ACTF

1788 Teacher Guide: Waruwi & Dan

Teaching the 1780s with sensitivity, truth telling and empathy with My Place Episode 23: '1788: Waruwi' and Epiosde 24: '1788: Dan'.

Purpose of this guide

Episodes 23 and 24 take place during one of the most sensitive and significant decades in Australian history: the 1780s, the moment of first sustained contact between First Nations peoples and British arrivals.

This guide supports teachers to approach these episodes with:

  • Truth-telling
  • Cultural safety
  • Historical accuracy
  • Empathy and multiple perspectives
  • Age-appropriate clarity for primary students

Why the 1780s require special care

The arrival of the British in 1788 is a turning point in Australian history. For some, it signals the beginning of modern Australia. For others, it marks invasion, dispossession, the loss of land and resources, and the disruption of law, culture and kinship for First Nations Peoples, as well as the start of ongoing resistance and survival.
 
Both truths must be held together.
 
Students can engage with this complexity when it is explored through stories, relationships, fairness and empathy.
 

Principles for ethical, sensitive teaching

Truth telling without trauma

Truth telling can be approached without causing trauma by using clear, honest language without graphic detail. For example, teachers might explain that the British arrived and began taking land that was already home to First Nations peoples, which led to conflict, fear and significant changes for First Nations communities. It is also important to highlight that First Nations peoples resisted, adapted and continued their cultures. Care should be taken to avoid euphemistic language such as “peaceful settlement,” as it can obscure the realities of the past.

 

Seeing history from more than one viewpoint

Students benefit from understanding that history is experienced in different ways, depending on who you are and where you stand. Looking at shared moments through different perspectives helps build empathy and a deeper understanding of the past. Teaching both perspectives helps students recognise that history is not a single story, but something experienced differently by different people.

 

Waruwi (First Nations girl) Dan (convict boy)
Deep connection to Country, with strong cultural knowledge, law and kinship guiding daily life. Experience shaped by the harsh British justice system, leading to transportation and dislocation.
Shows curiosity and confusion about the newcomers while maintaining agency, skill and careful observation. Lives with fear, focused on survival and labour in an unfamiliar environment.
Experiences disruption to daily life as new arrivals impact her world. Forms new relationships with land and authority, often with limited understanding of First Nations law and culture.

 

Language that honours First Nations sovereignty

Language plays a key role in honouring First Nations sovereignty and supporting contemporary truth telling. Teachers are encouraged to use terms aligned with Australian Curriculum Version 9.0, such as Country rather than “land,” First Nations Peoples, and invasion, arrival or landing rather than “discovery.” Other important concepts include custodianship, as well as resistance and resilience, recognising the strength and continuity of cultures. It is also essential to acknowledge the depth of First Nations histories, often described as deep time history, spanning more than 65,000 years.

Focusing on relationships and understanding

Primary students are more likely to connect with historical events through ideas such as fairness, belonging, curiosity, empathy and problem-solving. Rather than centring conflict, early contact can be framed through relationships and human experiences, including misunderstandings, different worldviews, moments of generosity and moments of fear. This approach also highlights how children made sense of change in their own worlds, supporting students to engage with the past in a meaningful and age‑appropriate way.

 

Highlight continuity and cultural strength

It is important not to frame 1788 as the beginning of Australian history. Teaching should instead emphasise the deep continuity and strength of First Nations cultures, including tens of thousands of years of continuous history, sophisticated knowledge systems, and ongoing custodianship of Country. This approach also recognises the resilience of First Nations Peoples through their cultural survival and adaptation across generations.

 

Inquiry questions that open thinking

 

Preparing students to engage with 1788 episodes

Before viewing, take time to prepare students with a shared understanding. Acknowledge that people experienced 1788 in different ways and explain that these episodes tell the story through the eyes of two children. Emphasise that First Nations cultures are ancient, strong and continuous. Let students know they may feel confusion, a sense of unfairness or sadness, and reassure them that these responses are a normal part of learning about history. Before moving into the clip activities, invite students to take part in a short reflection activity, such as a think-pair-share or journalling task, to consider what it means to see the same event from different perspectives.

During viewing, encourage students to pay close attention to relationships, emotions and interactions. Prompt them to notice moments of misunderstanding, cultural knowledge, generosity and fear. This helps shift the focus from simply following the plot to recognising the human experiences and perspectives within each scene.

After viewing, support students to deepen their understanding through open inquiry. Questions such as What surprised you? What felt unfair? What did Waruwi know that Dan did not? How might these events still matter today? can help students reflect on what they have seen and connect it to broader ideas about history, perspective and empathy.

When discussing Dan’s interactions with the British military, it is important to use the term “marines” rather than “soldiers” to support historical accuracy and truth telling. You might explain this to students in a simple way, such as: “The men in red coats were marines, not soldiers. They worked for the navy and were sent to guard the convicts and help run the new colony.”

The British military personnel who arrived with the First Fleet in 1788 were members of the British Marine Corps. Four companies, led by Major Robert Ross, were deployed specifically to guard convicts and maintain order in the new penal colony. These marines had experience at sea, including overseeing prisoners on board ships, and were part of a distinct branch under naval command.

It is important to note that army soldiers were not part of the initial First Fleet landing. Marines were selected because they were considered more reliable for shipboard discipline and coastal operations. Referring to them as “soldiers” is historically inaccurate and can lead to misunderstandings about how authority and control operated in the early colony.

