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 discuss the meaning of, and relationship between, equality and equity. This understanding is developed through a consideration of the Uluru Statement from the Heart in relation to equity. After viewing a video about a successful health project in a remote Aboriginal community, students consider the relationship of their school with their local Aboriginal and Torres Strait Islander community and seek to connect with Aboriginal and Torres Strait Islander community members and local community organisations to work alongside them in pursuing their unique needs and aspirations.
- understand that relationships and commitment to the community are key in building trust and safety within a community and, reciprocally, that trust and safety in a community are key to building relationships
- understand the importance of actively listening to Aboriginal and Torres Strait Islander Peoples to support them in achieving their needs and aspirations
- understand that they can take individual and collective action to ensure that all people in their community feel safe, valued, protected by law, and free from racism and other forms of persecution
- 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 Aboriginal and Torres Strait Islander community representatives
Lesson guides and printables
Australian curriculum content descriptions:
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 10 Civics and Citizenship:
- The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- Account for different interpretations and points of view (ACHCS098)
- Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- personal, social and cultural context (ACEEN009)
- explaining the relationship between purpose and context (ACEEN021)
- examining how each text relates to a particular context or contexts (ACEEN061)
- exploring other interpretations and aspects of context to develop a considered response. (ACEEN065)
- the ways points of view and values are represented (ACEEN067)
- how social, community and workplace texts are constructed for particular purposes, audiences and contexts (ACEEE005)
- summarising ideas and information presented in texts (ACEEE017)
- identifying similarities and differences between own response to texts and responses of others. (ACEEE018)
- the ways in which main ideas, values and supporting details are represented in social, community and workplace texts (ACEEE019)
- understanding the way attitudes and values are represented (ACEEE031)
- the relationships between context, purpose, and audience, and the impact on meaning in social, community and workplace texts (ACEEE033)
- analysing issues and ideas represented in a range of texts and explaining points of view and implications (ACEEE043)
- the representation of community, local or global issues in social, community, workplace or literary texts (ACEEE047)
- how some points of view are privileged while others are marginalised or silenced; for example, the unreliable narrator in fiction and film, the antagonists in drama and video games or the presentation of only one point of view in a news story. (ACEEE049)
Syllabus outcomes: PDHPE5.3, PDHPE5.6, PDHPE5.6, PDHPE5.6, PDHPE5.11, PDHPE5.13
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.1, OI.3, OI.5, OI.6, OI.7, OI.9)
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.
Relevant parts of Year 10 achievement standards:
Students account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue.
They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.
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.