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Plan it: a native garden/walk

Unit description

Unit description: In this unit of work students explore the local environment to develop knowledge of native flora, fauna, food and medicine in the local area. They work through a design process to design, produce and evaluate a model native garden/walk suitable for the local area. Students research the qualities and uses of local native plants, using a variety of sources including members of the local Aboriginal community, the local council and the internet. Students generate and communicate their design ideas to plan and draw a landscape environment using a range of techniques. They experiment with model-making materials, tools and techniques. They record the design process in their folio to monitor and record progress throughout the design project.

Design project: Research, design and produce a model and signage for a native garden/walk within the school or the local community.

Aboriginal perspectives

  • Aboriginal people who live in the local area now
  • Aboriginal people who have lived in the local area in the past
  • knowledge of flora and fauna found in the local environment
  • Indigenous cultural knowledge and intellectual property
  • Dhurga language names for flora and fauna
  • role of Indigenous designers in the design of the Built Environment.

Phases of learning: a design process

  1. Analysing problems, needs and opportunities
    Students are introduced to the design project and discuss the area in which students will design their model native garden/walk. They form groups and establish the criteria for success for the design project. They consider a range of factors affecting the design of the garden, including the suitability of the native plants for the location, climate, rate of growth, soil type, etc. as well as Aboriginal knowledge of local flora and fauna.
  2. Researching, generating and communicating design ideas
    Students will participate in a visit from an Indigenous Ranger from the nearest National Park or Botanic Garden and investigate the use of native plants for food and medicine and the Dhurga language names for native plants. They research native plants used by Aboriginal people from a variety of sources. Students develop fact sheets on flora of the local area. They investigate landscape design and documentation techniques, including sketching, technical drawing and CAD. They investigate innovative technologies that could be used to be used to develop signs for the garden/walk. Students research landscape plans and document techniques used for showing planting, grassed areas, walkways etc using rendering techniques. They produce plans of their garden design using CAD and show layout, planting, location of features and complete to scale.
  3. Experimenting and testing ideas
    Having decided on the plants to include, students design a layout for the model garden/walk considering the relative size of plants, their soil, water, sun and shade requirements. They experiment and test a range of modelmaking tools, materials and techniques for the development of the design project. They manage risk and follow safe work practices.
  4. Producing, managing and evaluating the solution
    Students follow a production schedule and develop the final design solution – the model and garden/walk. Through their design folio they document aspects of the design development. Students produce signs that could be placed alongside plants in the garden.

Quality teaching framework

All units have been mapped to QT throughout.

Click here for QT details for this unit. (PDF, 20 pages, 712 KB) (refer to page 19)



Assessment activity 1

Students conduct research using a variety of sources, to collect information about native plants of the local area, including information about Aboriginal knowledge and use of those plants. They develop a fact sheets on flora of the local area.

Assessment activity 2

Students use CAD to produce plans, completed to scale, of the garden/walk design. Their plans show layout, planting and location of features.

Assessment activity 3

Design, produce and evaluate a model of a native garden/walk that includes a local Aboriginal perspective and signage for the plants. They record the design process in their folios.

Cross-curriculum content

  • ICT
  • Literacy
  • Difference and diversity
  • Key Competencies
Unit of work
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