Watch

Reflect

Reflecting on the clip from Little Lunch, students answer the following discussion questions: 

• What kind of promises did Rory make during the election? 
• Why do you think the other students voted for him? 
• How did Rory’s classmates feel once he was elected? 
• What problems might happen if leaders make promises they can’t keep? 
• What can this story teach us about how we choose leaders and why honesty matters in elections? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever voted for someone (for example, in class, on the SRC, or in a club)? What made you choose them? 
• Have you ever been disappointed when a leader or friend didn’t keep their promise? How did it make you feel? 
• What do you think makes a good leader — someone who is popular, or someone who is responsible and fair? 
• If you were running for class captain, what promises would you make that you know you could keep? 
• Why is it important to think carefully before voting, instead of just choosing the person who offers the most fun rewards? 

Explore

Think about what makes a good class leader. 

• In small groups, list the qualities you think are important (for example, fairness, honesty, responsibility, kindness, being organised). 
• Look back at Rory’s campaign: which of his promises were unrealistic, and which might have been useful if he could deliver them? 
• Compare your ideas with the values of real leaders in your school or community (for example, school captains, council members, the principal). 

As a class, create a “Good Leader Checklist” to use when writing your own speeches. 

Create

Write and present your own Campaign Speech for class captain. 

• Use the “Good Leader Checklist” to guide your promises. 
• Include: 

1. An introduction about why you’d like to be class captain. 
2. Two or three promises or ideas that are realistic and helpful for your class. 
3. A conclusion that shows why you would be a fair and responsible leader. 

• Practice reading your speech aloud with confidence. 
• (Optional) Hold a mini-election where classmates vote on the most convincing, realistic speech

Watch

In these clips, the Mustangs teammates experience the inequality they face as female soccer players. This includes not being able to use the change rooms, not having good training facilities or the right times for training, and not playing on suitable football pitches.  

Reflect

Reflecting on the clip from Mustangs FC, students answer the following discussion questions: 

• What challenges did the Mustangs face as an all-girls soccer team? 
• How were the girls treated differently compared to the boys’ teams? 
• How did the teammates feel about being left out or not taken seriously? 
• What did the girls do to respond to the unfair treatment? 
• What does this story show us about gender equality in sport and in communities? 

Take some time to think about your own experiences and write down your thoughts: 

• Have you ever felt left out of an activity because of your gender, age, or something else? What happened? 
• Have you seen or heard of a time when boys and girls were treated differently at school, sport, or another group? How did people respond? 
• Why do you think it’s important for everyone to have the same opportunities, no matter their gender? 
• What could you do if you noticed someone being treated unfairly? 
• How can schools and communities make sure everyone has a fair chance to take part? 

Explore

Create

Work together to design an “Equal Opportunities in Sport” Campaign. 

• Create a video message that explains why boys and girls should have the same chances in sport. 
• Include: 

1. Examples of unfair treatment (like in the episode). 
2. Reasons why fairness and equality make teams and communities stronger. 
3. A clear message or slogan (for example, “Fair Play for Everyone”). 

• Share your campaigns with the class, and if possible, display them around the school or post them in the school newsletter. 

Watch

MaveriX follows six junior motocross riders at the MaveriX Academy in Alice Springs as they train, compete, and deal with challenges around teamwork, resilience, and identity. In this clip, Bear and Scott argue; Bear feels excluded. Scott’s dad explains true leadership and the importance of inclusion. 

Reflecting on the clip from MaveriX, students answer the following discussion questions: 

• Why did Bear feel excluded from the group? 
• How did Scott behave towards Bear in the argument? 
• What advice did Scott’s dad give about true leadership? 
• How did this advice change the way Scott thought about his role in the team? 
• What can this scene teach us about fairness and inclusion in groups? 

Create a short diary entry reflecting on your own experiences: 

• Have you ever felt left out of a game, team, or activity? What happened? 
• Have you ever been in a group where someone else felt excluded? How did you respond? 
• What do you think makes a good leader in a class, team, or community? 
• Why is it important for leaders to make sure everyone feels included? 
• Can you think of a time when including someone new made your group stronger? 

In pairs or small groups, discuss: 

• What are the qualities of a fair and inclusive leader? 
• Make a two-column chart: Inclusive Leadership (for example, listens to others, shares responsibilities, encourages everyone) vs. Unfair Leadership (for example, ignores people, plays favourites, excludes others). 
• Share your charts with the class and compare - what qualities are the most important for leaders in sport, school, or the community?

Create

Work together to design a “Guide to Good Leadership” for your classroom or school. 

• Include a set of rules or promises that leaders should follow to make sure everyone is treated fairly and included. 
• Present your guide as a poster, illustrated handbook, or even a short role-play showing “good leadership” in action. 
• Display or perform your work for the class, and talk about how these values could apply not just in sport, but in your school and community. 

Watch

Bronson upsets Faye by refusing to attend her birthday party. But there is something he absolutely must do which is related to the fact that he has not taken off his shoes for six months. In these excerpts, Bronson learns about a turtle, Old Faithful, and the plans of some of the older boys to capture and sell her. This is a good introduction to questions about sustainability and economic value.  

Reflect

Reflecting on the clip from Round the Twist, students answer the following discussion questions: 

• What are the older boys planning to do, and why do they think it’s acceptable? 
• How does Bronson react when he finds out about their plan? 
• What does this scene show us about courage and standing up for what’s right? 
• How do laws or community rules protect animals like the sea turtle in real life? 
• What lesson do you think the older boys learn by the end of the episode? 

In a circle time discussion, ask students to share their own experiences: 

• Have you ever seen someone doing something wrong to an animal or the environment? What did you do or wish you could have done? 
• Why is it sometimes hard to speak up when you see someone behaving unfairly? 
• What would you do if you saw someone harming wildlife or damaging nature? 
• How can people your age help protect endangered animals in your area? 
• Who in your community helps enforce environmental or animal-protection rules?

Explore

In pairs or small groups: 

• Research one Australian law or rule that protects native animals (for example, penalties for harming turtles, restrictions on egg collecting, national park regulations). 
• Find out which level of government is responsible for that law. 
• Discuss: Why do we need these rules? What could happen if people ignored them? 
• Extension: Explore how local Indigenous knowledge helps care for sea life and Country. 

Create

Choose an Australian animal that is threatened, endangered, or has been the focus of a conservation campaign (for example, sea turtles, koalas, bilbies, or Tasmanian devils). 

Research: 

• What are the main threats to this animal? 
• What laws or organisations help protect it? 
• What actions have people or communities taken to make a difference (for example, awareness campaigns, petitions, clean-ups, citizen science projects)? 

Summarise your findings in a short digital poster, infographic, or one-page report explaining: 

• What’s happening to the animal 
• Why it matters 
• What students or the local community can do to help 

Present your work to the class and discuss: How can civic participation - like campaigns, petitions, or new laws - protect wildlife and the environment?