Teacher instructions

Work through this resource material in the following sequence:

15 minutes

Tune in: What makes a role model?

20 minutes

Find out: How do role models influence us?

20 minutes

Take action: Setting an example

5-10 minutes

Reflection

Tune in: What makes a role model?

Step 1.

As a class, create a definition for a ‘role model’. Using the ‘think, pair, share’ model ask students to finish this sentence:

‘A role model is someone who…’

Have students complete the sentence individually, share it with a partner, and then come together as a whole class to share their ideas and create an encompassing definition. Make sure this definition is displayed somewhere the students can see it. You could record this on a whiteboard, butcher's paper, smartboard or use an app like Miro (miro.com), where students can contribute their own ideas.

Step 2.

Now we have a definition for what a role model is; who are some of our role models?

Keep a record of the students’ suggestions, along with the class definition of a role model. They might like to consider sports people, online influencers, celebrities and people in their own families and communities.

Find out: How do role models influence us?

Step 1.

Show the students 3 or 4 short clips depicting some people who could be considered good role models. Here are some suggestions, but it’s a great idea to also look to people who are currently influential in your student’s lives:

Inspirational Words from Serena Williams - Exactly What You Need To Hear! - InspireMore (youtube.com/watch?v=brbgjk1YVaU)

Sam Kerr | Birthplace of Dreams - Nike (youtube.com/watch?v=gN-xIGhf-uc)

Adam Goodes - Australian of the Year 2014 Acceptance Speech - Australia Day (youtube.com/watch?v=3EV-cLb_Ttg)

Sir David Attenborough | A message to world leaders - WWF International (youtube.com/watch?v=fyYpExl8AJU)

We Did 10,000 Random Acts of Kindness - Beast Philanthropy (youtube.com/watch?v=qDeeJukyuXY)

RuPaul on How to Live Your Best Life | NowThis - NowThis News (youtube.com/watch?v=uijNE0JdNMU)

Arnold Schwarzenegger Leaves the Audience SPEECHLESS | One of the Best Motivational Speeches Ever - MotivationHub (youtube.com/watch?v=1bumPyvzCyo)

‘The Kick’ by AFLW star Tayla Harris immortalised in bronze statue - Nine News Australia (youtube.com/watch?v=y99M50xyOA0)

Cahill's in-camp pump up speech to the Socceroos - Football Australia (youtube.com/watch?v=GnjGeFuq9YQ)

After each video, pause and give students time to complete their worksheet. You may like to give students time to share their ideas either in pairs or with the whole class.

How do you feel after watching this video?
What do you like about this person and the ideas they represent?
Do you think they are a good role model? Why?

Let’s add some of the positive attributes we saw displayed in these films to our role model brainstorm. You might like to consider the following:

respect
empathy
strength
caring
self-awareness
positivity
humility
professionalism
integrity
inclusivity.

Looking at this list and the list of who our role models are from earlier, can you draw any links? Which of our role models highlight some of these attributes?

Literacy: Some of the attributes we encounter in this lesson, students may be able to describe but not know the correct term for. To extend this activity, students could build a word bank of attributes and their definitions.

Step 2.

Now we have looked at good role models and what makes a good role model; what attributes don’t we want to see in a role model? Add this list to our brainstorm. You might like to think about some of the following attributes:

bullying
mean
poor choices
selfish
avoidance behaviours
sexist
racist
classist
disempowering
exclusive
disrespectful.

Step 3.

Do we want to review our definition of what a role model is? Ask students if our original definition of a role model still fits and if they want to change the definition.

Differentiation: For students who need support, rather than brainstorming these attributes, supply them with the attributes listed in steps 1 and 2 and ask them to sort them into positive role model attributes and poor role model attributes.

For students who need extension, ask them to research someone they think is a role model and find specific examples of them displaying one or more of the above attributes.

This could also be an opportunity to return to the original list of who our role models are and re-evaluate some of our choices based on how they display the above attributes.

Take action: Trailblazers

Step 1.

Introduce the Matildas by watching the Squad Announcement

MATILDAS SQUAD ANNOUNCED: FIFA Women's World Cup 2023™ - Football Australia (youtube.com/watch?v=OhSIElULmeA)

Step 2.

After watching the announcement lead a discussion with the students using the following questions:

Who do you think the Women's National Football Team are role models for?
What challenges do you think they faced in getting to the world cup?
Did the Matildas display any of the positive attributes we identified earlier?

Reflection

Ask students to reflect on the attributes we discussed today and identify which ones they feel they possess. Using one of these attributes, ask them to finish this sentence.

I am a role model because I…

This activity could be completed as an exit ticket.

Differentiated Learning

Opportunities for differentiation have been included throughout this lesson.

Role Models and the World Cup

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Summary

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