The Final Quarter - Safely Viewing The Film

Australian Curriculum content descriptions:

Year 5 English:

• Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
• Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

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)
• Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Year 5 & 6 HPE:

• Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
• Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
• Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
• Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)

Year 5 HASS:

• Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
• Work in groups to generate responses to issues and challenges (ACHASSI10)
• How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Year 6 HASS:

• Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
• Work in groups to generate responses to issues and challenges (ACHASSI130)
• The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)
• The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)

Syllabus outcomes: COS3.1, DMS3.2, INS3.3, IRS3.11, PSS3.5, SLS3.13, EN3-1A, EN3-3A, EN3-8D, HT3-3, HT3-4, HT3-5

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

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

Relevant parts of Year 5 English achievement standards:
They understand how language features, images and vocabulary influence interpretations of characters, settings, and events. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Relevant parts of Year 6 English achievement standards:
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 show how specific details can be used to support a point of view.

Relevant parts of Year 5 & 6 HPE achievement standards:
They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact.

Relevant parts of Year 5 HASS achievement standards:
They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They examine sources to determine their purpose and to identify different viewpoints.

Relevant parts of Year 6 HASS achievement standards:
They identify and describe continuities and changes for different groups in the past and present. They describe the rights and responsibilities of Australian citizens.

This lesson is part of the wider unit of work The Final Quarter – Watching The Film

Time required: 130 mins

Level of teacher scaffolding: Medium – facilitate class discussion and support student understanding of key concepts and themes.

• Adam Goodes Profile – one copy per student
• Device capable of presenting a video to the class
• Film Timings and Questions (optional)
• Handling Sensitive Topics and Issues (optional)
• Social Themes In The Final Quarter (optional)
• Student Worksheets – one copy per student

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

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

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.