ACTF

2008: Laura

In this episode, Laura borrows a dinghy to play in the canal. It sinks, taking with it the ashes of its owner's dog. Laura can't find a way to own up and say sorry. Later in the episode, Laura and her family attend a community screening of the Prime Minister’s apology. 

2000s Decade Overview

The 2000s began with optimism. Sydney hosted the Olympic Games in 2000, showcasing Australia on the global stage. But this hope was soon tempered by fear and division.

  • 2001: The September 11 attacks in the USA reshaped global politics. Australia responded with increased surveillance and military involvement in Afghanistan and Iraq.
  • 2005: The Cronulla riots exposed racial tensions and sparked national debate about multiculturalism and belonging.
  • 2008: Prime Minister Kevin Rudd delivered the Apology to the Stolen Generations on 13 February. That evening, Elder Matilda House performed the first Welcome to Country in Parliament House—marking a cultural turning point.
  • 2008: The Global Financial Crisis hit, but Australia avoided recession due to strong mineral exports and government stimulus.

First Nations Focus: The Apology and Welcome to Country offer key moments of truth-telling and cultural recognition. Students can explore how these relate to personal and national responsibility.

Provocation Question

 What does it mean to say sorry, and who needs to hear it?

Clip 1: The Dinghy Incident

Laura is playing in a small boat on the water. The playful adventure takes an unexpected turn when the boat begins to sink. In the chaos, a container holding the ashes of the boat owner's cherished dog are thrown overboard.

Tuning In

As a class, discucss the following

  • How does Laura feel in this scene?
  • Why does Laura find it difficult to admit what happened?
  • What could Laura have done differently?
  • How might Michaelis feel when they discover the ashes are gone?

Finding Out & Sorting Out

In small groups, practise communication and problem-solving. Act out a short scene where Laura decides to tell the truth.One person plays Laura, another plays Michaelis and others can be family or friends giving advice. Test out different ways Laura could apologise. Which approach feels most respectful and honest? 

Present your scene back to teh class and discuss how does tone and body language can also affect an apology.

Making Connections

Imagine you are Laura writing a letter to Michaelis. In the letter include, what happened and why, how you feel about the mistake and a sincere apolgy and an offer to help fix it. Share letters in pairs and discuss what makes an apology meaningful.

Extension Challenge

Before watching the next clip discuss why you think the episode ends with the Prime Minister’s apology? How does this connect to the idea of taking responsibility for mistakes - both personal and national?

Clip 2: The Apology

Laura and her family are at the community centre to listen to Prime Minister Kevin Rudd’s address to Indigenous people apologising for decades of government policy that allowed children to be stolen from their families. However, Laura is more concerned with the apology she needs to make to Michaelis.

This clip and activies explore an important and sensitive part of Australia’s history, the Stolen Generations. It refers to the children of First Nations peoples who were forcibly removed from their families under government policies. These events caused deep hurt and lasting impacts on individuals, families and communities. Because this topic can be upsetting, please approach it with care and respect. It is important to listen to voices from First Nations communities and understand why truth-telling matters for healing and reconciliation. Please remember to work thoughtfully, use trusted sources, and be mindful of the feelings these stories may evoke.

 

Tuning In

As a class, discuss the following questions:

  • What is happening in this scene? Describe the setting and the event taking place at the community centre.
  • How do you think people in the room might feel as they listen? Look closely at their faces and body language. Do you notice emotions such as sadness, relief or hope? Why might they feel this way?
  • What does the word apology mean in this context? 

Watch Kevin Rudd's full apology speech. Highlight key phrases that show responsibility, empathy and commitment to change and discuss why are these words important.

Finding Out & Sorting Out

Work in groups to investigate the following questions:
  • What is the Stolen Generations? Who were/are the children affected? Why were/are they taken from their families?
  • When and why did this happen? What government policies allowed this? Which time period was most affected?
  • What happened to the children and their families? How did removal impact their lives? What were the long-term effects on culture and identity?
  • How do we know about these stories today? What sources can we use (For example, oral histories, interviews, official reports)? Why is truth-telling important?
  • How is this history remembered now? What memorials, artworks or events help us remember? How does this connect to reconciliation today?
Create one of the following ways to share your research with the class:
 
Option 1: A fact sheet summarising key findings under clear headings.

