of respect and cultural responsibility. 

An Acknowledgement of Country, however, can be delivered by anyone—Indigenous or non-Indigenous. It recognises and honours the Traditional Custodians of the land and acknowledges our continuing connection to Country. While it doesn’t carry the same cultural authority as a Welcome to Country, it’s still an important gesture of respect that reminds everyone, including the children in your care, that we live, work, and learn on Aboriginal lands. 

Both practices reflect the enduring relationship Aboriginal and Torres Strait Islander peoples have with their lands, waters, and skies. Including an Acknowledgement of Country in your early learning or OOSH service fosters respect and awareness from a young age, encouraging children to engage with these cultural protocols. 

The below video from Reconciliation Australia shows how various services incorporate the Acknowledgement of Country into their routines. 

Historical and cultural context   

For Aboriginal and Torres Strait Islander peoples, Country is not just a place—it’s central to who we are. It’s where our stories, our languages, and our ancestors come from. The connection to Country is deeply embedded in every aspect of life. It encompasses the land, waters, sky, and all living things within it. This connection is more than physical; it’s a living relationship that ties us to our past, our culture, and our community. 

The impact of colonisation disrupted this connection in unimaginable ways. The forced removal of our peoples from their lands caused deep cultural and spiritual wounds that still affect us today. By acknowledging the Traditional Custodians of the land, you take a step towards recognising this painful history and honouring the ongoing connection we have to our Country. It's a small, yet powerful act of respect that fosters healing and reconciliation by confronting the truth of Australia's past. 

Image via Hayley Goodrick, founder of Djalgala Cultural Immersion programs

Purpose and benefits   

Including an Acknowledgement of Country in early learning and OOSH settings isn’t just a protocol—it’s an opportunity to build cultural awareness. By regularly acknowledging the Traditional Custodians, you create a space where both children, students, and staff can reflect on the significance of Aboriginal and Torres Strait Islander cultures. It’s more than words—it’s about recognising the land’s history and the thousands of years of care given to it by Aboriginal peoples. For children and students, it helps them understand that they are part of a shared history and that respect for Aboriginal cultures is crucial. 

In the context of reconciliation, an Acknowledgement of Country is a meaningful step. It signals a commitment to recognising the history and ongoing contributions of Aboriginal and Torres Strait Islander peoples. By taking part in this practice, we contribute to a larger national conversation about healing and unity, moving forward together on the path to reconciliation. 

How to write an Acknowledgement of Country   

Writing an Acknowledgement of Country should be a thoughtful and respectful process.   

Here are a few key elements:   

• Recognise the Traditional Custodians of the land, offer respect to Elders past and present, and acknowledge the ongoing connection Aboriginal peoples have with Country. A simple Acknowledgement could be:   

We acknowledge the Traditional Owners of the land on which we meet today, the (people) of the (nation), and pay our respects to Elders past and present. We recognise their ongoing connection to the land, waters, and community and thank them for caring for this Country over thousands of years.

• Localisation: Make sure to identify the correct Traditional Custodians of the specific land your service is located on. This adds deeper meaning and demonstrates respect for the local community. Contacting local Elders, Land Councils, or AECGs can help ensure your Acknowledgement is accurate and personalised. 
• Language and tone: The language used should always be respectful and genuine. Avoid making it a routine formality. Take time to reflect on the words and ensure that the tone conveys real appreciation for the significance of the land and its Custodians. 
• Including the children’s/students’ voices: Engage children and students in creating the Acknowledgement. Encourage them to think about their connection to the land and how they can show respect for it. Whether through words or artwork, involving children and students can foster a deeper sense of ownership and understanding. 

Teacher tips   

1. Daily routine integration: Incorporate the Acknowledgement of Country into everyday activities like morning gatherings, before meals, or at the start of group learning times. This helps embed cultural respect into the children's daily routine, making it a normal and expected part of the day. 
2. Use visual aids: Bring the Acknowledgement of Country to life by using visual aids like maps showing local Aboriginal Nations, symbols representing land, water, and sky, or artwork created by the children/students. This helps children/students connect the Acknowledgement to real-world aspects of Aboriginal and Torres Strait Islander culture. 
3. Storytelling and books: Use books and stories by Aboriginal authors or storytellers to deepen children's understanding of the connection to land and culture. After reading, link the story back to the Acknowledgement of Country, helping children see the cultural significance in everyday activities. Book recommendation: “Welcome to Country by Aunty Joy Murphy & Lisa Kennedy”
4. Celebrate local traditions: Invite local Elders or cultural educators to share their knowledge with the children and students, reinforcing the Acknowledgement of Country with real voices from the community. This builds a bridge between the early learning or OOSH setting and local Aboriginal and Torres Strait Islander communities. 
5. Reflection time: After each Acknowledgement, take a moment to pause and ask the children/students how they feel about the land they are on, the people who have cared for it, and their role in continuing that care. This encourages them to see the Acknowledgement as a living, evolving part of their own experience. 

Welcome to Country book - available via Koori Curriculum

Conclusion   

Acknowledging Country is more than just a formal statement—it’s a powerful opportunity to foster respect, connection, and understanding between children/students and the land they live on. As a Gangalidda woman, I see this practice as a way to honour our past, build bridges for the future, and invite everyone into the shared journey of reconciliation. By embedding this practice into early learning or OOSH settings, we help shape the next generation to grow up with a deep respect for Aboriginal and Torres Strait Islander cultures, histories, and their lasting connection to Country. It’s in these small, meaningful acts that we truly make a difference. 

More CELA Amplify! articles relating to this topic

How the Uluru Statement from the Heart can inform early childhood practice by CELA

An ethical approach to exploring Aboriginal art in ECEC by Deborah Hoger

Embedding First Nations perspectives throughout the year by Deborah Hoger