Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: What is an ally?

20 minutes

Find Out: Allies in action

25 minutes

Take Action: Allyship language

5 minutes

Reflection

Learning intentions

Students will:

understand how language shapes allyship and inclusion.

Success criteria

Students can:

identify and use inclusive language
rewrite unhelpful phrases to support allyship
reflect on how their words impact others.

Tune In: What is an ally?

Step 1

As a class, view a video of Collingwood Football Club’s AFL Captain, Darcy Moore, speaking about allyship and what allyship means to him and the club.

Collingwood Football Club - Exploring the Language of Allyship - (https://vimeo.com/1091069400/f27114698c?share=copy)

Step 2

Direct students to the Student Worksheet. They should identify keywords and phrases that stood out during the video and describe how the language made them feel. Then, invite students to share these with the class.

Step 3

Explain to students that an ally is someone who supports and stands up for others, especially when they see something unfair or unkind happening. Allies include others, speak up when they hear hurtful words or actions, and help everyone feel safe and respected. Reiterate to students that you don’t have to be the same as someone to be their ally – you just have to care, listen, and choose to do the right thing.

Find Out: Allies in action

Step 1

Form a discussion circle and explain that allyship means supporting people from marginalised communities or groups who may be ignored or treated unfairly, such as First Nations people, refugees, people with disabilities, and LGBTQIA+ people.

Step 2

Introduce the guiding question: ‘What does it mean to stand with someone rather than stand in for them?’

Invite students to discuss this question with an elbow partner. Encourage them to think about how standing with someone means offering support, while standing in for someone might mean speaking over them without their permission. Circulate to guide discussion and prompt thinking.

Step 3

Invite students to share key points from their partner chats with the whole group. Record their ideas as a class in dot points on the whiteboard. Then, ask students to quietly reflect on 1 way they can be an ally in their lives at school, in sport, online, or in the community. After 30 seconds, invite volunteers to share.

Step 4

Read out the following scenario to students:

During a PE lesson, the class is playing basketball. Everyone splits into teams quickly. A student named Lily, who has a physical disability and uses a mobility aid, is left standing on the sidelines. No one has asked her to join a team, and a few students assume she won’t want to play. Someone says, ‘She probably can’t really play anyway, let’s just get started.’ Lily doesn’t say anything, but you notice she’s holding the ball and looking unsure.

Step 5

Invite students to share how they think they could respond in this situation with the class. Outline to students that in the next activity, they will learn about appropriate language they can use to respond with respect, empathy and inclusion in situations to demonstrate allyship in everyday situations.

Take Action: Allyship language

Preparation

Print and cut several copies of the sorting phrases activity sheet.

Step 1

Divide students into small groups and give each group a set of sorting phrases. These phrases demonstrate allyship and unhelpful language, such as ‘I am still learning, and I appreciate your patience’ and ‘it isn’t my responsibility to learn.’

Step 2

In their groups, instruct students to read each phrase and discuss its meaning. Students must classify the phrase as ‘allyship’ or ‘unhelpful’ as a group. Encourage them to categorise their phrases into 2 separate piles.

Step 3

Independently, students pick 1 ‘unhelpful’ phrase and rewrite it into a statement of allyship on a blank piece of card.

For example, view the possible rewritten statements:

‘You’re overreacting.’ → ‘I want to understand why this upset you. Can you share more about how you’re feeling?’
‘I don’t want to take sides.’ → ‘I know not taking action can cause more harm. I want to stand with you and support what’s right.’
‘It isn’t my responsibility to learn.’ → ‘I am responsible for educating myself to understand how I can support you.’
‘You’re being too sensitive.’ → ‘Your feelings are valid, and I want to understand your perspective better.’
‘I don’t see why this is a big deal.’ → ‘This clearly matters to you, so it is important to me too. Can we talk about it?’
‘Just ignore it and it will go away.’ → ‘Ignoring the issue won’t solve it. How can I help you?’
‘I know what’s best for you.’ → ‘You know yourself better than anyone. How can we support you in making decisions?’
‘You should just speak up for yourself.’ → ‘I could help amplify your voice or stand with you when you speak up.’
‘I don’t think that’s the problem.’ → ‘I may not fully understand the problem, but I trust your experience and want to learn more about it.’
‘It’s not my place to get involved.’ → ‘If I see something wrong, I must step in and support those who are affected.’
‘It’s not a big deal, just move on.’ → ‘If this affects you, then it is a big deal. How can I help?’
‘I don’t understand why you’re making such a fuss.’ → ‘I might not fully understand yet, but I want to listen and learn why this matters to you.’

Step 4

Invite students to share their rewrites with the class and discuss why small changes in language matter, and how they contribute to an understanding and educated society.

Reflection

Step 1

Provide each student with a blank piece of card. Students create their own pocket ‘ally dictionary’ on the card, containing 3 allyship phrases they can use in everyday scenarios.

Encourage students to keep them somewhere useful and easily accessible, such as on provided blank cards stored in pencil cases.

Exploring the Language of Allyship

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Summary

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