Reconciliation Week Activities for Primary Schools

Reconciliation Week Activities for Australian Primary Schools

National Reconciliation Week (NRW) runs from 27 May to 3 June every year. These dates are not arbitrary — they mark two of the most significant milestones in Australia's reconciliation journey:

• 27 May — the anniversary of the 1967 referendum, when over 90% of Australians voted to amend the Constitution so that Aboriginal and Torres Strait Islander peoples would be included in official population counts and the Commonwealth could make laws for them
• 3 June — the anniversary of the High Court's Mabo decision in 1992, which recognised that Aboriginal and Torres Strait Islander peoples have a continuing connection to their land — overturning the legal fiction of terra nullius and recognising Native Title for the first time in Australian law

2026 Theme: "All In"

The 2026 National Reconciliation Week theme is "All In" — a call for every Australian to commit wholeheartedly to reconciliation, not just during one week, but every day. The theme makes clear that reconciliation is not a spectator sport: all of us must step away from the sidelines and take meaningful action. This year also marks the 25th anniversary of Reconciliation Australia.

The 2026 artwork was created by renowned Gumbaynggirr/Bundjalung artist Otis Hope Carey, in collaboration with Carbon Creative, a First Nations-owned and operated creative agency.

Why This Week Matters in Schools

Aboriginal and Torres Strait Islander Histories and Cultures is one of three cross-curriculum priorities in the Australian Curriculum. It is not a standalone subject — it is designed to be woven through every learning area, from English and mathematics to science, HASS, and the arts. National Reconciliation Week provides a focused opportunity to engage meaningfully with this priority, but the learning should extend well beyond a single week.

Reconciliation Week falls during Term 2 in all states and territories, making it an ideal time for classroom activities, whole-school events, and community engagement. For a complete calendar of important dates, see our Key Education Dates 2026 page.

Young children can begin developing an understanding of and respect for Aboriginal and Torres Strait Islander peoples, cultures, and histories through age-appropriate, hands-on learning. The focus at this stage is on building awareness, empathy, and a sense of connection.

Picture Books by First Nations Authors

Reading picture books written and illustrated by Aboriginal and Torres Strait Islander creators is one of the most powerful ways to introduce young children to First Nations perspectives. Some widely used titles include:

• Welcome to Country by Aunty Joy Murphy and Lisa Kennedy
• The Rabbits by John Marsden and Shaun Tan (a powerful allegory about colonisation)
• Sorry Day by Coral Vass and Dub Leffler
• Somebody's Land by Adam Goodes, Ellie Laing, and David Hardy
• Miro's Holey Jumper by Ros Moriarty and Balarinji

After reading, students can retell the story, draw their favourite part, or discuss what the book helped them understand.

Acknowledgement of Country

Teach students what an Acknowledgement of Country is and why it matters. Help your class write their own age-appropriate Acknowledgement of Country that names the Traditional Owners of the land your school is on. Practising this regularly — not just during Reconciliation Week — helps normalise it as part of school life.

Stories About Country and Place

• Explore the concept of Country — the deep connection Aboriginal and Torres Strait Islander peoples have to their land, water, sky, animals, plants, and community
• Take students on a walk around the school grounds and discuss the land — what plants grow here? What animals live here? Who looked after this land before the school was built?
• Create a collaborative artwork or display about your local area and its Traditional Owners

Visual Arts Activities

• Explore Aboriginal and Torres Strait Islander art styles respectfully — learn about the significance of symbols and patterns rather than copying sacred designs
• Create artworks inspired by themes of connection, Country, and community using age-appropriate techniques
• Invite a local Aboriginal or Torres Strait Islander artist or educator to share their practice with the class (where possible)

Older primary students can engage with more complex themes around reconciliation, including the historical context of the 1967 referendum, the Mabo decision, the Stolen Generations, and what reconciliation means in practice today.

