Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: What is inclusivity? Speed discussion

30 minutes

Find Out: What does the media have to say about inclusivity?

15 minutes

Take Action: An inclusivity review

5 minutes

Reflection

Learning intentions and success criteria

Students will:

understand the importance of inclusivity by engaging with several media pieces to determine where inclusivity has been effectively demonstrated and where more inclusive practices need to be developed.

Students can:

describe what it means to be inclusive.
assess whether inclusivity is demonstrated or lacking in a range of community settings.
develop a basic plan for improving inclusivity in their school and community.

Tune In: What is inclusivity?

Step 1

Invite students to participate in a ‘speed discussion’ on the topic of inclusivity. To facilitate this, you will need to set up the classroom so that students are seated on opposite sides of the tables, facing each other.

Eg.

Step 2

Once students have paired up, let them know that they will have 90 seconds to discuss each of the questions you will read out, before they switch partners and are presented with a new question.

Step 3

Read out the first question about inclusivity and give students 90 seconds to discuss the question with their partner. You may wish to display a visible timer on a smart board or projector to assist students with timing. (For example, https://www.online-stopwatch.com/classroom-timers/).

Step 4

Once 90 seconds is up, ask all students sitting on one side of the table to move one seat across, with all students moving in the same direction while students sitting on the other side stay seated. This will create new student pairs for the next question.

Step 5

Reset the timer, read out the second question and give students 90 seconds to discuss. Repeat the student movement instructions from Step 4. Continue to read through each of the questions and invite students to move. By the end of the activity, students should have discussed 5 questions with 5 different people in 7.5 minutes!

Questions:

What does inclusion mean?
What are some examples of inclusivity at school?
Can you describe how being inclusive leads to positive outcomes?
How does being inclusive support a positive sense of identity?
If you could change one thing about our school to make it more inclusive, what would it be?

Find Out: What does the media have to say about inclusivity?

Step 1

Explain to students that in this activity, they are going to look at several media articles and detect three things:

How is inclusivity being demonstrated?
How does being inclusive benefit the health and wellbeing of the individual highlighted in the article?
How does inclusivity represented in the article benefit the wider community (team, fans, etc)?

Step 2

Depending on how your class works best, you may wish students to complete this task individually or in small groups of 2-3. Invite students to choose two of the articles to read through and answer the questions from step one, either in their notebooks or on the student worksheet.

Step 3

Once students have had an opportunity to read through the articles and answer each of the questions, watch the following clip as a class:

https://www.afl.com.au/video/768237/behind-the-scenes-tigers-epic-laguntas-dance-at-dreamtime?videoId=768237&modal=true&type=video&publishFrom=1653603886001

Warning: Aboriginal and Torres Strait Islander people should be aware that the clip above may contain images, voices and names of deceased persons.

Step 4

Engage the class in a discussion, focusing on the same questions from Step 1.

Step 5

As a class, watch the introduction (first 7.42mins only) of the Four Corners episode ‘The Silence’.

Please note the following clip contains explicit language. Teachers should view the content first and decide if it is appropriate to show to their class. https://iview.abc.net.au/video/NC2303H030S00

Please see the suggested alternative in the Teacher Content Information if this clip is unsuitable for your class.

Step 6

Engage the class in a short discussion about what was presented in the excerpt from the Four Corners episode ‘The Silence’. You may wish to ask prompting questions such as:

Does the AFL currently seem to create an inclusive environment?
What impact may a lack of inclusivity in AFL have on the players?
Is the AFL demonstrating that it values diversity?
What impact may the attitudes of high-profile individuals in the AFL (e.g. Eddie Mcguire, Gill Mclachlan, Bob Murphy, etc.) have on LFBTIQ+ individuals?
What impact may the decisions and behaviours of the AFL have on the wellbeing of the wider community? (E.g. players, fans, officials, etc.)

Take Action: An inclusivity review

Step 1

Invite students to work individually or in pairs to complete an inclusivity review of the class, school and their wider community by completing the table found in the student worksheet. Students may decide what they wish to focus on as their ‘wider community’ as this will vary from student to student. Possible communities may include sporting clubs, religious organisations, extended family groups, tutoring groups or any other broader community outside of the school the student belongs to.

Step 2

Working through the student worksheet, explain to students that they will analyse how inclusive they view each of the 3 areas to be, before making suggestions on how inclusion could be improved. To complete this task, students will need to work through the prompts outlined in the table on the student worksheet.

Reflection

To wrap up this lesson, where students have engaged with several media pieces, invite them to use the Project Zero thinking routine ‘Headlines’.

Encourage the students to reflect individually about the core ideas and their understanding of inclusivity. Next, ask them to write a headline about inclusivity that captures the most important aspects of the topic.

Provide the class with individual time to write their headlines.

Once everyone has had a chance to write their headlines, invite the students to share their headline with the person they are sitting next to.

Finish the class by asking, “Who heard a headline from someone else that they thought was particularly good at getting to the core of things?”

Reviewing Inclusivity in Sport and School

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Summary

Lesson Guides and Printables

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Reviewing Inclusivity in Sport and School

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Summary

Lesson Guides and Printables

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