25/02/2026
We are excited to begin creating our very own Seasonal Calendar — inspired by the wisdom of Indigenous cultures who have long understood that nature itself is the best guide to the changing seasons.
For thousands of years, Aboriginal and Torres Strait Islander peoples have carefully observed the land to understand seasonal change. Rather than relying on fixed calendar dates, they looked to nature for signs — the behaviour of animals, the flowering of plants, the movement of winds, and changes in the sky. These knowledge systems are deeply connected to Country and passed down through generations.
Over time, we’ve noticed that the children are already tuning into the changes happening in our natural environment. They point out when leaves begin to fall, when the mornings feel colder, when certain birds visit our yard, when the catepillars arive in our fig tree, or when new flowers start to bloom. Their curiosity and awareness of these subtle shifts have inspired us to take this noticing even further.
Inspired by both Indigenous seasonal knowledge and the children’s own noticing, we will begin intentionally observing and documenting the changes we see in our local environment.
* What plants are flowering, fruiting, or shedding?
* Which birds, insects, or animals are becoming more active?
* How are the light, trees, temperature, clouds, and winds changing?
Through collecting, photos drawings, conversations, , and shared reflections, we will record these observations and gradually create our own Seasonal Calendar that reflects our unique surroundings and community.
This experience recognises children as capable observers and researchers. By slowing down, listening to Country, and documenting what we notice, we nurture curiosity, respect, and a growing sense of responsibility for the environment.
By valuing observation of Country, recognising Indigenous knowledge systems, and fostering respect for the world around us, we are supporting children to develop deeper cultural understanding and connection to place.
