Contact - First Encounters - Stage 2

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Explore the impacts of British colonisation on the local Aboriginal people. Investigate the plants used by the Gadigal for food, medicine, tools and weapons. Get a hands on experience using artefacts and stories to gain insight into the convict experience.

Learning Activities

Students will understand the importance of Country and Place to Aboriginal people, their relationship with the land and uses of plants for food, medicine, and shelter
They will stand on the site of the first farm in Australia and discover the plants brought by the First Fleet
Students will also discuss ‘contact’ from the view of an Aboriginal child and a first settler child to gain a relatable perspective.

Stages

Stage 2 History

Location

Rathborne Lodge
The Royal Botanic Garden
Mrs Macquaries Road, Sydney

Duration

2 hours

Cost

Click here. Minimum charges apply. Discounts apply for full day programs

More information

Nature and impact of colonisation, pre-contact Aboriginal culture, and British contact with Aboriginal peoples to 1820
Aboriginal and non-Aboriginal perspectives of the relationship to land and country
Hardships and difficulties of convict life on the site of the first farm in Australia

Focus Syllabus Outcomes
HISTORY

Describes and explains how significant individuals, groups and events contributed to changes in the local community over time (HT2-2)
Describes people, events and actions related to world exploration and its effects (HT2-3)
Describes and explains effects of British colonisation in Australia (HT2-4)
Applies skills of historical inquiry and communication (HT2-5)
The diversity and longevity of Australia's first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)
The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, families and the environment (ACHHK080)

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Sustainable Development Goals

Through our education programs we aim to
•   ensure inclusive and quality education for all and promote lifelong learning (SDG 4)
•   demonstrate actions that work towards making cities inclusive, safe, resilient and sustainable (SDG 11)
•   inform and empower students to preserve our forests and halt biodiversity loss (SDG 15)

Through the United Nations Sustainable Development Goals we promote prosperity for the whole community, while protecting our planet for future generations.