Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Introducing the First Nations Clean Energy Strategy

15 minutes

Find Out: Analysing the First Nations Clean Energy Strategy

25 minutes

Take Action: Youth briefing document

5 minutes

Reflection

Learning intentions

Students will:

understand the purpose, history and impact of the First Nations Clean Energy Strategy
examine how science influences policy, regulation and community decision-making
analyse how science communication shapes public understanding and engagement.

Success criteria

Students can:

explain how specific parts of the strategy, if implemented, may benefit communities
evaluate ethical, environmental, social and economic considerations in clean-energy policy
create clear, audience-appropriate science communication materials.

Tune In: Introducing the First Nations Clean Energy Strategy

Step 1

Display the First Nations Clean Energy Strategy Factsheet. Give each student a sticky note or small scrap piece of paper and ask them to record their responses to the following three prompts:

What seems most important?
Who benefits?
What questions do you have?

Learning extension: View page 17 of the First Nations Clean Energy Strategy (energy.gov.au/sites/default/files/2024-12/First%20Nations%20Clean%20Energy%20Strategy.pdf) for a more detailed infographic on State and Territory clean energy targets, policies, and initiatives that impact First Nations rights and interests (as of Oct 2024).

Step 2

Share the following video. Explain that it is produced by the First Nations Clean Energy Network and that it makes the case for why First Nations communities should be active decision-makers in energy policy and projects, not simply recipients of choices made by governments and businesses on their behalf.

Introducing the First Nations Clean Energy Network – (youtube.com/watch?v=b-BuSIs4Os8&t=31s)

Reiterate the following quotes from the video:

"Our people have been caring for Country and protecting sacred places for thousands of years. With the opportunities of clean energy, we can continue to."
"... with affordable clean energy power to stay on Country and power our homes wherever we live, we can generate First Nations businesses and jobs and be the proud owners of community projects."
"... at the table as medium to large-scale projects are developed... We will assert our right to consent, or not, to projects on our Country."
"It's about building power with our networks by collectivising our voices around the need for clean energy."
"... clean energy that is driven by our communities and developed so it sustains Country and culture for generations to come."

Invite students to reflect on these quotes and respond to the following question through class discussion:

Why should energy policy and projects for First Nations communities be co-designed?

Find Out: Analysing the First Nations Clean Energy Strategy

Step 1

Direct students to use their devices to access the First Nations Clean Energy Strategy (energy.gov.au/sites/default/files/2024-12/First%20Nations%20Clean%20Energy%20Strategy.pdf). Together, scroll through the Strategy, identifying the various sections of the Strategy and how they are divided, for example:

Goal: Power First Nations Communities with Clean Energy
Objective 1.1: Address barriers to renewable energy access and supply for First Nations peoples
A 1.1.2: Future-proof community infrastructure

As a class, focus on this final section (1.1.2 Future-proof community infrastructure). Together, discuss and work through the following questions to analyse this section:

Discussion question	Suggested answers
What is this section about? What are the key ideas of this section?	Strong planning is needed to help us reach net-zero emissions through clean energy and new technologies. This planning is especially important for projects in remote First Nations communities, ensuring these communities can control and benefit from their own renewable energy systems.
How has scientific understanding influenced the information in this section?	Scientific research on climate change shows that to reach net zero, we need clean, locally controlled renewable energy solutions.
Select one environmental, social or economic consideration in this section and describe it in your own words.	One social consideration is that First Nations communities should have the right to make their own decisions (self-determination) about how new energy projects are implemented in the areas where they live.
What stands out to you in this section? What do you find interesting or important?	No suggested answer

Students can work independently or as a class to examine several more areas of the Strategy (adjust the number and level of independence according to your cohort). Students can select the areas that interest them the most, or you could assign them one or more of the following three sections:

A 1.2.2 Invest in clean energy systems to transition away from diesel usage, and improve reliability and affordability on page 26
A 1.3.1 Improve the energy performance of First Nations housing on page 27
A 2.1.3 Establish a ‘one-door’ First Nations information portal on page 30

Students should use the questions provided on the Student Worksheet to analyse each section they are looking at.

Step 2

Once complete, engage students in a class discussion around their answers, and the following points:

How well do you think this strategy communicates scientific knowledge?
What makes this communication clear, culturally safe and persuasive?

Take Action: Youth briefing document

Step 1

Ask students to reflect on the language in the First Nations Clean Energy Strategy and whether this language is accessible to young people:

Is the language in the Strategy easy for you to understand?
What could be better?

Direct students to the Student Worksheet and explain that they will now work in pairs to create a one-page youth briefing document titled "How clean energy can shape our future."

This should be created digitally (such as Canva). The youth briefing document must:

Summarise the Strategy in student-friendly language.
Show how science informs community decisions around clean energy.
List three opportunities for or benefits of clean energy for young people in First Nations communities.
Include one recommendation for the government around clean energy, First Nations communities and young people.

Students can be guided by the Strategy and their analysis of it, as well as by the factsheet shared at the start of the lesson.

This rubric can also be used to guide students and for assessment (also available on the Student Worksheet):

	Great - 5 points	Fair - 3 points	Not yet - 0-1 point
Summarising the Strategy	The information in the Youth Briefing Document is clear and relevant, and comprehensively describes the main points of the Strategy (clean energy, community participation and respect for First Nations self-determination).	The information in the youth briefing document is mostly relevant. The main points of the Strategy are included (clean energy, community participation and respect for First Nations self-determination), but could be communicated more clearly.	Much of the information in the youth briefing document is irrelevant or confusing. The main points of the Strategy are not included.
Demonstration of how science informs community decisions	The information in the youth briefing document shows how science informs our understanding of the challenges of climate change and the solutions offered by clean energy. Examples are included.	The information in the youth briefing document refers to the use of science, but it is unclear about why this science is important. No examples are included.	No reference to science is included in the youth briefing document.
Inclusion of opportunities and recommendations	Three opportunities and one recommendation are included.	Some opportunities and/or recommendations are included.	Opportunities and/or recommendations are not included.
Use of student-friendly language	The language is accessible to younger readers. There are no spelling or grammatical errors.	The language is mostly suitable for younger readers; however, there are no spelling or grammatical errors.	The language is not suitable for younger readers, and there are many spelling and grammatical errors.

Step 2

Invite volunteers to share their work with the class and engage students in a class discussion around how they communicated the science, and what opportunities and recommendations they included. Based on the points raised during your discussion, give students time to amend their documents.

Reflection

Ask each pair to film a 1-minute policy explainer video for their youth briefing document, "How clean energy can shape our future." The target audience for this explainer is other students of the same age.

First Nations Clean Energy Strategy - Policy, Power and Community Benefits

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson

First Nations Clean Energy Strategy - Policy, Power and Community Benefits

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson