Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Importance of allyship

20 minutes

Find Out: Making meaningful links

25 minutes

Take Action: Making an impact

5 minutes

Reflection

Learning intentions

Students will:

explore the concept of allyship and the language used to demonstrate solidarity with marginalised communities.

Success criteria

Students can:

assess how language models accountability, action and allyship
understand important steps of action towards an inclusive, diverse and anti-racist society.

Tune In: Importance of allyship

Step 1

In pairs or small groups, ask students to brainstorm what they think it means to be an ally.

Step 2

Read the following National Indigenous Times article (https://nit.com.au/10-10-2023/8055/pies-captain-darcy-moore-backs-voice) with students. For your use, below is a summary of the article:

Darcy Moore, Collingwood Football Club’s AFL captain, publicly backs the Voice to Parliament referendum, demonstrating his commitment to supporting First Nations communities and the significance of listening to First Nations peoples and amplifying their voices in shaping the nation’s laws and policies. The article highlights Darcy Moore’s view of allyship as a crucial role for non-Indigenous Australians, urging others to stand alongside First Nations communities in their fight for recognition and equality.

Step 3

Ask students to write down any words or phrases they think help define the meaning of the word ‘ally’ as they reflect on Darcy Moore's words in the article. For example, students may write down words such as ‘support, racism, discrimination,’ etc.

Step 4

Guide students to place these sticky notes in a central place in the formation of the letters A-L-L-Y so that the word can be visibly seen from a distance; however, close-up it contains the more intricate words and phrases that help to unpack the meaning of the word ally.

Find Out: Making meaningful links

Preparation

Create a Web Whiteboard and prepare a link to a blank whiteboard with your students. The whiteboard is free for usage with 1 click and allows students to post anonymously, which is important in this task as it invites students to be vulnerable in the sharing of personal experiences. If you would like your whiteboard to be accessible for longer than 24 hours, you will need to sign up and create an account.

Step 1

Before beginning this task, remind students of the importance of digital responsibility, which includes being mindful of their online presence and the impact of their words. Emphasise the need for respectful language when engaging with others, both online and offline, and set clear expectations for how to communicate with empathy. Encourage students to practice allyship by standing up for fairness, equality, and inclusivity.

Ask students to open the link to the web whiteboard you sent them. Explain to the class that they will be writing a personal anecdote on the whiteboard, sharing a time or experience when they wish they had an ally. It is important to let students know:

their posts are anonymous
students will be able to read everyone’s examples
the whiteboard will be erased within 24 hours.

Learning support: Allow students sufficient time to write their reflections independently, ensuring they have the space to think deeply. If necessary, provide an option for students to move to a more private area where they can reflect without distractions.

Step 2

On completion of this task, read out the responses on the whiteboard and ask the class the following questions:

How could you have been an ally if you had been a witness to this experience? You may like to prompt discussion around ideas, such as standing by someone to offer support.
Is there anything you can do now, knowing that this occurred? You may like to prompt discussion around ideas such as standing by people in similar situations in the future, being aware of exclusion, casual racist remarks and jokes, and promoting awareness.

Step 3

As a class, read the statement from the Collingwood Football Club Board (https://www.collingwoodfc.com.au/news/1294446/a-statement-from-the-collingwood-board-first-nations-voice-to-parliament) announcing their support for the Voice to Parliament to introduce them to a real-world example of allyship in the AFL.

Display this article on the board, and ask the students to identify the words that provide a strong structure for people to follow when formulating opinions on matters of race, ethnicity, gender or the like (for example, inform, listen, learn and engage). Highlight these words and ask students to add these as sticky notes to their ‘ally’ word display from the beginning of the lesson.

Step 4

Introduce students to the Collingwood Football Club’s Do Better report (https://resources.afl.com.au/afl/document/2021/02/01/0bd7a62e-7508-4a7e-9cb0-37c375507415/Do_Better.pdf).

Explain to students that the Do Better report is an independent review commissioned by Collingwood Football Club to address issues of racism within the club. It highlighted past incidents of racism and how they affected players, staff, and the club’s culture. The report called for changes in leadership, policies, and practices to create a more inclusive and respectful environment. The club committed to making improvements based on the report’s recommendations, focusing on greater awareness, accountability, and support for all members, especially from diverse cultural backgrounds.

Step 5

Provide each student with a factsheet with a summary of the Do Better report. Ask students to highlight keywords or phrases demonstrating allyship, such as accountability, solidarity, support, and action.

Language extension: Provide students with the full copy of the Do Better report to read and highlight.

Step 6

Initiate a class discussion by asking students:

How does this language show a commitment to doing better?
How can we apply this in our own communities?

Take Action: Making an Impact

Step 1

Outline to students that while language is important in allyship, it must be accompanied by taking action. Ask students to brainstorm what this action might look like using the whiteboard.

Step 2

As a class, watch the following video of Collingwood Football Club Vice-President and Djab Wurrung/Gunditjmara woman, Jodie Sizer, discussing how the expert committee took action in light of the Do Better report.

Collingwood Football Club - Do Better

(https://vimeo.com/1113405328/5296f0e215)

Step 3

Drawing on inspiration from the expert committee, introduce students to the Cool.org Act Framework and read through each section to help students identify how they will take action against racism. Instruct students to draft an action plan using each element of the Act Framework on the Student Worksheet.

Step 4

On completion, ask students to share their action plans. Sort these into groups according to their ideas. For example, those students who identify the need to be more inclusive during school breaks and activities could form 1 group. This will help students to identify which peers they can ‘join forces’ with when trying to grow momentum for their action.

Learning support: Allow students to work in pairs or record their thinking verbally.

Learning extension: Draft a letter to an organisation, local club, or school outlining how to strengthen their commitment to allyship.

Reflection

Step 1

On the whiteboard, write the following quote: ‘In a racist society, it’s not enough to just be “not racist.” We must be anti-racist. We need to be committed to fighting against racism wherever we find it, including within ourselves.’ Angela Y. Davis

Step 2

Invite students to spend 2 minutes writing their thoughts about the quote. Invite them to think about what steps the Collingwood Football Club are taking to challenge racism within the AFL, and they consider how they can apply this in their everyday life.

Step 3

Guide students to share their thoughts and feelings with the class.

How Can We Do Better?

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Summary

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