Australian Curriculum Version 9.0

This curriculum matrix brings together learning across Years 4–6, aligning Episodes 23 and 24 with the Australian Curriculum Verison 9.0. It supports teachers to explore the events of 1788 through multiple perspectives, with a focus on truth telling, cultural safety and respectful engagement with First Nations knowledge. The tables highlight how each learning area connects to key content descriptors and capabilities, and show how the episodes can be used to deepen student understanding of Country, identity, and the ongoing impacts of colonisation.

 

These episodes align strongly with the truth telling intent embedded in the Australian Curriculum v9, supporting students to engage with multiple perspectives and develop an informed understanding of Australia’s past and present.

History – Year 3
ACHASSK064 focuses on celebrations and commemorations, including Australia Day, ANZAC Day and National Sorry Day, and their significance to different groups. The episodes support this learning by presenting 26 January through multiple perspectives, including its meaning as Australia Day and as Invasion Day or Survival Day.

History – Years 9–10
AC9HH9K02 and AC9HH10K02 examine British colonisation, including differing interpretations of “settlement” and “invasion”, as well as the Frontier Wars, dispossession and the impacts of European colonisation. The episodes provide accessible language and contexts for truth telling, helping students understand contested histories and engage with diverse viewpoints.

Civics and Citizenship – Years 7–10
AC9HC7K03, AC9HC8K03 and AC9HC9K03 explore Australian identity, with attention to Aboriginal and Torres Strait Islander perspectives on national days and historical events. The content supports meaningful discussion of Invasion Day and Survival Day, encouraging students to reflect on how national identity is shaped and experienced differently.

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures
The episodes embed this priority by foregrounding key concepts, including Country and Place, Culture, People, continuity and change, perspectives and truth telling, the impacts of colonisation, and ongoing resilience. This supports the expectation that First Nations perspectives are integrated throughout the study of the 1780s and beyond, rather than treated as an add-on.

HASS – History

HASS – Civics and Citizenship 

 

Strand Content descriptors How the episodes support learning
Visual Arts AC9AVA4E01, AC9AVA5E01, AC9AVA6E01, AC9AVA4C01 Students explore representations of Country, culture and identity. They create artworks that communicate place and perspective.
Drama AC9ADR4C01, AC9ADR5C01, AC9ADR6C01, AC9ADR6D01 Role play and improvisation allow students to explore relationships and viewpoints. Reflection tasks support understanding of historical and social ideas.
Media Arts AC9AMA4C01, AC9AMA6E01 Students create multimodal stories and analyse how media represents people and cultures from different perspectives.

 

Year level Content descriptors How the episodes support learning
Year 4 AC9S4U01, AC9S4H02 Waruwi’s understanding of Country demonstrates how living things depend on environment and reflects sustainable knowledge systems.
Year 5 AC9S5U01, AC9S5H02 Adaptation and land management are explored through First Nations ecological knowledge and practices.
Year 6 AC9S6U01, AC9S6H02 Environmental conditions and survival are highlighted through contrasting experiences. First Nations knowledge of seasons, navigation and resources is embedded.

 

Strand Content descriptors How the episodes support learning
Design and Technologies AC9TDE4K01, AC9TDE5K01, AC9TDE6K01, AC9TDE4P01 Students investigate how communities use materials, tools and systems. They explore sustainable practices, including First Nations technologies.
Digital Technologies AC9TDI4P01, AC9TDI5P01, AC9TDI6P01 Students create digital stories, timelines and presentations. They analyse how systems represent people and perspectives.

 

Priority Key focus areas How the episodes support learning
Aboriginal and Torres Strait Islander Histories and Cultures Country and Place, Culture, People, Continuity and change, Perspectives, Impact of colonisation, Resilience Waruwi’s story foregrounds connection to Country and cultural knowledge. Both episodes support truth telling, multiple perspectives and recognition of ongoing strength.
Asia and Australia’s Engagement with Asia Early connections, movement of people Contextual links to early contact and broader patterns of movement and exchange.
Sustainability Ecological knowledge, resource use First Nations knowledge systems highlight sustainable practices and care for Country.

 

Capability Focus How the episodes support learning
Intercultural Understanding Cultural perspectives, respect, reflection Students engage with First Nations worldviews, reflect on assumptions and communicate respectfully across cultures.
Ethical Understanding Fairness, justice, responsibility The episodes prompt discussion about colonisation, empathy and consequences of actions.
Critical and Creative Thinking Analysis, questioning, interpretation Students compare perspectives, analyse sources and generate questions about the past.
Literacy and Numeracy Multimodal interpretation, communication Students engage with timelines, maps and narratives and create their own texts and representations.

 

Additional resources for truth telling

The following resources offer high-quality, classroom-ready support for both primary and secondary teachers, with a focus on respectful and accurate approaches to teaching Australia’s history:

These resources model the use of respectful and precise language, present multiple perspectives, and support inquiry-based learning. They are aligned with Australian Curriculum Version 9.0 and provide practical guidance for embedding truth telling in classroom practice.

Teacher reflection: Examining practice and perspective

Teaching about 1788 invites ongoing reflection on the perspectives we bring into the classroom. Consider how your own experiences, schooling and cultural lens may shape what you emphasise, question or leave unexplored. Reflect on the narratives you are most familiar with and where they may privilege some viewpoints over others.

Think about how First Nations voices are positioned in your teaching. Are they central to the learning, or included as an addition? How can you ensure that Aboriginal and Torres Strait Islander perspectives are embedded meaningfully, with attention to authority, authenticity and respect? 

It is also important to reflect on how you create a classroom environment that is both truthful and emotionally safe. Consider how you support students to engage with challenging content in ways that build empathy and understanding. Finally, think about how students can be guided to respond thoughtfully, identifying opportunities to act with respect, care and informed awareness in their own lives.