1788: Dan
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.
Please note that 1788 unfolds across two episodes, told through the eyes of two children, Dan and Waruwi.
1780s Decade Overview
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, this decade brought invasion, dispossession, disease and deep upheaval. For the invaders - British convicts, soldiers and officials - who arrived in 1788, including children, it was the beginning of a harsh and uncertain colonial experiment, built on land they did not understand and did not have permission to occupy.
Waruwi and Dan’s stories unfolded at the same time, yet from vastly different positions of power. Holding both truths is essential to understanding the decade and its lasting impacts.
Before 1788: Between 500,000 and 750,000 First Nations people 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: In May 11 British ships carrying about 1,500 convicts, marines, officials and children departed for an unknown land. 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 by 27 January under Governor Arthur Phillip. The British established a penal colony on Gadigal land without permission, marking the beginning of invasion.
1789: First Nations communities recognised the invaders were staying, leading to increasing conflict as land use, food sources and access to Country were disrupted. Gadigal and neighbouring groups resisted 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 land already rich in knowledge and law, which the invaders largely ignored, further entrenching dispossession for First Nations people.
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. Stories like Waruwi’s show how children experienced invasion through careful watching, listening and knowledge of Country.
Truth‑telling and perspective
Understanding the 1780s requires acknowledging that most written records come from the colonisers’ viewpoint. Dan’s story reveals the harshness of convict life within the colonial system. Waruwi’s story centres the experiences of those whose voices were largely excluded from written history. Together, these perspectives support truth‑telling about the foundations of so-called Australia and the beginnings of dispossession.
Provocation Question
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?
Clip 1: First contact
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.
Tuning In
Dan is caught between orders and empathy. As you watch, consider:
- What does Dan try to do?
- Why can’t he communicate clearly?
- How does Waruwi respond, and why?
With a partner, use the Step Inside thinking rountine to guide your discussion:
- Step inside Dan’s shoes: What might he be thinking, feeling, wondering?
- Step inside Waruwi’s shoes: What might she be thinking, feeling, wondering?
Share your ideas with the class.
Finding Out & Sorting Out
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:
- Dan’s intention
- Waruwi’s interpretation
- The Marines’ reaction
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:
- What do these orders tell us about power and punishment?
- How might Dan feel about following them?
Organise your findings into a PMI Chart (Plus/Minus/Interesting).
Task 3: Role-play Circle
Students take on roles (Dan, Waruwi, Marine, Governor) and respond to the question:
‘What should happen next?’
Use respectful dialogue and cultural protocols to explore conflict resolution, as your group writes a script and role-plays the next scene of this story.
Making Connections
As a follow-up task to the role-play activity above, write a Reflective response in your ‘My Place’ Inquiry Journal:
“What happens when people try to do the right thing but don’t have the tools to communicate?”
Success criteria:
- Uses evidence from the clip
- Shows at least two perspectives
- Proposes a clear, realistic solution
Learning support:
- Provide sentence starters, using key words and phrases
- Ask students to include historical context from their research notes and previous tasks (such as convict risks, cultural protocols)
Clip 2: Governor's Orders
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.
Tuning In
Dan wants to make things right. As you watch, consider these focus questions as you write some key words in your Inquiry Journal:
- What does Dan choose to give Waruwi?
- What do these items mean to him?
- How might Waruwi interpret them?
Organise your thoughts into a grid with three sections, to complete a Connect / Extend / Challenge thinking routine:
- Connect: What does this remind me of?
- Extend: What new ideas does this give me?
- Challenge: What questions or tensions does this raise?
Finding Out & Sorting Out
Using your ‘Tuning In’ notes, 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:
Task 1: Artefact Comparison - Camp vs Country
Compare two sets of objects:
- British camp items (drum, boots, tools)
- First Nations items (dingo, stone, movement)
Research:
- What do these objects represent?
- How might their meanings differ across cultures?
Task 2: Ethics Chart - Gift or Compensation?
Chart Dan’s actions:
-
Motive → Action → Impact → Response
Discuss: Is giving objects enough to repair harm? What else might be needed?
Task 3: Sound and Symbol Task
Explore the drum as a symbol.
- What does it mean to Dan?
- What might it mean to Waruwi?
- How do sound and rhythm communicate power or emotion?
Making Connections
Create a short dialogue or comic strip showing Dan and Waruwi trying to understand each other through objects, gestures or sound.
Success criteria:
- Uses evidence from the clip
- Shows at least two perspectives
- Communicates a clear emotional or cultural exchange
Learning support:
- Provide visual templates, such as a storyboard
- Find references and visual clues from previous tasks, to ensure appropriate cultural interpretation and ethical reflection are included
Clip 3: Cat-o'-nine-tails
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.
Tuning In
Dan faces punishment for doing what he felt was right.
As you watch, think about:
- What risk did Dan take by disobeying?
- Why does Waruwi appear with a puppy?
- What does this moment say about justice and relationships?
With a partner, Think/Pair/Share as you unpack your thinking:
- What do you notice?
- What makes you say that?
- What might this mean?
Finding Out & Sorting Out
Explore how justice, empathy and cultural exchange shaped early relationships.
Choose one group task:
Task 1: Historical Justice Comparison
Compare convict punishments (e.g., flogging) with First Nations justice systems (e.g., restorative practices, kinship accountability, law vs lore).
Ask:
- What values are behind each system?
- What does “making things right” look like?
Task 2: Symbolic Gesture Reflection
Discuss and prepare an oral presentation for the class:
- What does the puppy represent?
- How does this act shift the power dynamic?
- What does it teach us about cultural generosity and resilience?
Task 3: Restorative Response Plan
- What harm occurred?
- What needs to be repaired?
- What actions show respect and understanding?
Draft a short Restorative Response Plan (RRP) - three steps a community could use to repair harm while recognising why the rule was broken. Share your chart and explain why your restorative steps are fair and achievable.
See Teacher’s Notes for an RRP lesson plan and example of a Restorative Response Plan, applied to the Dan and Waruwi scenario.
Making Connections
Choose a creative way to explore the cross-cultural tension we see between Dan and Waruwi, such as a Comic Strip, Storyboard or podcast script titled “What does justice look like when cultures collide?”
Format: Individuals or pairs create a 6‑panel comic showing: rule broken → discovery → community reaction → apology/repair → restitution → repaired relationship.
Include captions that explain motives and one speech bubble showing a restorative step.
Success criteria:
- Uses evidence from the clip
- Shows at least two perspectives
- Proposes a respectful, realistic response to conflict
Learning support:
- Provide sentence starters for younger students
- Ask older students to include historical and ethical context
- Success criteria: clear narrative arc; shows cause/effect; includes at least one restorative action
Learning support: provide a comic strip scaffold with panel prompts.
Australian Curriculum Links
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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.
Additional Resources
Episode Stills
Goodwin And Dan
Dan Running On The Beach
Waruwi Up The Tree
Dan With The Soldiers
Dan Drumming
Dan With Lapa, The Dingo
Nana And Waruwi With The Cow
Dan And Goodwin
Dan in nature
Dan and Waruwi
Dan with soilders
Dan running on the beach
Dan With The Soldiers
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