Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Fortune findings and faulty thinking

20 minutes

Find Out: Spot the bias

25 minutes

Take Action: Unpacking bias in AFL

5 minutes

Reflection

Learning intentions

Students will:

explore how language reinforces or challenges bias.

Success criteria

Students can:

define bias and explain how it shapes relationships
evaluate how different language choices affect power and perception.

Tune In: Fortune findings and faulty thinking

Step 1

Begin by asking students what horoscopes are and if they know what theirs are. Briefly summarise how horoscopes claim to predict personality traits or daily fortunes based on star signs.

Step 2

Ask for 2 student volunteers to share their star signs with the class. Write these signs on the board. Deliberately read out a horoscope from the activity sheet that does not match each volunteer's star sign. For example, if a student says they are a Leo, read out a horoscope for Virgo instead.

Step 3

Ask each student volunteer to reflect aloud whether they believe the horoscope accurately describes them. After each student volunteer responds, ask the rest of the class whether they think the horoscope was accurate for their peer.

Step 4

Highlight any instances where students agree with traits that were not actually linked to their real star sign. Inform the class that the horoscopes read out were intentionally mismatched. Use this moment to introduce confirmation bias by explaining how people tend to focus on information that confirms their existing beliefs or expectations while ignoring contradictory evidence.

Step 5

Lead a class discussion using the following prompts:

Why do you think people might agree with horoscopes, even when they are mismatched?
Can you think of other examples in everyday life where people might experience confirmation bias?

For example:

During job interviews, recruiters might unconsciously favour candidates who align with their expectations or biases, even if other candidates are equally or better qualified.
Fans of a sports team often believe umpires make good calls when they favour their team, but bad calls when they go against it. Both sides selectively focus on evidence supporting their team's position, ignoring contradictory evidence.

Emphasise to the class that horoscopes are often written in vague, general terms (a phenomenon known as the Barnum effect), making it easy for individuals to see themselves in them. Confirmation bias occurs when people selectively interpret information in ways that reinforce their preexisting beliefs. Outline to students that recognising and challenging biases is essential for critical thinking and decision-making.

Find Out: Spot the bias

Preparation

Print and cut out the badge activity sheet.

Step 1

Distribute 1 badge to each student. Ensure that there is a mix of shapes, sizes and colours amongst the students. Invite students to place their badge somewhere visible between their waist and neck.

Step 2

Explain to students that they should not talk or use gestures during this activity. Without giving any further instructions, ask students to form silent groups. Once groups are formed, ask them to break apart and form new groups. Repeat this process 3-4 times.

Step 3

As students form groups, observe their criteria (for example, grouping by colour, shape, or size). Typically, participants will instinctively group themselves based on visible similarities rather than intentionally forming diverse groups.

Step 4

Using the Think, Pair and Share thinking routine, invite students to:

Think: What criteria did you use to form your groups?
Pair: Did anyone try to form diverse groups intentionally? Why or why not?
Share: How might this activity relate to real-world situations where people unconsciously group others?

Explain to students how this activity demonstrates a type of bias called affinity bias, which refers to favouring similar people.

Step 5

Explain to students that there are many different types of bias. Use the Visual Explainer to introduce students to different types of bias. On each slide, take time to discuss personal anecdotes and examples from students to allow meaningful links to learning.

Step 6

Next, read out the following scenarios to the students. Their task is to quickly identify which bias may be present and, if applicable, whether the language is marginalising or inclusive.

A job description states: ‘We’re looking for young, energetic professionals to join our team.’
A hiring manager rejects a resume because the applicant’s name is unfamiliar and assumes they might have ‘language issues.’
During a staff appraisal, a team leader praises an employee for being ‘beautiful and confident,’ but ignores their technical skills.
A teacher consistently asks male students to help with setting up technology in the classroom, while asking female students to organise paperwork.
A store employee closely monitors a customer with a minority background while ignoring other customers in the store.
During a group project, a student chooses to work only with their close friends.

Take Action: Unpacking bias in AFL

Step 1

Ask students, ‘How does bias impact sports?’. Invite them to turn to the person next to them to discuss their response to the question before sharing with the whole class. Explain to students that a study was undertaken in relation to how bias impacts sports and that the study ‘Investigating racial bias within Australian rules football commentary’ (journals.plos.org/plosone/article?id=10.1371/journal.pone.0272005) randomly selected 50 men’s AFL game quarters from the 2019 AFL season and analysed 1368 statements directed at 382 unique players.

Step 2

Next, read the following report summary to students (also provided on the Student Worksheet):

In the report, most comments about players were positive (about 85% for both white and non-white players). There was no big difference in the overall number of negative comments between races. However, non-white players were more likely to be praised for their physical ability, such as speed and strength. Comments about physical appearance, such as height or size, were less common for non-white players compared to white players. In terms of cognitive attributes, non-white players received more negative comments about their cognitive ability, such as decision-making or awareness, compared to white players.

There was no major difference in how commentators talked about character traits like work ethic or personality between races. The report shows that very few comments referred to players’ abilities like ‘natural’ or ‘instinctual’, as there wasn’t enough data to analyse this properly.

Learning extension: Provide students with access to the full report to read and analyse.

Step 3

After reading the report summary, ask students to respond to the questions on the Student Worksheet. Once completed, ask students whether the summary reinforced or challenged their initial thoughts about how bias impacts sports. Explain to them that whilst the study provides limited evidence of the existence of racial bias within contemporary AFL live commentary, it initiates a discussion about the history of racial bias within sports commentary.

Step 4

Invite students to share what actions they believe commentators, journalists and media organisations could take to ensure a fairer and more balanced coverage of AFL/AFLW players. Write a list of these actions on the whiteboard.

Suggested responses:

Focus on skills and achievements rather than appearance, sexuality or gender.
Highlight diverse stories by allowing players to share their personal journeys, including their challenges, dedication, and cultural background, to show depth beyond the game.
Avoid bias in language, including language that avoids assumptions about players based on their appearance or race.
Ensure equal recognition between AFL and AFLW players in commentary, interviews, and media coverage.
Amplify diverse perspectives by including commentators, journalists and analysts from diverse backgrounds to bring different viewpoints and reduce bias in coverage.
Continue to celebrate inclusion and the promotion of inclusion initiatives (such as the Sir Doug Nicholls Round).

Step 5

Direct students to think about their responsibility as the audience. Ask them how viewers such as themselves can be more critical of the commentary that Australian audiences hear, and question whether it reinforces bias in sports.

Write a list of these actions on the whiteboard.

Suggested responses:

Listen for biased language by paying attention to how players are described.
Challenge stereotypes by asking yourself if the statements are based on fact or assumptions.
Support balanced media outlets that promote fair coverage and challenge bias.

Step 6

Next, your student’s task is to write a short, detailed response on the Student Worksheet on how language used in commentary, journalism, and media can have inclusive and exclusive social effects for AFL/AFLW players in Australian society. Encourage students to refer to the lists on the whiteboard for support.

Learning opportunity: Encourage students to explore the media further, as it clearly has a role to play in tackling racism. Begin by checking out our resources on the documentary The Final Quarter, which illustrates Adam Goodes’ experiences in standing up against racism, leading to a heated public debate and widespread media commentary that divided the nation.

Reflection

Step 1

In groups of 4, students should create a list of inclusive words and phrases they could use when talking about athletes. Invite students to compare and collate their lists.

Understanding Bias

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Summary

Learning intentions

Students will:

Success criteria

Students can:

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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