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 will complete a role-play as the AFL Committee on Player Wellbeing and consider appropriate responses to the ongoing booing of Adam Goodes from a variety of perspectives. Students will be introduced to the concept of workplace health and safety and the role of policies in achieving health and safety outcomes. They will become familiar with the role of advisors, and consider how wellbeing policies are applied in practice by decision makers and what other factors come into play.
Through using The Final Quarter as stimulus, students will gain a deeper understanding of the ways institutional racism and discrimination affect individuals and why equitable policies need to exist to protect and include minority groups.
- understand the impact of policy on everyday lives (in the context of health and safety)
- understand the importance of fostering both equality and equity in the development and implementation of policies
- understand the importance of responsibility through social, emotional and legal lenses.
- explain what a policy is and how policies support individuals and the community
- read and remember key aspects of the AFLs mental health and anti-racism policies
- link the application and outcomes of these policies to equality and equity in terms of racism
- access and evaluate health and safety policies, as well as specific anti-racism policies
- reflect on the application and intended outcomes of these policies.
Lesson guides and printables
Australian curriculum content descriptions:
Year 7 & 8 Health and Physical Education:
- Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)
- Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
Syllabus outcomes: PDHPE4.2, PDHPE4.3, PDHPE4.6, PDHPE4.7, PDHPE4.8, PDHPE4.9, PDHPE4.10, PDHPE4.12, PDHPE4.13, PDHPE4.16
General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding
Cross-curriculum priority: Aboriginal and Torres Strait Islander History and Cultures (OI.6, OI.9)
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.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing.
This lesson is part of the wider unit of work The Final Quarter – Racism and Responsibility – Years 7 & 8.
Time required: 60 mins
Level of teacher scaffolding: High – facilitate class discussion with sensitivity to students’ feelings and experience (in relation to racial discrimination)
This lesson is designed to build students’ competencies in the following skills:
- Critical thinking
- Cultural understanding
- Ethical understanding
- Problem solving
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.