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.
The script for this episode, ‘2008: Laura’, was written by Leah Purcell in 2009. Leah Purcell is a Goa Gungurri Wakka Wakka woman.
The stories and characters in this series are fictional, though some storylines are inspired by moments from history.
This episode and the accompanying activities explore the Stolen Generations, an important and sensitive part of Australian history. The Stolen Generations refers to First Nations children who were forcibly removed from their families, communities and cultures under past government policies. These actions caused profound harm and continue to have lasting impacts on individuals, families and communities today.
Because this topic may be challenging or upsetting, please approach it with care, respect and empathy. Listen carefully to the voices and experiences of First Nations peoples and consider why truth-telling is an important part of understanding Australia's history and supporting healing and reconciliation. Use trusted sources, think critically about what you learn and be mindful of the impact these stories may have on others.
For additional support, consider using the lesson plans, teacher resources and guidance materials developed by The Healing Foundation, which provide culturally informed approaches to teaching about the Stolen Generations, truth-telling and healing. These resources can help teachers navigate sensitive conversations, respond to misconceptions and support student wellbeing throughout learning.
Explore The Healing Foundation's education resources: https://healingfoundation.org.au/resources/education-toolkits-lesson-plans/
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, discuss 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, explore how people can communicate an apology respectfully and effectively.
Create a short scene based on an imagined situation where someone needs to apologise after making a mistake. As a group, test different ways the apology could be communicated through both words and actions.
Consider:
- What makes an apology feel sincere?
- How can tone of voice influence the message?
- What body language can help communicate respect and honesty?
- How might different approaches affect the listener?
Present your scene to the class and discuss which communication strategies were most effective. Reflect on how verbal and non-verbal communication work together to shape understanding and repair relationships.
Making Connections
Write a short apology letter based on a real or imagined situation. Include:
- What happened
- A sincere apology
- A way to make things right
Share your letter with a partner and discuss: What makes an apology meaningful and effective?
Before watching the next clip, discuss why you think the episode ends with the Prime Minister’s apology with the class. 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 First Nations people apologising for decades of government policy that allowed children to be stolen from their families.
Tuning In
As a class, discuss:
- What is happening in this clip?
- Where are the people gathered and what event are they watching?
- What reactions can you see from the people listening? What clues, such as facial expressions, body language or actions, help you notice these reactions?
- Why do you think this event is important?
Then, watch part or all of Kevin Rudd's National Apology. As you watch, listen for words or phrases that:
- Say sorry for past actions
- Take responsibility
- Show care and understanding
- Encourage a better future
Discuss why these words might matter when talking about important events in Australia's history.
Finding Out & Sorting Out
Ensure the resources you share are approved and shared from a First Nations organisation, such as The Healing Foundation resources for Years 3 - 6 students. This is also an opportunity to find resources contextualised to the Country or Place your school is located on to make the learning more relevant for your students.
As a class, learn about the Stolen Generations and why this history is important to understand. Use teacher-provided and locally relevant sources to build your understanding.
- What are the Stolen Generations? Who were the children affected?
- When did these events happen and why were children removed from their families?
- How do we learn about these stories today? Explore sources such as interviews, stories and historical records.
Making Connections
Discuss the following questions with a partner or small group:
- Why is it important to learn about the Stolen Generations and the National Apology?
- How can listening to different stories and perspectives help us better understand Australia's history?
- What can we do as a class or school to show respect for Aboriginal and Torres Strait Islander Peoples, histories and cultures?
- Why is it important to recognise and learn from events of the past?
Choose one way to share your thinking:
Option 1: Reflection
Write a short response explaining why learning about the Stolen Generations is important today.
Option 2: Class Ideas Poster
Create a poster showing ways your class or school can support respectful learning and recognition of First Nations peoples and cultures.
Option 3: Key Messages Summary
Create a visual summary of the National Apology using words, images and symbols to communicate its purpose and significance.
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.