Strangers on the Shore
Monday to Friday during term
Sessions: 10am, 11am, 12pm, 1pm, 2pm
Relive the experience of the Swan River Colony's first European settlers.
Learn about the challenges that new colonial arrivals faced, during and after their journey to the Swan River. Consider survival, priorities, and planning. Students re-enact experiences on the ship as they make their way to their new home, and then build a makeshift shelter on the shores of Garden Island when they first arrive. Reflect on the impact their arrival had on the local environment and the Aboriginal peoples who have lived here for tens of thousands of years.
This program assists teachers of year 5 students with the following HASS focus questions:
- Why did the British establish the Swan River Colony? (ACHASSK106)
- Where did the colonists settle and what impact did this have on the different inhabitants and the environment? (ACHASSK107)
- What were the lives of different settlers like in terms of clothing, diet, leisure, housing and children’s lives? (ACHASSK107)
- What enterprising responses were made to some of the challenges experienced by the early settlers? (ACHASSK107)
At the Museum
What your class will experience
Students participating in this two part program will:
Part A: Facilitated Activity (Education Activity Room, adjacent to the WA Shipwrecks Museum):
- Consider the reasons the British established a colony in Western Australia.
- Role-play the new settler’s journey on a ship from England to the new Swan River Colony, looking at the journey from the perspective of several different people, including children
- Consider the need for shelter and build a mock tent as part of a simulated ‘new arrival’ experience.
- Examine some clothing, objects, entertainment and food available to early colonial settlers and discuss how resourcefulness was the key to meeting some of these needs.
Part B: Self-Guided Precinct & Museum Exploration (outside the WA Shipwrecks Museum, Bathers Beach & Cliff Street):
- Visit the WA Shipwrecks Museum and reflect on the significance of the site and its changes over time.
- Explore the area around Bathers Beach (called Manjaree by the Whadjuk Nyoongar people), the approximate site of the first mainland arrival of English colonial settlers.
- Reflect on the impact of European arrival on the traditional way of life of Whadjuk Nyoongar people.
- Consider the changes that have occurred in the Harbour and the surrounding landscape.
- Visit the Whaling Tunnel under the Round House (more time is required and additional charges apply to enter the Round House, see below).
- Download the trail and print one per group leader.
Part C (Optional): Self-Guided Shipwreck Games with food & drink break (outside the WA Shipwrecks Museum on the grass):
- Borrow a kit of Shipwreck Games (physical activities) to play on the grass outside the Museum.
- Rules and guidelines are provided in the kits, although parents and students can make up their own versions of the games.
- Groups are responsible for packing up the games ready for the next group.
- Before or after playing the games, students can have a morning tea or lunch break.
- In wet weather, Part C will not proceed as games cannot be played inside the Museum. If this is the case the class will spend additional time on Part B.
Step 1 – Create your Class Rotation
- Before you book it is important that you create a proposed rotation for your visit so that you are clear on what time your class is participating in the activity (Part A - Facilitated) and what time the class is visiting the galleries/spaces outside the Museum (Part B – Self Guided). This is even more important when you are booking for more than one class.
- We can accommodate up to 5 facilitated (Part A) sessions per day, with available time-slots of 10am, 11am, 12pm, 1pm and 2pm during term time. Each session needs to be booked separately.
- A maximum of 32 students (a class) is allowed per facilitated (Part A) session.
- Up to two classes can be outside OR in the galleries at the same time for the self-guided (Part B) session.
- If you are bringing more than two classes we can help create a rotation involving the optional self-guided games (Part C).
Step 2 – Making a booking
Please send an email to firstname.lastname@example.org with the following details and we will begin to process your booking.
- Program choice: Immigration Stories, Shipwrecked!, de Vlamingh's Journey or Strangers on the Shore
- Preferred visit dates and session times
- Number of classes & student numbers in each class
- Number of attending adults per class
- Contact Teacher name, email and mobile number
Step 3 – Planning Your Visit
- Don’t forget to read the Planning Your Visit section so you are prepared for your visit to the Museum.
- If you are booking for more than one class please share this page with your fellow class teachers.
Please email email@example.com or call us on 1300 134 081 to discuss other booking options if the above is not suitable.
