Dan is on his second patrol to the Botany Bay area when he's asked to capture a local dog (a dingo) to take back to the colony's governor. The only trouble is, the dog in question belongs to Waruwi, the girl Dan befriended last time he was in the area. Dan is a young convict boy living in the early days of the Sydney Cove settlement. Life is harsh, food is scarce, and every day brings new challenges as he learns to survive in a place far from home; a place already full of people, culture and law.
The stories and characters in this series are fictional, though some storylines are inspired by moments from history. 1788 unfolds across two episodes, told through the eyes of two characters, Waruwi and Dan.
For the episodes '1788: Waruwi' and '1788: Dan', further context and support can be found in the 1788 Teacher Guide: Waruwi & Dan.
The 1780s marked a profound turning point on the continent now called Australia. For First Nations Peoples, whose ancestors had lived on and cared for Country for tens of thousands of years, with continuing cultures, laws, knowledges and connections to Country, this decade brought invasion, dispossession, disease and deep upheaval. For the invaders - British convicts, marines and officials - who arrived in 1788, including children, it was the beginning of a harsh and uncertain colonial occupation, built on land they did not understand and did not have permission to occupy.
Waruwi and Dan are fictional characters whose stories unfold during the same historical moment, yet from very different cultural perspectives and positions of power. By exploring both stories, we can gain a deeper understanding of the complexity of this period and consider its enduring impact on people's lives and experiences.
Before 1788: Between 500,000 and 750,000 First Nations peoples lived across the continent in diverse nations with their own languages, laws and knowledge systems, including the Gadigal people of the Eora Nation around Sydney Cove. British plans for settlement included instructions for “friendly communication”, yet this was not honoured, and invasion would soon disrupt long-standing relationships to Country without consent or treaty.
1787: On May 11 British ships carrying about 1,500 convicts, marines, officials and children departed. The invaders set out with little understanding of the country or its existing custodians, foreshadowing decisions that would deeply impact First Nations communities.
1788: The First Fleet arrived at Botany Bay between 18 and 20 January, before moving to Port Jackson and anchoring at Sydney Cove on 26 January under Governor Arthur Phillip. The British established a penal colony on Gadigal land without permission, marking the beginning of invasion.
1789: As British occupation expanded, access to Country, food sources and resources was increasingly disrupted, contributing to conflict and resistance. Gadigal and neighbouring groups responded in strategic ways, asserting sovereignty and protecting Country in what are now recognised as early Frontier War conflicts.
1789: A smallpox outbreak spread rapidly through the Sydney region after the arrival of the British. First Nations communities, with no immunity, experienced catastrophic loss of life, reshaping societies and intensifying the trauma and impact of invasion.
1788–1790: The British colony struggled with failed crops, food shortages and a lack of skills among many settlers, including children who were expected to work under strict discipline. These survival efforts took place on Country where First Nations Peoples had established and maintained sophisticated systems of law, knowledge and land management, which British colonisation failed to recognise.
First Nations Focus:
Country and custodianship
First Nations Peoples maintained deep, ongoing relationships with Country despite invasion and disruption. While access to land and resources was restricted, culture, law and identity were not erased and continue today.
Resistance and continuity
First Nations resistance in the 1780s was grounded in sovereignty and responsibility. Cultural practices continued through observation, protocol and adaptation. The fictional story of Waruwi can be used to explore a possible perspective of how children experienced invasion.
Truth‑telling and perspective
Understanding the 1780s requires acknowledging that most written records come from the colonisers’ viewpoint. Dan’s fictional story reveals the harshness of convict life within the colonial system. Waruwi’s fictional story centres the experiences of those whose voices were largely excluded from written history. Together, these perspectives support students to consider whose voices are represented in historical accounts and develop a deeper understanding of invasion, colonisation and dispossession.
What do we learn about truth‑telling when we compare Dan’s written colonial perspective with the First Nations' perspectives that were not recorded at the time?
Dan is ordered to capture Waruwi's dingo for the governor. He tries to warn Waruwi that the Marines plan to take her dog but is unable to communicate his intentions in time. Waruwi attacks the camp with stones, putting the Marines on a state of alert.
Dan is caught between orders and empathy. As you watch, consider:
With a partner, compare the perspectives represented in the story.
Discuss:
Use evidence from the clip to support your ideas, then share your thinking with the class.
Explore how communication, power and cultural misunderstanding shaped early contact.
In small groups, choose one of the following tasks:
Task 1: Communication Breakdown Map
Create a visual map showing:
Use arrows, symbols or captions to show how meaning was lost or misread.
Task 2: Source Analysis - Orders and Obedience
Research and analyse a historical source (e.g., governor’s orders, convict rules).
Ask:
Organise your findings into a PMI Chart (Plus/Minus/Interesting).
Task 3: Perspective Character Map
Explore how different people may have understood and responded to the events represented in the episode. Working in small groups, examine the perspectives of people shown in the stories, such as Waruwi, Dan, a Marine or Governor Phillip.
