Before Time: Bunda

A young boy with short hair stands on a tree branch, wearing simple clothing made of natural materials and holding a tool in one hand. The background features a stylized, light blue sky with fluffy clouds and a tall tree trunk.

Bunda has a problem. His older brother Garadi acts like Bunda doesn't exist. Will they ever learn how to stop teasing each other and become friends as well as brothers?

Deep Time Overview

This episode shifts from invasion‑era history into the deep time histories of First Nations Peoples; stories grounded in tens of thousands of years of connection to Country, kinship, law and knowledge systems. The story of Bunda invites students to understand Australia’s past not as a timeline beginning in 1788, but as a vast, continuous story shaped by the world’s oldest living cultures.

For Episodes 25: Bunda and Episode 26: Barangaroo, an expanded version of this overview is available in the Teacher’s Guide, including:

Understanding Country and Time
Life on Country
Knowledge Systems and Technologies
Cultural Continuity and Change
Respecting First Nations Voices (FIRST Framework)

Teaching deep time history requires respectful partnerships with local First Nations knowledge custodians. Teachers should:

Find out what local stories and knowledge can be shared
Include First Nations voices through endorsed resources
Respect partnerships by seeking permission and guidance
Support student learning with culturally safe practices
Take time to build relationships and deepen understanding

This approach ensures that teaching is culturally safe, accurate and grounded in community authority.

Source references:

• ACARA, FIRST Framework

• Australians Together, Truth‑telling in the Classroom

• Reconciliation Australia, Narragunnawali resources

Deep time is not “long ago.” It is now, because Country continues to teach, guide and hold story.

Provocation Question

What does Bunda’s story reveal about how First Nations children learned through family, Country and responsibility, and what can we learn today from the way knowledge was shared across generations?

Clip 1: Snakebite

Bunda’s father teaches the boys about snakebite survival and spear-making. Bunda and Garadi argue and compete, instead of listening.

Tuning In

Bunda and Garadi are learning important knowledge from their father, knowledge that has been passed down for thousands of generations. As you watch, think about how the boys learn, listen, and respond.

Use the above still image of the father teaching. Record what you SEE, THINK and WONDER:

See: What actions, tools, gestures do you notice?
Think: What might these actions mean?
Wonder: What questions do you have about how knowledge is taught?

As a class, use a graphic organiser, such as a three‑column chart to share and record your ideas.

What I noticed
What I think it means
Questions I have

Finding Out & Sorting Out

Choose one of the following group tasks to build your cultural knowledge and interpret the boys’ behaviour through a deep time lens.

Option 1: Research ‘How Knowledge Is Passed Down’ by investigating one cultural knowledge system:

Kinship
Seasonal calendars
Fire knowledge
Water systems
Tools and technologies
Storywork/oral teaching

Create a Source Analysis Grid to organise your research:

Who shared this knowledge?
How is it passed down?
Why is it important?
What values does it teach?
How might this help us understand Bunda’s father?

Sources:

AIATSIS (Country, kinship, knowledge systems)
CSIRO Indigenous Seasonal Calendars
Firesticks Alliance (cultural burning)
NMA (tools, technologies, astronomy)

Option 2: Apply Research: ‘Why Listening Matters’

Students use their research to interpret the clip. Prompt: ‘How does understanding cultural knowledge systems help us understand why Bunda’s father teaches the way he does?’

Share your thinking by creating a Cause–Effect–Meaning chart:

Cause: Father teaches snakebite survival
Effect: Boys argue/compete
Meaning: What cultural value or responsibility is being missed?

1) Historical Inquiry Mini‑Investigation

Inquiry question:
“How do First Nations children learn important knowledge from Elders?”
Contextualise:
Deep time, kinship, Country, oral teaching.
Locate sources:
The teacher‑provided images, videos, quotes from AIATSIS, seasonal calendars, and cultural burning clips.
Analyse sources:
Annotate

What does this source teach?
How is knowledge shown?
What responsibilities are involved?

Identify evidence:
Students highlight evidence that explains the father’s teaching style.