Option 2: A visual Ttmeline showing major events leading to the National Apology.

Option 3: A poster or digital presentation titled “Why Truth-Telling Matters” that includes key facts, images or symbols of belonging and healing.

Option 4: A short reflection: Why is it important for all Australians to learn this history?

Making Connections

Use these questions for deeper reflection and discussion:
  • What voices are missing from the apology? Whose perspectives were not heard or represented? Why does this matter?
  • How do these stories connect to my own life? Can you think of times when saying sorry or telling the truth was important in your own experiences?
  • How can I use what I’ve learned to make a difference in my local area? What actions can you take, big or small, to show respect and support reconciliation in your school or community?
Create a visual or written piece that compares and connects the two apologies:
  • The National Apology to the Stolen Generations
  • Laura’s apology to Michaelis in My Place

Australian Curriculum Links

Year

Content Description

CCP Integration

Year 3

AC9HS3K02 

Significance of commemorations

Explore the Apology as a national act of truth-telling and healing

Year 4

AC9HS4K02

Impact of colonisation

Examine the Stolen Generations and the role of Elders in cultural continuity

Year 5

AC9HS5K02

 Causes and effects of change

Investigate reconciliation and the role of government in addressing past injustices

Year 6

AC9HS6K02

Democratic values and processes

Analyse the Apology as a democratic milestone and its cultural significance

Year 7

AC9HH7K01

Historical perspectives

Evaluate First Nations perspectives on colonisation and resilience

Year 8

AC9HH8K02

Continuity and change

Connect global events (e.g. 9/11) with local impacts on First Nations communities

Year 9

AC9HH9K06

Significance of historical events

Assess the Apology’s role in shaping national identity and cultural recognition

Year 10

AC9HH10K11

Human rights and social cohesion

Explore the legacy of the Stolen Generations and the importance of cultural safety

 

Year

Content Description

CCP Integration

Year 3–4

AC9E3LE01 / AC9E4LE01  Personal responses to texts

Reflect on Laura’s emotional journey and connect with First Nations storytelling traditions

Year 5–6

AC9E5LE01 / AC9E6LE01 Characterisation and theme

Analyse Laura’s moral dilemma alongside the Apology’s themes of truth and responsibility

Year 7–8

AC9E7LE01 / AC9E8LE01 Representation and voice

Explore First Nations perspectives through Laura’s mob and the community gathering

Year 9–10

AC9E9LE01 / AC9E10LE01 Intertextuality and context

Connect the episode to broader texts on reconciliation, identity, and cultural resilience

 

Country/Place: Highlight the significance of Welcome to Country and the connection to land and community in Laura’s story.

Culture: Explore the diversity and strength of First Nations cultures through the mob’s gathering and shared storytelling.

People: Acknowledge the lived experiences of the Stolen Generations and the role of Elders like Matilda House in cultural leadership.

Additional Resources

Episode Stills

Two girls are sitting in a small boat on a body of water, smiling at the camera. One girl is holding a stick with a doll's head attached to it, while the other is sitting casually with her hand on the boat's edge. The water reflects the surroundings softly.

Laura and Soriya in the dinghy. 

An elderly woman and a young girl share a moment of affection, with the girl resting her head on the woman's shoulder while looking upward with a thoughtful expression. The woman smiles gently, wearing a necklace of colorful beads, against a rustic backdrop.

Aunty Bev with Laura.

A diverse group of people gathers around a wooden table set with various dishes, including grilled meats and salads, in a backyard. Someone is serving food, while others chat and hold a baby, enjoying the outdoor setting surrounded by greenery and a grill in the background.

Laura's family enjoying a barbecue.

A diverse group of people stands and sits together in a communal space, showing expressions of concern and reflection. Some individuals are wearing colorful clothing, while others have more subdued attire, and there are items like a table and chairs in the background, suggesting a gathering or meeting environment.

Aunty Bev and her family listening to the apology.

A classroom scene features several children seated at desks, wearing light blue school uniforms. The focus is on a girl with curly hair, looking attentively ahead, while other students are engaged in their seats. The background shows colorful educational materials on the walls.

Laura at school.

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