Stolen Girl

Suggested level: Years 3-7 with careful preparation

Learning areas: English; Humanities and Social Sciences

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to People, Culture and Country/Place through the Stolen Generations, family separation, resilience and continuing connection.

🧭 Suggested Australian Curriculum V9 content descriptions:
AC9E5LE01: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors
AC9HS6K02: changes in Australia's political system and citizenship after Federation that impacted First Nations Australians and others
AC9HH10K09: the causes of First Nations Australians' campaigns for rights and freedoms before 1965, including the Stolen Generations

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: Stolen Generations, perspective, government policy, family and resilience.

Practical lesson sequence

1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
2. During and after: Establish a culturally safe learning agreement, distinguish fiction from historical evidence, analyse how memory and setting communicate loss, then respond through a carefully framed reflection rather than role-play.
3. Evidence of learning: A source-informed reflection identifying what the text reveals and what further historical evidence is needed.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

🎓 Suggested AITSL connections:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.

Suggested use: Use with staff to examine readiness, language, trauma-aware practice and the risks of simulations or role-play when teaching the Stolen Generations. Audit an existing lesson for cultural safety.

45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.

This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.