1988: Lily
In this episode Lily’s cousin Phuong arrives with her parents from Vietnam. But the perfect cousin turns out to be a real threat to Lily’s standing at home and school. Through jealousy and discomfort, Lily begins to understand family dynamics and cultural differences.
1980s Decade Overview
After the social revolution of the 1970s, the 1980s witnessed an economic transformation and growing grassroots activism for environmental and First Nations rights.
1983: A national campaign to stop the damming of the Franklin River led to a High Court victory - an iconic moment in environmental protest.
1984: The Sex Discrimination Act made it illegal to discriminate on the basis of gender, advancing women’s rights.
1985: The Hawke government handed back ownership of the Uluru-Kata Tjuta National Park to the Anangu people - a milestone for land rights.
1987: Sally Morgan published My Place, a powerful First Nations memoir that expanded mainstream awareness.
1988: First Nations activists protested at the Commonwealth Games in Brisbane, chanting "the whole world is watching" to call attention to land rights.
First Nations Focus: Students can explore how land rights, storytelling, and protest shaped identity and reconciliation during the 1980s.
Provocation Questions
Is speaking English what makes someone 'Australian’ or is there more to belonging than language?
How do the stories we tell and hear shape who feels included?
Clip 1: First Day
Lily brings her cousin Phoung to her school for the first time. Lily and her friends assume that Phoung cannot speak English and have a conversation about what it means to be Australian.
Tuning In
Watch the clip closely and pay attention to how first impressions shape the way Lily and her friends treat Phuong.
- How does Lily feel about Phuong coming to school?
- What does this tell us about friendship and welcoming someone new?
- How is Phuong misjudged because of how she looks, speaks or where she is from? How might she feel?
- What assumptions do Lily and her friends make about Phuong’s English?
- Does speaking English make someone ‘Australian’? What else might make someone feel they belong?
- How can we support others to feel included and prevent unfair judgments?
Finding Out & Sorting Out
In pairs, brainstorm the ways you feel welcome at school. Record three key ideas that come from your dicsussion.
Compare these to Phuong's experience in this clip:
Compare these to Phuong's experience in this clip:
- Did Phuong experience any of these welcoming actions?
- What was missing for her?
- How might those missing actions have changed her first day?
Rewrite the short moment in the clip where Lily introduces Phuong to her friends so that everyone's interactions are welcoming and supportive.
Making Connections
Think about the clip where Phuong visits Lily’s school and how first impressions shaped her experience. Now, connect this to your own life.
Write a personal journal entry in response to one of these prompts:
- A time I felt included and welcome…
- A time I felt misunderstood and what helped (or could have helped)…
Make sure your journal entry includes the following:
- Describe what happened and who was involved.
- Explain how you felt and why.
- Reflect on what made the experience positive or what could have improved it.
Clip 2: The Bicentenary
Lily and her friends are painting the school sign for the Bicentenary when she tells her cousin, Phoung, a false story about how convicts were treated in early Australia. Phoung repeats this story to the class as part of a report on the First Fleet.
Tuning In
Start by watching the clip about Lily, Phuong and the Bicentenary, and think about how one story can change the way we see history and each other.
Reflect on Lily’s story and Phuong’s reaction. Was there a miscommunication? How do Lily’s impatience or assumptions affect Phuong’s understanding? What is the Bicentenary, and why do perspectives on it differ? How can one story be misunderstood when only one voice dominates? How do the stories we tell shape who is included or excluded?
As a class, discuss:
As a class, discuss:
- Whose stories are heard, and whose are overlooked
- How do the stories we tell shape who we think belongs?
- Can one story ever tell the whole truth?
Finding Out & Sorting Out
Now dig deeper to find out the stories behind the Bicentenary and explore why hearing different voices matters. In small groups:
- Research different accounts of the Bicentenary, including First Nations perspectives and historical protests.
- Compare these perspectives: Which voices were dominant in mainstream narratives, and which were overlooked?
- Discuss how including multiple viewpoints changes our understanding of the past.
- Create a Bicentenary poster that presents multiple perspectives, ensuring First Peoples’ voices are included and respected.
As a class, discuss the following questions:
- Whose stories are heard, and whose are overlooked?
- How do the stories we tell shape who we think belongs?
- Can one story ever tell the whole truth?
- What makes a story trustworthy or powerful? Consider honesty, perspective, emotions and evidence.
Making Connections
Write two short diary entries about the classroom moment when Phoung repeats the false story about convicts, which she learned from Lily.
Entry 1: Lily’s perspective: How does she feel when Phoung repeats the story? Why did she tell the false story in the first place? How did assumptions or impatience influence what happened? Did she notice the misunderstanding? Did she correct it?
Entry 2: Phoung’s perspective: How does she experience sharing the story? Does Phoung feel betrayed by Lily in this moment? Does Phoung feel she belongs? Why or why not?
Compare your two entries and discuss the following questions as a class:
- Where are Lily’s and Phuong’s experiences similar or different?
- How did assumptions and impatience affect communication and belonging?
- How do the characters’ experiences influence their sense of belonging?
- How does this connect to your own life, family, or community?
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 significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals |
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 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 |
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 |
Understanding – Civics and Citizenship |
why people participate within communities and how students can actively participate and contribute to communities |
diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity |
how citizens (members of communities) with shared beliefs and values work together to achieve a civic goal |
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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 |
interpret information and data displayed in different formats analyse information and data, and identify perspectives |
interpret information and data displayed in different formats analyse information and data, and identify perspectives |
evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships evaluate primary and secondary sources to determine origin, purpose and perspectives |
evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships evaluate primary and secondary sources to determine origin, purpose and perspectives |
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 the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
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identify the subjective language of opinion and feeling, and the objective language of factual reporting |
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources |
understand the uses of objective and subjective language, and identify bias |
Literature |
discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators |
recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors
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identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors |
identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors |
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
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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
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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
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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
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Aboriginal and Torres Strait Islander Histories and Cultures
People
Students investigate how different historical narratives shape understandings of Australia's past, particularly through examination of the Bicentenary and First Nations perspectives. The focus on multiple viewpoints supports truth-telling and respectful engagement with First Nations voices.
Asia and Australia's Engagement with Asia
Asia and its Diversity
Phuong's experiences as a Vietnamese migrant highlight the diversity of cultures, languages and experiences that exist within Asian and Asian-Australian communities. Students explore how cultural background influences identity, belonging and relationships.
Asia-Australia Engagement
The lesson examines migration from Vietnam to Australia and the ways cultural exchange shapes families, communities and national identity. Students consider how Asian-Australian experiences contribute to contemporary Australian society.
Critical and Creative Thinking
Students analyse assumptions, compare historical perspectives on the Bicentenary and evaluate the reliability and impact of different stories and viewpoints.
Ethical Understanding
Students consider the ethical implications of stereotyping, exclusion, misinformation and the responsibility to represent people and histories fairly.
Intercultural Understanding
Students explore cultural diversity, reflect on differing experiences of belonging and develop respect for the perspectives of people from different cultural backgrounds.
Personal and Social Capability
Students build empathy by examining the experiences of Lily and Phuong and reflect on how their own actions can foster inclusion and positive relationships within communities.
Additional Resources
Additional Clip: Food and chores
Lily and her cousin are working in the family restaurant, creating rice-paper rolls. The rolls are tricky and delicate to make and need an experienced hand. Phoung is congratulated for her skilful making of the rolls and Lily is embarrassed by her efforts.