Understanding Key Historical Events

• The 1967 Referendum — explore what it meant, why it mattered, and what it changed. Students can create timelines, write explanations, or discuss why over 90% of Australians voted "yes"
• The Mabo Decision — research the story of Eddie Koiki Mabo and the significance of the High Court's recognition of Native Title. This is an excellent topic for information reports or biographical writing
• The Stolen Generations — age-appropriate exploration of the forced removal of Aboriginal and Torres Strait Islander children from their families. The book Sorry Day by Coral Vass is a sensitive entry point. Discuss the significance of the National Apology (2008) and National Sorry Day (26 May)

Research and Writing Activities

• Write an information report on one of the key dates or events connected to Reconciliation Week
• Research and present on a significant Aboriginal or Torres Strait Islander person — past or present — who has contributed to reconciliation, science, sport, art, politics, or community
• Write a reflective piece on what reconciliation means to your class and what actions students can take
• Create a persuasive text: "Why is it important for all Australians to learn about Aboriginal and Torres Strait Islander histories?"

Exploring Local Aboriginal History

• Research the Aboriginal or Torres Strait Islander nation(s) whose Country your school is on
• Investigate local place names with Aboriginal language origins and explore their meanings
• Visit a local site of significance (if appropriate and accessible) or invite a local Elder or community member to speak with your class
• Connect with your school's Reconciliation Action Plan (RAP) — if your school has one through the Narragunnawali program

Discussion and Reflection

• What does "reconciliation" mean? What does it look like in our school, community, and country?
• What is the difference between saying sorry and taking action?
• How can we as a class contribute to reconciliation — not just during this week, but throughout the year?
• Explore the 2026 theme "All In" — what does it mean for everyone to be "all in" for reconciliation?

These activities support HASS outcomes in the Australian Curriculum v9 — particularly inquiry skills, historical knowledge and understanding, and the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures. They also support English outcomes across informative, persuasive, and reflective text types.

Teaching about Aboriginal and Torres Strait Islander peoples, histories, and cultures is a responsibility that requires care, humility, and ongoing learning. Here are some principles to guide your practice.

Use Preferred and Respectful Language

• Use Aboriginal and Torres Strait Islander peoples (not "Aborigines" or "indigenous" with a lowercase i)
• Where possible, refer to specific nations, language groups, or communities by name rather than using broad terms
• Use First Nations or First Peoples as respectful alternatives where appropriate
• Avoid speaking about Aboriginal and Torres Strait Islander peoples only in the past tense — these are living, thriving cultures

Acknowledge Traditional Owners

• Begin lessons, assemblies, and events with an Acknowledgement of Country that names the Traditional Owners of the land your school is on
• If an Aboriginal or Torres Strait Islander person is present, they may offer a Welcome to Country instead — understand the difference between these two protocols

Seek Local Community Involvement

• Where possible, invite local Aboriginal or Torres Strait Islander Elders, knowledge holders, or educators to be part of your school's Reconciliation Week activities
• Building genuine relationships with local community takes time — start with your school's RAP committee or contact your local Aboriginal Education Consultative Group (AECG) or equivalent
• Compensate community members for their time and knowledge — this is professional expertise, not a volunteer favour

Choose Resources Carefully

• Use resources created by or in genuine consultation with Aboriginal and Torres Strait Islander peoples
• Be cautious of resources that present Aboriginal culture as a homogeneous, historical curiosity rather than a diverse, living reality
• Check whether picture books, artwork, and teaching resources have been endorsed by Aboriginal and Torres Strait Islander communities or organisations
• The Narragunnawali website offers free, quality-assured curriculum resources developed in partnership with Aboriginal and Torres Strait Islander peoples

Embed Perspectives Throughout the Year

• Reconciliation Week is a powerful starting point, but it should not be the only time students engage with Aboriginal and Torres Strait Islander perspectives
• The Australian Curriculum's cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures is designed to be embedded across all learning areas, all year round
• Build Aboriginal and Torres Strait Islander perspectives into your English (First Nations authors), science (Aboriginal land management, seasons), maths (Aboriginal number systems, patterns), HASS (history, geography), and arts (respectful engagement with art and storytelling) programming

Reconciliation is a journey, not a destination. As teachers, we do not need to be experts — we need to be willing to listen, learn, and act. Model this for your students by being open about your own learning and by treating Aboriginal and Torres Strait Islander knowledge with the respect it deserves.

