Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.
In this lesson, students explore the key factors in building inclusive and safe communities. Students consider what makes cohesive communities by reflecting on their own relationships with various communities. They then consider their school’s relationship with local Aboriginal and Torres Strait Islander communities. Students learn about respectful communication with Aboriginal and Torres Strait Islander community members and reach out to them.
- understand that relationships and commitment are key to building trust and safety within a community
- understand the importance of actively listening to Aboriginal and Torres Strait Islander Peoples to ensure their needs and aspirations are met
- understand that listening to people from a community is a form of social action that creates safety, support and affirmation
- understand that they can take individual and collective action to ensure that all people in their community are accepted, safe and respected for their talents, backgrounds and unique perspectives.
- explain why relationships and commitment are important for trust and safety
- explain the connection between listening to people from a community and meeting the needs of that community
- invite a connection with community representatives.
Lesson guides and printables
Australian Curriculum content descriptions:
Year 7 & 8 Health and Physical Education:
- Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
- Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (ACPPS076)
- Plan and use health practices, behaviour and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
Year 7 Civics and Citizenship:
- How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’ can provide cohesion within Australian society (ACHCK052)
- Reflect on their role as a citizen in Australian democracy (ACHCS060)
Year 8 Civics and Citizenship:
- Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives and what it means to be an Australian (ACHCK066)
- Reflect on their role as a citizen in Australia’s democracy (ACHCS074)
Year 9&10 Health and Physical Education:
- Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- Plan implement and critique strategies to enhance health, safety and wellbeing of the communities (ACPPS096)
- Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
Year 9 Civics and Citizenship:
- How and why individuals and groups including religious groups participate in and contribute to civic life (ACHCK079)
- Account for different interpretations and points of view (ACHCS085)
- Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.2, OI.3, OI.5, OI.6, OI.9)
Relevant parts of Year 7 achievement standards:
Students explain the diverse nature of Australian society and identify the importance of shared values in promoting a cohesive society.
They identify ways they can be active and informed citizens.
Relevant parts of Year 8 achievement standards:
Students identify the diverse belief systems in Australia and analyse issues about national identity and the factors that contribute to people’s sense of belonging.
They identify ways they can be active and informed citizens in different contexts.
Relevant parts of Year 7 & 8 achievement standards:
Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing.
Relevant parts of Year 9 achievement standards:
They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life.
They analyse ways they can be active and informed citizens in different contexts.
Relevant parts of Year 9 & 10 achievement standards:
Students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations.
This lesson is part of the wider unit of work: The Final Quarter – Building Respect – Years 5-12
Time required: 120 mins
Level of teacher scaffolding: High – facilitate class discussion with sensitivity to students’ feelings and experiences (in relation to racial discrimination).
This lesson is designed to build students’ competencies in the following skills:
- Community engagement
- Critical thinking
- Cultural 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.