Making Connections

‘If I were Bunda…’ write or record a short response:

How would understanding cultural knowledge systems change the way Bunda and Garadi respond to their father?

Remember to:

Use evidence from research
Show understanding of cultural values (listening, responsibility, kinship)
Connect research to the boys’ behaviour
Use respectful language

Clip 2: Fishing

At the creek, Bunda's father tells him and his brother to catch a fish. Each uses a different method of fishing, and Bunda's method of building a small dam proves to be the most successful. Their father is annoyed that they are still not working together.

Tuning In

Bunda and Garadi are asked to catch a fish. They use different methods, both based on knowledge of Country. As you watch, think about how knowledge, teamwork and responsibility connect.

As a class, use the Thinking Routine: Connect–Extend–Challenge to organise your ideas:

Connect: What does this remind me of?
Extend: What new ideas do I have about knowledge and teamwork?
Challenge: What questions do I have about the boys’ choices?

Finding Out & Sorting Out

Work together in small groups to research: ‘Knowledge Systems in Action’ and interpret the boys’ behaviour through a deep time lens.

Step 1: Research one ecological knowledge system:

Water systems (fish traps, eel traps, dams)
Seasonal knowledge (when fish move)
Tool‑making
Reading the river

Source analysis: examine images of:

Brewarrina Fish Traps
Budj Bim eel traps
Stone tools
Seasonal calendars

Organise your research notes into a Compare–Contrast table:

Traditional knowledge system
Bunda’s method
Garadi’s method
What values are shown?

Step 2: Apply Research: ‘Why Teamwork Matters’

Use your research to interpret the father’s frustration.

Prompt: ‘What cultural responsibilities might the boys be forgetting?’

Create a Kinship Responsibility Map:

Elder > teaches
Children > listen, observe, work together
Country > respected, cared for

Making Connections

In this partner task, you will reflect on how Bunda and Garadi’s lack of teamwork influenced their ability to succeed when their father gave them a task. Think, Pair and Share ideas with your partner to design a Collaborative Fishing Plan, based on evidence from your research.

Design a fishing plan that:

Uses ecological knowledge
Respects Country
Shows teamwork
Reflects cultural values

Cite at least two pieces of evidence from your research.

Clip 3: Water

Bunda and his brother Garadi are competing with each other to find the best method of transporting water. Bunda constructs a raft to carry the water down the river, while his brother carries his water on foot. Bunda's father then tells his sons to bring him something that takes two to get, encouraging them to learn to work together.

Tuning In

The boys try different ways to carry water. Their father gives them a challenge that requires cooperation. As you watch, think about what the father is really teaching.

How each boy chooses to carry the water
How they react to each other’s ideas
What the father does or says that hints at the real lesson
How the boys move through Country and use what’s around them

Class discussion prompts:

What does this moment show about learning from Elders and listening carefully?
What cultural values might the father be teaching through this challenge?
Why might “something that takes two” be important in their community?
How does this scene help us understand responsibility, cooperation and kinship?

Finding Out & Sorting Out

Explore how cooperation, cultural knowledge and respect shape this moment.

In small groups, brainstorm and record your thinking as you:

Step 1: Research: ‘Cultural Values: Cooperation, Kinship, Responsibility.

Include:

Kinship obligations
Shared responsibilities
Learning through doing
Elders’ role in teaching

Source analysis: Annotate a short excerpt or image showing kinship roles.

Step 2: Apply Research: ‘Something That Takes Two’.

Students interpret the father’s instruction using a Values–Action–Outcome chart:

Value: cooperation, responsibility, respect
Action: what the boys did
Outcome: what they learned (or didn’t)

Step 3: Think like a researcher or historian, and construct an interpretation report:

‘What lesson is the father teaching, and why is it important in deep-time cultures?

Include:

At least one cultural value
At least one piece of evidence
Respectful language

Making Connections

Explore how cooperation, cultural knowledge and respect shape this moment.

In small groups, brainstorm and record your thinking as you:

Step 1: Research: ‘Cultural Values: Cooperation, Kinship, Responsibility.

