LESSON IDEAS ON HOW TO CELEBRATE AUSTRALIAN FOOTBALL IN THE CLASSROOM

KEY LEARNING AREA: HUMANITIES

TARGETED NO. TITLE FOCUS SYNOPSIS YEAR LEVELS

1 AFL – How it History Have students create a timeline of important events in AFL/VFL history. Years 3-4 happened They should include key events around significant change of rules, Years 5-6 inclusion of new clubs, record-breaking achievements by clubs and players etc. 2 Our ANZAC History Have students investigate how the AFL and its clubs and players Years 3-4 Day commemorate . Ask them to use this information to write a personal story on how they and their family can pay tribute to Australians who served and died in all wars. 3 The story of History Have students use a range of sources such as internet, photographs, Years 3-4 my football biographies, newspapers, video, audio etc to investigate an AFL/VFL Years 5-6 legend football legend. They should write about the impact he had on his community, family, club and what made him a legend. They should present their work as a digital story using text, images and audio/visual material. 4 Australian History Ask students to investigate the part Tom Wills played in the introduction Years 3-4 Football – of organised Australian rules football. What were his motive and actions Years 5-6 Why, when, and how did the game shape the people and the community at the how did it time? start? 5 Our AFL club History Ask students to undertake an investigation into AFL/VFL club logos. Have Years 3-4 logo them consider the meaning and significance behind their symbols, colours, shapes and text. Which logos have changed over time? Why did they change? Why have some logos stayed the same? 6 Now and then History Have students compare current AFL football images with images from Years F-2 – What does it VFL football in the early 19th century. Photos should be compared Years 3-4 look like? of players posing or in action, team photos, supporters travelling to Years 5-6 the match or supporting at the match, equipment now and then etc. Ask them to compare the images and identify key similarities and differences. 7 AFL – What History Using a range of sources, ask students to conduct an investigation on Years F-2 does it AFL/VFL clubs. In their research have them locate historical evidence of Years 3-4 mean to our ’s presence and impact on its community through, for example, Years 5-6 community? street names, monuments, statues, built and non-built historical landmarks etc, in their regions. 8 How History Have students investigate how the VFL/AFL has been affected by Years F-2 technology changes in technology over several generations. For example, changes Years 3-4 has changed to land, air and sea transport and the introduction of television, Years 5-6 the game transistors, FM radio, social media, internet and digital technologies. Students should consider how the enormous developments in technology have shaped the lives of players, coaches, spectators, community and the game as a whole. TARGETED NO. TITLE FOCUS SYNOPSIS YEAR LEVELS

9 An MCG History Using a range of sources, ask students to conduct an investigation on Years 3-4 – the home of the AFL Grand Final – the Cricket Ground (MCG). Years 5-6 a part of our Have them discuss why it and the Grand Final have heritage significance heritage and cultural value for present generations. 10 What is the History Have students use a Venn diagram to compare the differences and Years 3-4 same? What is similarities between a VFL football match 100 years ago with an AFL Years 5-6 different? football match today. 11 An AFL aerial Geography Have students create a map to show how a bird (birds-eye view) would Years F-2 view see their local AFL, suburban or school Australian football ground. They Years 3-4 should use pictures or models of objects to assist them. Years 5-6 12 Which way is it Geography Ask students to work in pairs. Using words such as near and far, above Years F-2 to....? and below, beside and opposite, have them describe to each other the direction and location of their school football ground, a local football ground and their nearest AFL ground. 13 The MCG over Geography Have students use photographs and video to identify changes in the Years F-2 time MCG over time. As part of their investigation they should define changes Years 3-4 in the stadium’s surrounding areas and describe the local features people look after, for example, the parkland or a heritage building, and finding out why and how these features need to be cared for, and who provides this care over time. 14 What’s the Geography Taking on the role of AFL coaches, have students conduct a weather Years F-2 weather? investigation for an interstate away game. In their investigation they Years 3-4 should describe the daily and seasonal weather of the region where Years 5-6 they will be playing, by its rainfall, temperature, sunshine and wind, and comparing it with the weather of their home state. What are the Years 7-8 differences in climate? Do their team need to prepare or plan differently, for example, supply sunscreen to players, focus on hydration, bring wet weather boots etc. 15 AFL grounds Geography Have students construct a large-scale map of Australia that shows the Years 3-4 – There they grounds where AFL is played. Their maps should show the features of Years 5-6 are! the ground and surrounding areas, using basic cartographic conventions Years 7-8 including map symbols, scale and north point and describe their location using simple grid references, compass direction and distance. 16 On a budget Economics An AFL footballer is about to start a new season. Ask students to Years 5-6 and brainstorm what he can buy so he can play his best football. With a Business limited budget to make his purchases, have students categorise their items into needs and wants and then prioritise choices on what he should buy. 17 The big sell! Economics Your class has been employed as the new marketing team for the AFL. Years 5-6 and Have them identify a variety of selling and advertising strategies that Years 7-8 Business they can use to promote the opening round of the season, for example television and internet advertising, social media and email promotions. Have them develop a campaign that can be used to help fans make informed consumer and financial choices. 18 All stock must Economics Your class has been employed as the merchandising team for an AFL Years 5-6 go! and club. Their first task is to sell all of last season’s out-of-date stock. Using Years 7-8 Business the concept of supply and demand, have the class devise a strategy to move the stock before the new season’s designs arrive. TARGETED NO. TITLE FOCUS SYNOPSIS YEAR LEVELS

19 Meeting our Economics Have students create a ‘real-life’ budget for a trip to an AFL football Years 5-6 costs and match interstate. What expenses do they expect to incur? How will they Years 7-8 Business get the money to cover these expenses? If they intend borrowing money from their parents have them devise a repayment plan from any money they have saved or expect to be paid over time. 20 AFL inventors Economics As AFL innovators your students have been given an opportunity to Years 5-6 and invent a new product to meet a need in the game. Have them design Years 7-8 Business their product and explain what gap in the market it will fill. Ask them to consider how their product is different from what is in the market at the moment and justify why consumers will buy it. 21 Our rules Civics and Your class is part of new Australian football club in your local area. What Years 3-4 citizenship are some rules that the playing squad should all comply with? What Years 5-6 makes these rules fair? Who should be given the authority to make the Years 7-8 rules for the playing squad? The players? Coach? President? Supporters? Have students discuss and justify their ideas. 22 Making Civics and Explain to students that in this scenario every decision made at their local Years 5-6 decisions citizenship AFL club is voted on by the members and players. Have them identify the Years 7-8 pros and cons of using this voting system for every decision. Which other ways can decisions be made without voting? What are the pros and cons of these alternative ways? 23 Is it a law or is Civics and Have students consider the difference between ‘laws’ and ‘rules’. Ask Years 5-6 it a rule? citizenship them to list five rules at their local football club and five laws in their Years 7-8 community. What are the differences? Who makes laws and who makes rules? How are the punishments for breaking each different? 24 Our AFL values Civics and Discuss with students which values, for example, freedom, respect, Years 7-8 citizenship inclusion, civility, responsibility, compassion, equality and a ‘fair go’, are important for an AFL team to be successful. Have them find examples of how an AFL team might display these values. Ask students consider what these same values might look like in their school community and Australian society as a whole. 25 What is old? History Show the class an old and new Australian football, football boot or Years F-2 What is new? playing jumper. Have them distinguish between what is old and what is new, using such clues as the condition of the item as justification for the ideas. 26 AFL time History Explain to students that they are AFL time travellers who have been given Years F-2 travellers the task of going back in time to interview a person playing football in Years 3-4 the first recorded game in 1858. Have them develop five questions about playing football that they would ask the person. What do they think the answers to their questions are going to be? Run a series of class role- plays acting out the range of student responses. 27 AFL travel History Have your class brainstorm the range of ways AFL football relies on Years 5-6 transport. How would AFL football be affected if public transport was Years 7-8 not operating on match day? Planes weren’t flying? There was a petrol strike? What contingency plans would AFL clubs, supporters, players, coaches and club staff have if they did not have access to their normal modes of transport? 28 Our AFL Civics and Australian Football is the first sport in this country to have a racial Years 3-4 respect code citizenship vilification code. Have students investigate the code. What are its Years 5-6 messages? How does this code make sure that everyone is treated Years 7-8 equally, fairly and respectfully? Have the students devise their own vilification code for their class. TARGETED NO. TITLE FOCUS SYNOPSIS YEAR LEVELS

29 Indigenous AFL Civics and Have the class conduct research to make a data chart of information Years 5-6 citizenship about the contribution of indigenous players to Australian Football. They Years 7-8 should select one aspect of their research on which to prepare a digital or graphic presentation. 30 AFL time Civics and Have students contemplate the contents of a time capsule that Years 3-4 capsule citizenship represents the first 150 years of Australian Football. What do you think Years 5-6 the contents of the first time capsule might have been? Ask students to Years 7-8 make a list of what they think will be included in a time capsule for the next 150 years of AFL football. Have students justify their answers.