Activity Introduction

Quick summary: In this lesson, students will explore the experiences of AFLW marquee players and consider the impact that the development of the competition has had on their personal narratives and the story in the broader community. This will then act as a prompt for students to develop their own narratives. Through this context, students will focus on developing description in their writing.

This lesson is designed to provide practise for NAPLAN, the national literacy and numeracy test held in Years 3, 5, 7 and 9*. It focuses on developing a descriptive narrative, linking to the NAPLAN criterion of vocabulary.

This lesson has been developed in conjunction with the AFLW in celebration of the advancement of women in sport and the promotion of equal opportunity for all people in all facets of life.


Learning intentions:

  • Students will understand that people have a diverse range of experiences within the same society.
  • Students will develop their ability to empathise with others.
  • Students will use descriptive language to write an engaging narrative.

21st century skills:

Australian Curriculum Mapping

Content descriptions:
Year 9 English

  • Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
  • Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
  • Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)

Year 10 English

  • Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (AELT1641)
  • Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

Syllabus outcomes: EN5-1A, EN5-2A, EN5-3B, EN5-6C, EN5-7D

General capabilities: Literacy, Ethical Understanding, Personal and Social Capability, Intercultural Understanding

Cross-curriculum priority: none.

Relevant parts of Year 9 achievement standards: Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.

Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Relevant parts of Year 10 achievement standards: Students show how the selection of language features can achieve precision and stylistic effect. They develop their own style by experimenting with language features, stylistic devices, text structures and images. Students create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Topic: Social Issues.

Unit of work: AFLW – NAPLAN Preparation.

Time required: 120 mins.

Level of teacher scaffolding: Low – Students will develop narratives based on their own ideas and inspirations.

Resources required: Student Worksheet – printed, one per student. Device capable of presenting a video to the class. Printed – one per student: Hero’s Journey Graph, Hero’s Journey Planning Template and Narrative Writing Self-Assessment Rubric.

Keywords: AFLW, quality, commitment, resilience, goal attainment, narrative, descriptive language, senses, visualise, norms, societal expectations.

*This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – the ACARA body – but is designed to provide practice for the Australian Curriculum’s compulsory NAPLAN testing scheme.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

© Cool Australia and the Australian Football League


Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students will understand that people have a diverse range of experiences within the same society.
  • Students will develop their ability to empathise with others.
  • Students will use descriptive language to write an engaging narrative.

Success criteria:

  • Students can explain the experiences, emotions and views of someone other than themselves.
  • Students engage the senses when describing settings, events or characters’ emotions.
  • Students make use of a broad range of language features, including (but not limited to) simile, metaphor and personification.

Teacher content information:

Creating the AFL Women's League | Jan Cooper

"Without recognition women lose their history. They do these extraordinary things, and then they are forgotten and denied to ever have existed, so women keep reinventing the wheel."
– Dr. Marjorie Snyder, the Senior Director of Research at the Women’s Sports Foundation.


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Student Worksheet

Student Worksheet

1. Use the table below to take notes about the AFLW players while viewing their Player Stories.
Think about the following:

  • What experiences have they had?
  • What are their personal traits/characteristics?
  • What are their perspectives on life, the world and the game?

Tayla Harris Ebony Marinoff Mel Hickey

2. Use the Venn diagram to explore similarities and differences between the experiences, personalities and perspectives of each of the players.

3. After watching AFLW stars more than just players: Melissa Hickey and Katie Brennan discuss the video and take some notes about what you discuss, using the following questions as a guide:

  • What was the motivation for Melissa and Katie’s climb?
  • What are the similarities and differences between the rights of African women and women on the AFLW journey?

Note down the main points of discussion here - you may be able to use these points as inspiration in your own narrative writing

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