Sharing books by Aboriginal and Torres Strait Islander authors and illustrators is one of the simplest and most impactful ways to bring First Nations voices into your classroom. These books are not just for Reconciliation Week — they belong in your class library all year round.

Picture Books (Foundation to Year 4)

• Welcome to Country by Aunty Joy Murphy and Lisa Kennedy — a warm introduction to Acknowledgement of Country
• Sorry Day by Coral Vass and Dub Leffler — a gentle, age-appropriate exploration of the Stolen Generations
• Somebody's Land by Adam Goodes, Ellie Laing, and David Hardy — explores the arrival of the First Fleet from an Aboriginal perspective
• Cooee Mittigar by Jasmine Seymour — a Darug language story about the seasons
• The First Scientists by Corey Tutt and Blak Douglas — celebrates Aboriginal and Torres Strait Islander scientists and innovators
• Miro's Holey Jumper by Ros Moriarty and Balarinji — explores culture, family, and Country

Chapter Books and Non-Fiction (Year 3 to Year 6)

• My People's Stories by various Aboriginal and Torres Strait Islander authors — a collection of Dreaming stories
• Dark Emu (Young Readers' Edition) by Bruce Pascoe — explores Aboriginal agriculture, engineering, and land management
• Our Mob by various First Nations creators — focuses on diversity within Aboriginal and Torres Strait Islander communities
• Meet... series (various authors) — age-appropriate biographies of significant Aboriginal and Torres Strait Islander Australians

When selecting books, look for titles where the author, illustrator, or cultural consultant is Aboriginal or Torres Strait Islander. This ensures the stories are told authentically and with cultural authority. Support First Nations publishers and bookshops where possible.

What Is Narragunnawali?

Narragunnawali (pronounced narra-gunna-wally) is a word from the language of the Ngunnawal people meaning alive, wellbeing, coming together, and peace. It is Reconciliation Australia's dedicated program for schools and early learning services.

Through the Narragunnawali platform, schools can:

• Develop a Reconciliation Action Plan (RAP) tailored to their school community
• Access free curriculum resources and professional learning developed in partnership with Aboriginal and Torres Strait Islander peoples
• Connect with other schools on their reconciliation journey
• Track progress and celebrate achievements

Whole-School Reconciliation Week Ideas

• Whole-school assembly — include an Acknowledgement of Country (or Welcome to Country from a local Elder), student presentations, and a shared commitment to the 2026 theme "All In"
• School-wide artwork — create a collaborative mural, banner, or display that represents your school community's commitment to reconciliation
• Flag raising — fly the Aboriginal flag and the Torres Strait Islander flag alongside the Australian flag during Reconciliation Week (and ideally, all year)
• Lunchtime activities — organise games, storytelling, or art activities that invite all students to participate
• Community engagement — invite families and local community members to a Reconciliation Week event at your school
• Staff professional learning — use Reconciliation Week as an opportunity for staff to engage with Narragunnawali's professional development resources

Connecting to the Australian Curriculum

Reconciliation Week activities naturally connect to multiple learning areas in the Australian Curriculum:

• English — reading First Nations literature, writing information reports, persuasive texts, and reflections
• HASS — historical inquiry, understanding significance, civics and citizenship
• The Arts — visual arts, music, dance, and drama exploring themes of identity, place, and belonging
• Science — Aboriginal and Torres Strait Islander knowledge of land management, seasons, astronomy, and ecology
• Health and PE — social and emotional learning, identity, relationships, and belonging