Include:

Kinship obligations
Shared responsibilities
Learning through doing
Elders’ role in teaching

Source analysis: Annotate a short excerpt or image showing kinship roles.

Step 2: Apply Research: ‘Something That Takes Two’.

Students interpret the father’s instruction using a Values–Action–Outcome chart:

Value: cooperation, responsibility, respect
Action: what the boys did
Outcome: what they learned (or didn’t)

Step 3: Think like a researcher or historian, and construct an interpretation report:

‘What lesson is the father teaching, and why is it important in deep-time cultures?

Include:

At least one cultural value
At least one piece of evidence
Respectful language

Australian Curriculum Links

	Year 3	Year 4	Year 5	Year 6
Knowledge and Understanding - History		AC9HS4K01 the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place
Knowledge and Understanding – Geography	AC9HS3K04 the ways First Nations Australians in different parts of Australia are interconnected with Country/Place
Understanding – Civics and Citizenship	AC9HS3K07 why people participate within communities and how students can actively participate and contribute to communities
Skills – Questioning and Researching	AC9HS3S01 develop questions to guide investigations about people, events, places and issues AC9HS3S02 locate, collect and record information and data from a range of sources, including annotated timelines and maps	AC9HS4S01 develop questions to guide investigations about people, events, places and issues AC9HS4S02 locate, collect and record information and data from a range of sources, including annotated timelines and maps
Skills - Interpreting, analysing and evaluating	AC9HS3S04 analyse information and data, and identify perspectives	AC9HS4S04 analyse information and data, and identify perspectives
Skills - Concluding and decision-making	AC9HS3S05 draw conclusions based on analysis of information actions	AC9HS4S05 draw conclusions based on analysis of information
Skills - Communicating	AC9HS3S07 present descriptions and explanations, using ideas from sources and relevant subject-specific terms	AC9HS4S07 present descriptions and explanations, using ideas from sources and relevant subject-specific terms	AC9HS5S07 present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions	AC9HS6S07 present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions

	Year 3	Year 4	Year 5	Year 6
Language			AC9E5LA02 understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources
Literature	AC9E3LE01 discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators		AC9E5LE01 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
Literacy	AC9E3LY01 recognise how texts can be created for similar purposes but different audiences AC9E3LY02 use interaction skills to contribute to conversations and discussions to share information and ideas AC9E3LY06 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 AC9E3LY07 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	AC9E4LY01 compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events AC9E4LY02 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 AC9E4LY06 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 AC9E4LY07 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	AC9E5LY01 describe the ways in which a text reflects the time and place in which it was created AC9E5LY02 use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea AC9E5LY06 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 AC9E5LY07 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	AC9E6LY01 examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created AC9E6LY02 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 AC9E6LY06 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 AC9E6LY07 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

Students explore the deep connections First Nations Peoples have with Country through Bunda and Garadi's use of ecological knowledge, including understanding water, animals and the environment. The lesson shows how Country acts as a teacher, with knowledge learned through observation, experience and responsibility.

Culture

Students examine how cultural knowledge is passed between generations through observation, storytelling, practical experience and guidance from Elders. The lesson highlights the importance of kinship, cooperation and shared responsibility in First Nations cultures.

People

Students investigate how identity and belonging are shaped by relationships with family, community, culture and Country. Through Bunda and Garadi's roles as learners and their father's role as teacher, students explore the responsibilities that come with kinship and community membership.

Critical and Creative Thinking

Students investigate how First Nations knowledge systems work, analyse the consequences of Bunda and Garadi's choices, and use evidence from research to interpret the cultural teachings embedded in their father's lessons.

Ethical Understanding

Students explore values such as responsibility, cooperation, respect and listening, and consider how these cultural responsibilities shape individual actions and relationships within a community.

Intercultural Understanding

Students develop intercultural understanding by examining First Nations ways of learning, teaching and sharing knowledge, and recognising the strength and sophistication of cultural practices that have been maintained over thousands of generations.

Personal and Social Capability

Students build personal and social capability by reflecting on teamwork, communication, conflict resolution and the responsibilities that come with belonging to a family and community.