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.
In this lesson, students will be introduced to the character and identity of Adam Goodes and invited to describe how they would portray his achievements in a documentary. After viewing the trailer for The Final Quarter and discussing the themes in the documentary, students will watch the full-length version of the film. After viewing the film, students will be supported through an emotional connections activity where they can identify what they are feeling and why they may be feeling these emotions. Students will reflect on what they have learnt from the film by describing the legacy of Adam Goodes.
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 you use this lesson to guide your students through the process of viewing the film in its entirety. Our Watching the Film lessons are designed to support you in facilitating this process, from introducing the film through to a full post-viewing debrief. 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.
- Students are familiar with the context and continued significance of The Final Quarter film
- Students understand the key themes and purpose of the film
- Students are aware of other people’s reactions to the film
- Students know how to respond constructively to the themes in the film and be sensitive towards the emotional responses of themselves and others
- Students understand that they may have strong reactions to the film and know where to go to find support
21st century skills:
Australian Curriculum Mapping
Year 5 English
- Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
- Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
Year 6 English
- Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
Year 5 & 6 HPE
- Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
- Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
Year 5 HASS
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- Work in groups to generate responses to issues and challenges (ACHASSI10)
- How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
Year 6 HASS
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- Work in groups to generate responses to issues and challenges (ACHASSI130)
- The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)
- The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)
Syllabus outcomes: COS3.1, DMS3.2, INS3.3, IRS3.11, PSS3.5, SLS3.13, EN3-1A, EN3-3A, EN3-8D, HT3-3, HT3-4, HT3-5
General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.5, OI.6, OI.9)
Relevant parts of Year 5 English achievement standards:
They understand how language features, images and vocabulary influence interpretations of characters, settings, and events. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Relevant parts of Year 6 English achievement standards:
They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.They show how specific details can be used to support a point of view.
Relevant parts of Year 5 & 6 HPE achievement standards:
They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact.
Relevant parts of Year 5 HASS achievement standards:
They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They examine sources to determine their purpose and to identify different viewpoints.
Relevant parts of Year 6 HASS achievement standards:
They identify and describe continuities and changes for different groups in the past and present. They describe the rights and responsibilities of Australian citizens.
Topic: Learning Through Film, Social Issues, Indigenous Education
This lesson is part of the wider unit of work The Final Quarter – Watching The Film.
Time required: 130 mins.
Level of teacher scaffolding: Medium – facilitate class discussion and support student understanding of key concepts and themes.
- Adam Goodes Profile – one copy per student
- Device capable of presenting a video to the class
- Film Timings and Questions (optional)
- Handling Sensitive Topics and Issues (optional)
- Social Themes In The Final Quarter (optional)
- Student Worksheets – one copy per student.
Keywords: Aboriginal and Torres Strait Islander, reconciliation, racism, identity, belonging, standing up, speaking up, respect, equality, equity, Indigenous, race relations, emotions, AFL, Adam Goodes, documentary, The Final Quarter.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.