Discuss:
Create a annotated character map that compares these perspectives using examples from the episode. As you share your ideas, focus on how the stories represent different experiences of the same moment and what this can teach us about understanding the past.
Use evidence from the clip to write a short written respond to the following question:
What can people learn from observing, listening and trying to understand someone with a different perspective?
In your response:
Dan tries to compensate Waruwi for the loss of her dingo by taking a number of items from around the camp and giving them to her. Dan drums out the Marines as they march to the point.
Dan wants to make things right. As you watch, consider these focus questions as you write some key words in your Inquiry Journal:
Organise your thoughts into a grid with three sections, to complete a Connect / Extend / Challenge thinking routine:
Using your notes from the above activity, work together in small groups to explore how objects, gestures and cultural meaning shape relationships.
Choose one task to complete and share with the class:
Option 1: Artefact Comparison
Compare two sets of objects:
Research:
Option 2: Ethics Chart
Chart Dan’s actions:
Motive > Action > Impact > Response
Is giving objects as a gift or compensation enough to repair harm? What else might be needed?
Option 3: Sound and Symbol Task
Explore the drum as a symbol.
Dan tries to repair the harm he has caused by giving Waruwi objects that he believes are valuable. However, Waruwi has lost something that cannot easily be replaced. Think about the difference between something's value and its importance.
Under the heading What Matters Most?, create a Venn diagram with two overlapping circles:
Add words, drawings or symbols to show your ideas.
Then write a short reflection:
Share your ideas with a partner and discuss how people's experiences, cultures and relationships can shape what they value.
Dan prepares to endure a flogging after disobeying orders and leaving his post. However, his punishment is abandoned after Waruwi appears with a puppy for the governor.
Dan faces punishment for doing what he felt was right.
As you watch, think about:
With a partner, Think/Pair/Share as you unpack your thinking:
In this clip, several people's actions influence what happens to Dan. Working in small groups, create a Cause > Action > Outcome flow chart to trace the events in the story.
Include:
For each step, discuss:
When you have finished, discuss:
Waruwi's puppy changes what happens to Dan, even though that may not have been her intention.
Create a Small Actions, Big Impact illustrated page.
Draw or describe one action from the clip that has a big effect on someone else. Around your image, add notes showing:
Then make a connection to your own life by thinking about a time when a small act of kindness, help or generosity made a difference to someone.
Finish with a reflection that finishes this sentence:
"This clip reminds me that..."
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Knowledge and Understanding - History |
causes and effects of changes to the local community, and how people who may be from diverse backgrounds have contributed to these changes
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the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place the causes of the establishment of the first British colony in Australia in 1788 the experiences of individuals and groups, including military and civilian officials, and convicts involved in the establishment of the first British colony
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the economic, political and social causes of the establishment of British colonies in Australia after 1800 the impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment the role of a significant individual or group, including First Nations Australians and those who migrated to Australia, in the development of events in an Australian colony |
significant individuals, events and ideas that led to Australia’s Federation, the Constitution and democratic system of government changes in Australia's political system and to Australian citizenship after Federation and throughout the 20th century that impacted First Nations Australians, migrants, women and children the motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia region |
Knowledge and Understanding – Geography |
the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries the ways First Nations Australians in different parts of Australia are interconnected with Country/Place
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the influence of people, including First Nations Australians and people in other countries, on the characteristics of a place
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Understanding – Civics and Citizenship |
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diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity |
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Skills – Questioning and Researching |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
Skills - Interpreting, analysing and evaluating |
analyse information and data, and identify perspectives |
analyse information and data, and identify perspectives |
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Skills - Concluding and decision-making |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
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Skills - Communicating |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Language |
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources |
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Literacy |
recognise how texts can be created for similar purposes but different audiences use interaction skills to contribute to conversations and discussions to share information and ideas plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume |
compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
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describe the ways in which a text reflects the time and place in which it was created use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
Aboriginal and Torres Strait Islander Histories and Cultures
Country/Place
Students explore the deep connection First Nations Peoples have with Country through Waruwi's ability to interpret sounds, movement, animals and environmental cues that the newcomers do not understand. By comparing Waruwi's knowledge of Country with Dan's unfamiliarity and dependence on military structures, students gain insight into the ways Country shapes identity, responsibility and belonging.
Culture
Students examine First Nations cultural practices, protocols and knowledge systems through Waruwi's interactions with family, community and the environment. The lessons highlight the importance of observation, storytelling, reciprocity and respect, showing how cultural values are expressed through everyday actions and relationships, including Waruwi's responses to the newcomers and her gift of the puppy.
People
Students consider how identity is shaped by relationships with Country, culture, family and community. Through Waruwi's responsibilities to Nana, her care for her dingo and her role within her community, students explore First Nations perspectives on belonging, while comparing these with Dan's experience as a young convict subject to colonial authority and expectations.
