The Final Quarter - An Inclusive Constitution

Australian Curriculum content descriptions: 

Year 5 Humanities and Social Science:

• The key values that underpin Australia’s democracy (ACHASSK115)
• How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
• The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

Year 6 Humanities and Social Science:

• Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
• Where ideas for new laws can come from and how they become law (ACHASSK146)
• The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
• Australia’s connections with other countries and how these change people and places (ACHASSK141)

Year 5 English:

• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
• Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Year 6 English:

• Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
• Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Syllabus outcomes: EN3-3A, EN3-8D, GE3-1, GE3-1, GE3-2, HT3-3, HT3-4

General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.1, OI.4, OI.5, OI.6, OI.7, OI.9)

Relevant parts of Year 5 HASS achievement standards:

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to achieve shared goals and describe different views on how to respond to a current issue or challenge.

Relevant parts of Year 6 HASS achievement standards:

By the end of Year 6, students explain the role and importance of people, institutions, and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Relevant parts of Year 5 English achievement standards:

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They listen and ask questions to clarify content.

They contribute actively to class and group discussions, taking into account other perspectives.

Relevant parts of Year 6 English achievement standards:

They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

This lesson is part of the wider unit of work: The Final Quarter – Exposing Truth. Embracing Diversity – Years 5 & 6

Time required: 90 mins

Level of teacher scaffolding: High – there is a large amount of content covered in this lesson that may be new to students. It is important to invest time in group discussions, responding to students’ questions and queries to support them to develop an understanding of the context and content of the resources presented.

• Adam Goodes Profile – digital copy
• Device capable of presenting a video to the class
• Handling Sensitive Topics and Issues (optional)
• Student Worksheets – one copy per student
• Uluru Statement From The Heart – one per student

This lesson is designed to build students’ competencies in the following skills:

• Community engagement
• Communication
• Critical thinking
• Cultural understanding
• Empathy
• Ethical understanding
• Social skills

Using only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.

We highly recommend that students view the film in its entirety before participating in subsequent lessons.

Our Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources. 

Note: This film may not be suitable for viewing by all young people. Teachers are advised to use their discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) prior to screening the film.