Activity Introduction

Quick summary: Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.

This lesson is focussed on exploring how racism feels from the receiving end and the importance of calling out racism. Students become aware that racism exists with a historical context and that what may not appear problematic on the surface can be very hurtful because of this history. Students look at how spectator booing affected Adam Goodes’ wellbeing and how different media personalities stood up for him. They also examine how racism against an individual can impact the wider community.

Using only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.

We highly recommend that students view the film in its entirety before participating in subsequent lessons. Our Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources. 

Note: This film may not be suitable for viewing by all young people. Teachers are advised to use their discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) prior to screening the film.

Learning Intentions:

  • Students understand that racism exists within a historical context
  • Students understand how racism negatively affects people’s identity, health and wellbeing
  • Students understand how the broader community can be affected by racism towards one person
  • Students understand how important it is for people to call out racism
  • Students understand that different people view racist behaviours in different ways, but it is the experience of the recipient of racism that matters most.

21st century skills

Communicating Community Engagement Critical Thinking Cultural Understanding Empathy Ethical Understanding Team Work

Australian Curriculum Mapping

Content descriptions:

Year 9 & 10 Health and Physical Education

  • Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
  • Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
  • Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
  • Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
  • Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACCPPS098)

Syllabus outcomes: PDHPE5.1, PDHPE5.3, PDHPE5.2, PDHPE5.6, PDHPE5.7, PDHPE5.8, PDHPE5.11, PDHPE5.12, PDHPE5.13, PDHPE5.15, PDHPE5.16

General capabilities: Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander History and Cultures (OI.6, OI.9)

Relevant parts of Year 9 & 10 achievement standards:
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations.
They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing.

Topic: Learning Through Film, Social Issues, Indigenous Education

This lesson is part of the wider unit of work The Final Quarter – Racism in Sport – Years 9 & 10.

Time required: 65 mins.

Level of teacher scaffolding: High – facilitate class discussion with sensitivity to students’ feelings and experience (in relation to racial discrimination)

Resources required:

Keywords: health, safety, wellbeing, Indigenous, Aboriginal and Torres Strait Islander, race, racism, bullying, resilience, cultural identity, sport, boundaries, Adam Goodes, The Final Quarter, documentary, AFL, media.

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


Teacher Worksheet

Teacher Preparation

Learning Intentions: Students understand...

  • … that racism exists within a historical context
  • … how racism negatively affects people’s identity, health and wellbeing
  • … how the broader community can be affected by racism towards one person
  • … how important it is for people to call out racism
  • … that different people view racist behaviours in different ways, but it is the experience of the recipient of racism that matters most
  • … the concept of race relations.

Success criteria: Students can...

  • … describe a range of impacts of racism
  • … consider how to create safer communities
  • … use diagrams to explain impacts on the wellbeing of individuals and communities.

Teacher content information:

This lesson will be centred around the acclaimed 2019 documentary The Final Quarter. This film explores the detrimental treatment of AFL star Adam Goodes and the media and community responses. An Aboriginal player, and number 37 for the Sydney Swans, Adam Goodes

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Student Worksheet

Thought starter: "Racism is a disease in society. We're all equal. I don't care what their colour is, or religion. Just as long as they're human beings they're my buddies." ~ Mandawuy Yunipingu

1. Watch this music video and take notes about:

  • positive representations of Aboriginal people
  • any references to racism in the lyrics
  • words or references you don’t understand.

‘What We Can Do’ by Cowra Crew from Western NSW (
(lyrics also available on this page by clicking ‘show more’)

2. View the following clips from The Final Quarter and complete the See, Think, Feel activity below.

2014 Grand Final short (

The Booing (

Sam Newman - Stan Grant - Adam's Retirement (

What do you see? What do you think? What do you feel?

3. Watch this clip from The Final Quarter

Stan Grant_2 (https:/

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