Going to the Footy
Going to the Footy
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Vibrant Tiwi-style artwork and gentle humour introduce the many ways people travel to the footy across different Australian places.
Creator: Debbie Coombes
📘 For teachers: classroom and curriculum guide
Suggested level: Foundation-Year 2
Learning areas: English; Mathematics; Humanities and Social Sciences
Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through Tiwi visual storytelling, community life and diverse Australian places.
🧠Suggested Australian Curriculum V9 content descriptions:
AC9E1LE01: discuss how language and images create characters, settings and events in literature by First Nations Australian and other authors and illustrators
AC9MFN03: quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
AC9HS1K04: how places change and can be cared for by different groups, including First Nations Australians
These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.
Learning focus: transport, place, comparison, counting and visual literacy.
Practical lesson sequence
- Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
- During and after: Sort the transport shown by land, water and air; map a character’s journey; then survey how classmates travel to events and represent the results.
- Evidence of learning: A simple transport graph and an oral explanation using comparison language.
Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.
🌱 For early years educators: Early Years Learning Framework V2.0
Suggested EYLF V2.0 outcome elements:
2.1: Develop connectedness to groups and community, with reciprocal rights and responsibilities for active community participation
4.1: Develop positive dispositions for learning
5.1: Interact verbally and non-verbally with others for a range of purposes
View ACECQA's EYLF V2.0 to Australian Curriculum mapping.
Respectful teaching
Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.
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