Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: 4 C’s routine

15 minutes

Find Out: Identifying connections

25 minutes

Take Action: Announce it

5 minutes

Reflection

Learning intentions

Students will:

explore how diverse experiences, including those of First Nations Australians and migrant communities, shape identity and belonging in Australia.

Success criteria

Students can:

explain how different backgrounds and cultures contribute to communities
write a podcast script highlighting community voices.

Tune In: 4 C’s routine

Preparation

Write the following up on the board:

4 C's Routine

Step 1

Connections:

How does the player's story connect to your own life or experiences?
What personal values or strengths do you see in the player you admire?

Concepts:

What key strengths and values helped the player succeed?
How did their cultural identity or background influence their leadership?

Challenges:

What challenges might the player face due to their cultural background or identity?
How did they overcome these challenges?

Changes:

What positive changes did the player bring to their community or the sporting world?
How can we apply the lessons from their stories to our lives or community?

Step 1

Place students into groups of 4 and assign them a Collingwood Football Club profile. Each story will unpack the background and impact of a female, First Nations or migrant player from the Collingwood Football Club who has shaped the sporting community.

Step 2

Each group reads their story together. Upon completion, ask each group member to choose 1 of the following words: connections, concepts, challenges or changes.

Step 3

Using the following 4 C’s thinking routine, ask the students to discuss their player’s journey. The team member who chose the word ‘connection’ will facilitate the discussion by asking the rest of their group the 2 questions under the word ‘connection’ written on the board, and encourage fair and equal input from team members.

Step 4

Continue by allowing each team member time to ask and adjudicate their allocated questions.

Find Out: Identifying connections

Step 1

Place 2 hula hoops on the ground. Overlap them to create a physical representation of a Venn Diagram. Using a piece of paper, label 1 hoop ‘First Nations Perspectives’ and the other ‘Our Perspectives’. Explain to the students that the centre of the diagram will represent ‘shared beliefs and values.’

Step 2

Place the students in a circle around the hula hoops and instruct them to collaborate in 4 groups during this activity. Explain to the students that through collaborative discussion, they are to decide whether the perspective could relate to First Nations people, the perspective of others, or a shared belief. Read out the perspective prompts 1 at a time to the class, using the list below:

• connection to Country
• respect for ancestors
• storytelling
• community support
• resilience in the face of challenges
• cultural pride
• education

• importance of family
• learning from Elders
• celebrating cultural events
• understanding different cultures
• respecting different cultures
• teamwork and collaboration
• passing down traditions
• empowering others

• embracing diversity
• empathy and understanding
• preserving language and culture
• strong leadership
• inclusivity
• equality
• appreciation for history
• role models in the community

Step 3

As you read each perspective, ask students to write the perspective read out onto a sticky note and place it in the appropriate section of the Venn Diagram.

Step 4

On completion, take some time to look at the sticky note placements and discuss any discrepancies, referring back to the groups for their reasoning behind their decisions. Allow students to move their sticky notes during the discussion if they change their decision based on the information shared.

Ensure to point out to students the power of perspective and how it can shift. Outline to students that identifying connections between themselves and other cultures helps them understand how citizens (members of communities) with shared beliefs and values work together to achieve a civic goal, such as inclusion or equality.

Take Action: Announce it

Step 1

As a class, watch the following video to learn more about Collingwood Football Club AFL player Tew Jiath’s draft night. It highlights the importance of community in his journey.

Collingwood Football Club - Diverse Experiences of Australians - (https://vimeo.com/1091070539/d1603e0575?share=copy (vimeo.com/1091070539/d1603e0575?share=copy)

Step 2

Provide each student with a printed copy of the activity sheet. Ask students to reflect on what draft night meant to Tew Jiath and how his story was highlighted in the video. Instruct students to work in pairs to create a 2-minute community voices podcast script based on either a player from the Tune In activity, or another person of their choice (such as from their own AFL team).

Step 3

Using their devices, students should research information about their chosen person’s background, beliefs and values. Using this information, students will work on writing the podcast script, which must include dialogue for 2 people: the presenter asking questions and the player responding.

Write the following key points on the whiteboard for students to include in their script:

How does your player find belonging within their community?
How does your player use their identity or culture to make a positive impact?
What beliefs and values influence their career?
What can we all learn from their lived experiences?

Learning extension: Allow students to role-play their podcasts before their peers.

Learning opportunity: Students will decide how they will record or present their podcast. They can choose between reading it out loud to the class, recording it on a device, or performing a role-play of the podcast. Encourage students to think about the tone and style of the podcast (for example, formal, friendly, informative).

Reflection

Step 1

Instruct students to sit in a circle. Explain to the students that you will pass around a yarn ball. They can pass it to anyone they like. However, each person can only receive the string once. On receiving the string, ask the students to make a comment or observation on 1 of the following 3 things:

What common themes did they hear in their podcast story?
How does storytelling help build inclusion and representation?
What can we do daily to make sure everyone feels heard and valued?

Step 2

Begin by holding the ball of yarn and sharing a thought, such as ‘I think storytelling is important because it is a way of connecting.’ While holding onto the end of the yarn, toss the ball to another student across the circle. The next student should catch the yarn, hold onto a section, and share their observation or thought. They can then toss the ball to another student while holding onto their section.

Step 3

Continue until everyone has participated and a web is formed. This visual representation symbolises how small actions and shared values connect everyone in the community.

Diverse Experiences of Australians

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Diverse Experiences of Australians

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