1788: Waruwi

Waruwi is an Aboriginal girl looking after her Nana while the rest of her extended family is away from camp. It's just for a day but what a day it turns out to be.

Please note that 1788 unfolds across two episodes, told through the eyes of two children, Waruwi and Dan.

The 1780s mark 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 eleven 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

How does seeing the arrival of the British through Waruwi’s eyes help us understand that the history of 1788 was mostly written from the colonisers’ perspective, and what changes when we listen to voices that were not recorded at the time?

Clip 1: The Encounter

Waruwi encounters a cow for the first time and is unsure what to make of it. After seeing some Marines and a drummer boy, she returns home to Nana to tell her about the 'ghost people' and the cow.

Tuning In

Waruwi sees a cow for the first time and observes British Marines and a drummer boy. She returns to Nana and describes the strangers as “ghost people.”

As you watch, think about:

What Waruwi notices that others might miss?
How she describes the cow and the strangers?
What her reaction tells us about curiosity, culture and observation?

As a class, use the See/Think/Wonder thinking routine to analyse the details and your own curiosities of this scene:

I see… (cow, boots, red coats)
I think… (they are strange, loud, unfamiliar)
I wonder… (who they are, what they want, why they came)

Finding Out & Sorting Out

Investigate how early contact, cultural perspectives and historical sources help us understand this moment in 1788.

Choose one of the following tasks:

Option 1: Source Analysis - Visual Encounter

Use historical image prompts to examine a colonial painting or sketch of first contact:

Who made this image and why?
What do you see? What’s missing?
How might Waruwi’s view differ?

Option 2: Soundscape Mapping

Create a sound map of Waruwi’s day, capturing natural and unfamiliar sounds and her emotional responses.

Option 3: Perspective Writing

Write two short descriptions of the same moment:

one from Waruwi’s point of view
one from Dan’s or a soldier’s point of view

Compare how language, emotion and focus differ

Making Connections

Inquiry journal reflection

Write a short reflection responding to this question:

What does Waruwi’s story teach us about how First Nations children experienced the arrival of the British?

Your reflection should include one idea about what Waruwi observed, one idea about her cultural knowledge, and one question you are still curious about.

Use evidence from the clip and describe at least one part of Waruwi’s cultural knowledge, such as tracking, listening or careful observation. Make a personal or present-day connection, for example noticing something unfamiliar or meeting someone new. Ask a thoughtful question that shows curiosity about early contact or different cultural perspectives. Use respectful language when referring to First Nations Peoples and cultures.

If you need support, try a sentence starter, such as: “Waruwi noticed…”, “This shows that…”, “I think she felt…”, “One question I still have is…”

Clip 2: Little Drummer Boy

Waruwi takes Dan's boots while he is in the water, but does not find them to be very comfortable. Observing the camp of the soldiers (‘ghost people’), Waruwi is fascinated by one of their musical instruments.

Tuning In

Waruwi takes Dan’s boots, explores the camp, and is fascinated by the unusual musical instrument. She returns the boots, showing curiosity and respect.

As a class discuss:

What motivates Waruwi to take the boots?
What does she learn by observing the camp?
How does she respond to the music?

In small groups, use the Connect / Extend / Challenge thinking routine to:

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

Within the historical context of 1788, explore Waruwi’s decision to return the boots and observe the British visitors from a distance.

What does this tell us about respect across cultures, as you choose one of the following group activities:

Option 1: Artefact Investigation – Boots, uniforms and musical instruments.

Use a source analysis grid to explore:

Who made these items?
What were they used for?
How might Waruwi interpret them differently?

Option 2: Drama roleplay - Two Worlds Meet

Improvise a short scene where Waruwi and Dan meet. Include:

gestures, sounds, and misunderstandings
one moment of connection
one moment of confusion

Making Connections

Work with a partner to create a short illustrated or digital story called The Day the Ghost People Came. Tell the story from Waruwi’s point of view.

Your story should show what Waruwi noticed, how she felt, the choices she made, and what she thought about afterward. Use first-person language so it sounds like Waruwi is speaking.

You can use drawings, images, sound, text or a mix of these to show emotion and perspective. Show that Waruwi is trying to understand cultural differences, for example unfamiliar objects like boots, drums or uniforms. Include at least one moment of curiosity, one moment of confusion and one moment of respect.

Remember to show care and respect in how you tell the story, especially when representing First Nations cultures and perspectives.

Australian Curriculum Links

Year Level	Content Description	Inquiry Sprint + Clip Link	CCP Integration
Year 3	Celebrations, commemorations and perspectives; community life	Clip 1 – The Encounter: Tuning In: notice Waruwi’s observations of the cow and “ghost people”; Finding Out/Sorting Out: source analysis of early contact images, soundscape mapping; Making Connections: journal reflection on First Nations children’s experiences.	First Nations connections to Country; early contact; cultural knowledge and observation.
Year 4	First contact; diversity of experiences; effects of colonisation	Clip 2 – Little Drummer Boy: Tuning In: explore curiosity, confusion and cultural difference; Finding Out/Sorting Out: artefact investigation (boots, drum), ethics & reciprocity chart; Making Connections: multimodal story from Waruwi’s perspective.	Impact of British arrival; cultural protocols; resilience and continuity of First Nations cultures.
Years 5–6	Perspectives, rights and responsibilities; impact of colonisation	Both clips: Tuning In: compare perspectives of Waruwi, Dan and the Marines; Finding Out/Sorting Out: analyse motives, actions and consequences; Making Connections: reflect on cultural difference, respect and early contact.	Shared histories; truth-telling; custodianship; First Nations knowledge systems and responses to invasion.

Year Level	Strand	Content Description	Inquiry Sprint + Clip Link	CCP Integration
Years 3–4	Literature	Describe characters, settings and events; texts reflect cultural context	Clip 1: perspective writing (Waruwi vs Dan); Clip 2: multimodal retelling from Waruwi’s viewpoint.	Recognise diverse identities; include First Nations perspectives and cultural knowledge.
Years 3–4	Literacy	Interact, discuss and present ideas; interpret multimodal texts	Clip 1: soundscape mapping; Clip 2: drama improvisation; class discussion using thinking routines.	Cross-cultural communication; respectful listening and questioning.
Years 5–6	Literature / Language	Explain idea development; create multimodal texts	Clip 2: digital or illustrated story; reflective writing.	Compare colonial narratives with First Nations perspectives; use respectful language and cultural protocols.

Organising Idea	Curriculum Link	Episode 23 Connection
Country/Place	Deep connections to Country	Waruwi’s knowledge of sound, movement and environment; contrast with newcomers’ unfamiliarity.
Culture	Diverse, dynamic cultures	Explore cultural protocols, observation, storytelling and kinship.
People	Identity shaped by Country and community	Waruwi’s responsibilities to Nana and her role within family and camp.
Shared Histories	Effects of colonisation; resilience	Early contact, misunderstanding, curiosity and disruption.
Knowledge Systems	Ongoing influence	First Nations ecological and sensory knowledge guiding Waruwi’s decisions.
Perspectives	Truth‑telling	Waruwi’s viewpoint as a counter-narrative to colonial accounts.

Organising Idea	Curriculum Link	Episode 23 Connection
Asia’s diversity	Explore Asian cultures	Situate early contact within broader regional movement and maritime networks.
Asia–Australia connections	Historical links	Acknowledge pre‑1788 Macassan contact with northern First Nations communities.
Asia’s contributions	Cultural exchange	Compare different cultural responses to newcomers and unfamiliar technologies.