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 the 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.
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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?
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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:
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What is the Stolen Generations? Who were/are the children affected? Why were/are they taken from their families?
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When and why did this happen? What government policies allowed this? Which time period was most affected?
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What happened to the children and their families? How did removal impact their lives? What were the long-term effects on culture and identity?
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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?
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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 timeline 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
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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
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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
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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 - Concluding and decision-making |
propose actions or responses to an issue or challenge that consider possible effects of actions |
propose actions or responses to an issue or challenge that consider possible effects of actions |
propose actions or responses to issues or challenges and use criteria to assess the possible effects |
propose actions or responses to issues or challenges and use criteria to assess the possible effects |
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 |
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 |
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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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 |
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
This lesson supports students to understand that First Nations Australians maintain a deep connection to Country/Place, and that this connection underpins identity, wellbeing and community. The community gathering to view the National Apology reflects how places are important for coming together to acknowledge shared histories and experiences. Students recognise that respect for Country/Place includes acknowledging Traditional Custodians and understanding the ongoing significance of place in cultural and community life.
Culture
Students develop understanding that Aboriginal and Torres Strait Islander cultures are dynamic, diverse and expressed through ways of life, storytelling and shared experiences. The National Apology provides an opportunity to explore how truth-telling, remembrance and respectful listening contribute to cultural continuity and healing. Through engaging with the episode, students consider how cultural identity is strengthened through connection to history, community and collective memory.
People
This lesson enables students to recognise that the histories of Aboriginal and Torres Strait Islander peoples are marked by the impacts of past government policies, including the Stolen Generations, and that these impacts continue to the present. Students explore how individuals, families and communities have shown resilience and agency, and how acts such as the National Apology acknowledge these histories. The lesson encourages students to understand the importance of listening to First Nations voices and supporting respectful relationships that contribute to reconciliation.
Critical and Creative Thinking
Students develop critical and creative thinking by questioning perspectives, exploring different responses to wrongdoing, and generating thoughtful ways Laura could apologise and repair harm.
Ethical Understanding
Students build ethical understanding by examining responsibility, empathy and fairness, and reflecting on the significance of apology in both personal contexts and the National Apology.
Intercultural Understanding
Students develop intercultural understanding by engaging with the histories and perspectives of First Nations Australians, recognising the importance of truth-telling and respectful relationships in reconciliation.
Personal and Social Capability
Students strengthen personal and social capability by practising communication, empathy and self-awareness as they role-play apologies, reflect on emotions, and consider the impact of their actions on others.