Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Introduction

10 minutes

Part A: A New Hero - Sabrina Frederick-Traub

20 minutes

Part B: Recognising Diversity

45 minutes

Part C: Imagining Diversity

10 minutes

Reflection

Introduction: Familiarise students who don’t know about Australian Rules football by asking the class “What do we know about AFL?” Invite other students to share what they know about AFL and AFLW. If required, view this one minute introduction to AFLW.

Part A: A New Hero - Sabrina Frederick-Traub

Step 1. View ‘A New Hero - Sabrina Frederick-Traub. Episode 3 - 'New Heights in Footy’ (4:59 minutes).

https://womens.afl/discover/player-stories/new-heights-in-footy

Note: You will need to scroll down the webpage to find Episode 3 - 'New Heights in Footy’ and associated text.

After viewing, invite students to open their devices and read through the associated vlog-doc text.

Step 2. Ask students to respond to the following question on the space provided around the image of Sabrina on the Student Worksheet. If appropriate, they could work in pairs.

How does Sabrina show diversity in action?

Step 3. Invite volunteers to share their points in a class discussion. Their responses may include: playing Australian rules football, choosing a partner based on who she loves, being a physically strong woman, pursuing her own dream despite the fact that it differs from the ‘norm’.

Part B: Recognising Diversity

Step 1. Invite the class to form groups of 3-4 and more so that they are sitting in a small circle around a table.

Step 2. Display this definition of diversity:

The concept of diversity encompasses acceptance and respect.
It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.
Source: https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

Step 3. Invite groups to work together to come up with one example of when they have seen diversity in action, and write it in the space provided on the Student Worksheet.

Step 4. Summarise this part of the lesson by facilitating a quick class sharing session, encouraging students to note down the examples of diversity that other groups share.

Part C: Imagining Diversity

Step 1. Distribute one Diversity prompt to each group:

“We are all different, which is great because we are all unique”
“Diversity is the one thing we all have in common”
“Diversity creates dimension in our world”
“Strength lies in differences not in similarities”
“Diversity is the art of thinking independently together”
“In diversity there is beauty and there is strength”

Step 2: Invite groups to have a quick discussion about what their quote is saying about diversity.

Step 3. Explain that for the next part of the lesson, students will work together to create a collage that visually represents what they think the quote is saying about diversity.

Students could create their collage on paper, or use a web-enabled device to access a free online collage creator such as Adobe Sparke.

Students should create drawings, find images, photographs, words, infographics and the like to create their collage. Explain that groups can use a web-enabled device to conduct an online image search to find (and print) the visuals for their collage, but their work should be original.

Allow students enough time to plan and create their collage.

Step 4. Ask students to work together to write a response to the prompt below:

What is the value of diversity?

Students can draft their response in the space provided on the Student Worksheet, then attach a final version of their statement in some way to their collage. This could mean that they write it on a separate piece of paper, or add it to their digital collage.

Step 5. Invite each group to display their collage and their associated ‘Value of Diversity’ statement and allow time for all students to view each other’s work. Ask students to share anything new they understand about diversity as a result of having viewed the visual representations.

Step 6. Inform the class that their work may assist others to understand and value diversity. Invite students to work together to arrange with the school to display the work publicly in the school - such as in the library or administration area, in a school magazine or on the school website.

Reflection

Encourage students to complete one of the reflections below in writing on the Student Worksheet:

The way my understanding of diversity has changed is...

OR

Something I still wonder about diversity is…...

Differentiated Learning

Extension: Students could be given the option of choosing a different format for expression of their diversity quote. Options might include creating a video, a podcast or writing a song.

Provisions for Learning Support: Work with students to find the first few images for their collage so that they understand how they can represent the concept of diversity visually.

Take it Further

Sabrina Frederick-Traub’s experience shows that with hard work and the support of others, barriers to success can be overcome. Encourage students to identify a barrier that students in their school face, whether it be stereotypical thinking, inequality or a reluctance to accept diversity.

Once students have done so, they can work to create an awareness campaign in their school community about the benefits of equality, equal opportunity and the value of diversity.

Teacher Reflection

AFLW - Valuing Diversity

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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