Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Introduction

15 minutes

Part A: ‘A New Hero. Sabrina Frederick-Traub’

30 minutes

Part B: What is Equality?

0 minutes

Part C: Equality vs. Inequality

15 minutes

Reflection

Introduction: Begin by asking “Are there any AFL or AFLW players in the room?” If there are, invite other students to ask the players questions. If none of the class members have previously experienced AFLW, watch this one minute introduction to AFLW.

Part A: ‘A New Hero. Sabrina Frederick-Traub’

Step 1. 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 2. Invite students to open their devices and go to the Episode 2 “A Dream in her Sights” section of the website and read through the text linked to the clip.

Invite students to consider the following questions:

How does the opportunity to play professionally in the AFLW impact on Sabrina’s health?
How does it impact on her sense of well-being?
How do you think she felt when she wasn’t able to play Australian rules football at a professional level?

Ask students to work independently to note their responses to each prompt by creating ‘Sabrina’s thought bubbles’ in the space provided on the Student Worksheet. Suggest to students that they could support their response with quotes and examples from the clip and the associated text.

Step 3. Invite students to independently think about these questions:

Do you have a dream in your sights? Is there something you would like to do or something you would like to be?
Is there anything stopping you from achieving that dream? What is it?

Encourage students to draw an image of themselves on the Student Worksheet, then create their own thought bubbles of their dream and any barriers that they face. Once students have completed the task, encourage them to share with a partner.

Part B: What is Equality?

Step 1. In a class discussion, invite volunteers to give examples of equality that they remember from the video at the start of the lesson. Examples could include Sabrina playing AFLW, young girls learning to play Australian rules football, and the way the coach treats the AFLW players with respect and friendship.

Step 2. Invite students to complete the Y-Chart to further explore what equality looks like, feels like and sounds like. Highlight for students that they can be as concrete or as abstract as they choose in their responses, as long as they can describe why they have chosen to respond in that way.

Step 3. Invite students to form groups of three and to share their Y-Chart with the others in the group. Allow time for all students to share their ideas.

Step 4. While students are still in their groups, provide them with a sheet of A3 paper and invite groups to write “Equality is…” at the top of the page, then work together to complete the sentence.

Step 5. Place all the statements on the floor in a group and invite the class to walk around and read all of the statements. Engage students in a class discussion exploring the differences and similarities in the ideas groups have shared about the meaning of equality.

Summarise the discussion by explaining that equality is the state of being equal, especially in status, rights or opportunities; for example, the opportunity for women and girls to play Australian rules football.

Part C: Equality vs. Inequality

Step 1. Invite students to sit in their groups taking their Equality Statement with them.

Step 2. Further explore what equality looks like by asking volunteers to share examples of equality of opportunity. Examples might include boys learning ballet, a female prime minister, Aboriginal and Torres Strait Islander people excellence at all levels of society, same sex marriage, and wheelchair access.

Step 3. Ask groups to identify an example of inequality in their school, community, country or the world. Examples could include how some girls can’t wear shorts at school, some people are rich and others are poor, some people have enough food and others go hungry, some people live in very big houses and some don’t have anywhere to live. Encourage students to be specific about whether their example is a school, community, country or world example.

Step 4. Invite groups to write down their example of inequality on the bottom of their equality statement page.

Step 5. Ask groups to draw long arrows from the inequality example to their equality statement, then work together to suggest actions that could be taken to address the inequality. The suggestions can be written along the arrows. Their page might look something like this:

Step 6. Summarise this part of the lesson by asking students to work together to identify one impact that equality or inequality can have on people’s well-being, and note it on the space provided on the Student Worksheet.

Reflection

Sabrina’s coach says in the video that friendship, trust and respect are important for equality. Have students share their view on what is important to ensure equality for all in the space provided on the Student Worksheet.

Differentiated Learning

Extension: Students could use their devices to conduct an online search into some of the ways that the issue of inequality is being tackled in the sporting world, then share it with the class.

Provisions for Learning Support: Consider including the All Abilities AFL program to inspire students: https://community.afl/all-abilities

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 - Finding Fairness

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