- We may need refuse entry if we are already at capacity at your selected Museum and you haven't pre-booked.
- A minimum supervisor ratio of 1 adult to 10 students is required, however a ratio of 1 to 6 is preferred for this activity.
- Bookings need to be made 14 days before the date of your visit.
- Changes to dates and times are subject to availability.
- Refunds are not available if you cancel your booking within 14 days of your visit.
Programs and exhibitions at the WA Museum support teachers in their delivery of the WA Curriculum to their students. Strangers on the Shore has been developed with reference to the following content description(s) from the Year 5 Western Australian Curriculum:
Humanities and Social Sciences (HASS)
- Knowledge and understanding
History: The Australian Colonies
The economic, political and social reasons for establishing British colonies in Australia after 1800 (e.g. the establishment of penal colonies) (ACHASSK106)
The patterns of colonial development and settlement (e.g. geographical features, climate, water resources, transport, discovery of gold) and how this impacted upon the environment (e.g. introduced species) and the daily lives of the different inhabitants (e.g. convicts, free settlers, Aboriginal and Torres Strait Islander Peoples) (ACHASSK107)
The economic, social and political impact of one significant development or event on a colony and the potential outcomes created by 'what if…?' scenarios (e.g. frontier conflict; the gold rushes; the Eureka Stockade; the Pinjarra Massacre; the advent of rail; the expansion of farming; drought) (ACHASSK107)
The contribution or significance of one individual or group in shaping the Swan River Colony, including their motivations and actions (e.g. groups such as explorers, farmers, pastoralists, convicts or individuals such as James Stirling, John Septimus Roe, Thomas Peel) (ACHASSK110)
Questioning and Researching, Analysing, Evaluating, Communicating and Reflecting
Strangers on the Shore is a 2-hour package that consists of the following two components:
- Part A: Facilitated Activity – 50 minutes (approx.)
- Part B: Self-guided Precinct Walking Trail – 50 minutes (approx.)
Both components start on the hour with allowance for changeover.
Planning your visit
Specific to this program
- Before arriving at the Museum please have students already organised into groups of 4-7 students, each with an adult helper, for the Part B: Self-Guided Precinct Walking Trail component of this program. Having your students already organised into groups will give them more time to enjoy exploring the precinct, rather than spending time splitting into groups. If you do not have enough adult helpers, larger groups will need to be arranged as all groups require supervision in the Museum. The minimum supervisor ratio is 1 adult to 10 students, however a ratio of 1 to 6 is preferred for this activity.
- Part B: Self-Guided Precinct & Museum Exploration takes place outside. Please ensure your students are dressed appropriately for the weather conditions on that day. If weather conditions do not permit outdoor exploration, please use the inside portion of the self-guided trail and then spend additional time exploring the Museum.
- Please have the trail printed before you arrive and give a copy to your group leaders in advance so they are familiar with the content.
- Students will NOT require any pencils/paper or clipboards unless you specifically wish them to record their work for later use.
- Part A: Facilitated Activity starts promptly at your booked session time. Please assemble your class in the courtyard between the WA Shipwrecks Museum and the Education Activity Room. In the event of rain, please assemble in the foyer of the Museum where you will be collected. If you are starting the program with Part B: Self-guided Precinct Walking Trail, you may take your students to to the front lawn of the Museum to commence this part on arrival.
General to WA Shipwrecks Museum
- On arrival at the Museum, please check in at the Front Desk to confirm your student numbers, booked session times and emergency contact details.
- The Museum is open from 9.30am for access to toilets and storage of bags etc.
- If you are running late, please contact the WA Shipwrecks Museum front desk on 9431 8469, or the Customer Relations Team on 1300 134 081.
- There is no onsite cafe at the WA Shipwrecks Museum. We recommend students bring a packed lunch. Cicerello's offers school lunch catering options.
- WA Shipwrecks Museum Excursion Management Guide
- Getting to the WA Shipwrecks Museum
Shipwrecks Teacher Familiarisation Sessions
Sign up to our education newsletter to be notified of the next WA Shipwrecks Museum teacher familiarisation session.
Visit Strangers on the Shore Education Resources for suggested Fremantle excursion extensions and classroom activities to explore the topic of the Australian colonies.