Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Introduction

15 minutes

Part A: Sabrina Frederick-Traub’s Experience of Equality

20 minutes

Part B: Exploring Equality

40 minutes

Part C: Questioning Equality

10 minutes

Reflection

Introduction: Familiarise students who don’t know about Australian rules football by asking the class “What do we know about AFL?” Invite other students to share what they know about AFL and AFLW. If required, view this one minute introduction to AFLW.

Part A: Sabrina Frederick-Traub’s Experience of Equality

Step 1. Ask students to form groups of 3-4 and sit in small circle around a table. Foreshadow with students that after watching a video, they will be asked to write down any questions that they would ask Sabrina or others who feature in the video after viewing. Suggest to students that they note at least six questions.

Step 2. As a class, view 'A New Hero. Sabrina Frederick-Traub' Episode 2: 'A dream in her sights’ (3:54 minutes).

https://womens.afl/discover/player-stories/a-dream-in-her-sights

Note: You will need to scroll down the webpage to find Episode 2: 'A dream in her sights’ and associated text.

Step 3. Invite students to open their devices and read through the text that accompanies Episode 2: 'A Dream in Her Sights’.

Step 4. Ask students to note down any questions that they have about and for Sabrina in the space provided on the Student Worksheet, then share one to two of them with a partner. Then, share some of your own questions for Sabrina with the class. They could include:

What do you enjoy the most about playing Australian rules football?
Do you get upset by people’s negative views of women’s Australian rules football?
What are the main barriers you faced in becoming a professional Australian rules footballer?
Who are you inspired by?

Part B: Exploring Equality

Step 1. Write the word ‘Equality’ in the middle of the whiteboard, and facilitate a class discussion by asking the class to share their understanding of equality. Students might contribute suggestions such as fairness, being equal and having the same as other people. Note down student suggestions around the central word.

Step 2. View a short excerpt (1.51 - 1.36 minutes) from the video featuring the comments of the coach of the AFLW Brisbane Lions in ‘Episode 2 - A dream in her sights’.

Invite students to identify what the coach said that related to equality, and add student suggestions to the equality brainstorm on the whiteboard.

A suggested response may be that the coach highlights that women and Indigenous people playing professional Australian rules football and being seen as equal in that context are examples of equality and equal opportunity.

Step 3. Summarise the discussion by explaining that equality looks like all people having the opportunity to pursue their dreams and participate in society at every level including education, work, sport, family and community.

Part C: Questioning Equality

Step 1. If students have moved from their groups of 3-4, ask them to return to sitting together. Distribute a copy of the Question Starters handout to each group.

Step 2. Inform students that they will develop a deeper understanding of equality by completing the ‘Question Starter’ visible thinking routine. In it, students practise asking good questions to provoke thinking and inquiry into a topic. It also helps students brainstorm lots of different kinds of deep and interesting questions about a topic so that they can get at the complexity and depth of a topic.

Ask students to work together to brainstorm at least six questions that they have about equality in sport and other areas of society. Ask students to note down their questions in the question column of the Question Starters handout.

If students require further scaffolding, suggest some of the following questions:

Are all people equal?
Are all people treated equally?
Does physical difference have an impact on equality?
What are the reasons...?
Suppose that...?
What if...?
What if we knew...?
What is the purpose of...?
What would change if...?

Step 3. Once groups have noted their six questions, invite them to swap their questions with another group. Ask groups to discuss and respond to the questions and note down their thoughts about each question.

Encourage groups to work together to search online to find out more about each of the questions. They could start at the Australian Human Rights Commission’s Face the Facts resource.

Step 4. Once groups have researched and responded to all questions, ask them to share what they have found with the group that the questions came from. Invite students to choose the question and response they find most interesting.

Step 5. Summarise students’ learning by relating what they have discovered to Sabrina Frederick-Traub’s experiences. Ask students to return to the questions they ‘asked’ Sabrina in Part A of the lesson, and add three or more questions that they would ask Sabrina, based on the theme of equality.

Step 6. Invite groups to share the following with the class in two minutes:

A question they asked about equality
The response
The question they would ask Sabrina about equality

Reflection

Invite students to choose a stance and complete the following statement on the Student Worksheet by writing a short paragraph:

“I agree/disagree that equality benefits all because …”

Differentiated Learning

Extension: Invite students to ask a wider audience their questions about equality. This could look like speaking to their friends, family and other community members, or posing questions on social media. It could even involve tagging their favourite AFLW players in their questions.

Provisions for Learning Support: Ensure that students are working in groups of diverse ability. If students are feeling challenged understanding what equality means, facilitate a discussion about specific examples of what equality looks like in their school and community.

Take it Further

Sabrina Frederick-Traub’s experience shows that with hard work and the support of others, barriers to success can be overcome. Encourage students to identify a barrier that students in their school face, whether it be stereotypical thinking, inequality or a reluctance to accept diversity.

Once students have done so, they can work to create an awareness campaign in their school community about the benefits of equality, equal opportunity and the value of diversity.

Teacher Reflection

AFLW - Exploring Equality

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