1998: Mohammed
Mohammed is a mad-keen bowler, desperate to join his new school’s cricket team. When no places are available, he joins the girls’ team, who turn out to be the better side. He learns about inclusion, strength, and challenging stereotypes.
1990s Overview
The 1990s were a decade of reform, resilience, and reckoning. Australia grappled with its identity and place in the world.
1992: The High Court’s Mabo Decision overturned the myth of terra nullius, recognising native title and the Meriam people’s connection to land.
1996: The Port Arthur Massacre led to sweeping gun reforms under the National Firearms Agreement.
1997: The Bringing Them Home report documented the trauma of the Stolen Generations, prompting calls for reconciliation.
1999: Australia voted in a referendum to remain a constitutional monarchy, rejecting the move to become a republic.
First Nations Focus: Students can explore the impact of the Mabo Decision and the Bringing Them Home report, and how these shaped national conversations about justice and belonging.
Provocation Question
How do our passions, and those we inherit, shape who we become?
Clip 1: Discrimination
Mohammed and Danielle are discussing the fact that she can't play on the boys' cricket team. While Mohammed and his family are moving into the new house, Michaelis and Omar discuss why playing cricket is more important than playing soccer, which leads to a play-off for the rent money.
Tuning In
Mohammed’s experience of joining the girls’ cricket team is a big moment in the story. Let’s explore what this tells us about belonging, identity and gender roles.
As you watch the clip, pay attention to:
As you watch the clip, pay attention to:
- How Mohammed feels before and after joining
- How others react to his decision
- What this says about courage and belonging
As a class, discuss these questions:
- What does belonging look like in a new environment? What helps people feel welcome? What makes it hard?
- What pressures is Mohammed facing? Family expectations? Friends? Cultural expectations?
- How have gender roles in sport changed over time? Who plays what sports now compared to the past?
Finding Out & Sorting Out
Work together in small groups to explore ideas about belonging, identity, and cultural expectations.
In small groups, brainstorm big ideas around about these questions:
- What does belonging mean to you?
- How do family, friends and culture shape who we are?
- What makes people feel included or left out?
Write down key words and phrases that stand out and then create a Belonging Collage.
Your collage should show what belonging looks and feels like. Use images (cut-outs, drawings, printed pictures), words (quotes, feelings, powerful phrases) and symbols (flags, sports, cultural items) to represent what belonging means to your group.
Once your collage is complete present it to the class and explain:
- Why you chose the images and words
- What your group learned about identity and inclusion
- How these ideas connect to Mohammed’s story
Making Connections
Mohammed’s story shows how hard it can be to feel like you belong when things change. He had to make some big choices about sport, friendship and family expectations. Now it’s your turn to think deeply about what you’ve learned. Rewatch the clip and pay close attention to Mohammed’s feelings and the decisions he makes. How do courage, culture and community shape his sense of belonging?
Write two journal entries using these prompts to guide your thinking:
Journal Entry 1: What have I learned about identity and courage?
Think about what identity means to you. Is it about family, friends, hobbies, culture or something else? How does courage help people stay true to themselves?
Think about what identity means to you. Is it about family, friends, hobbies, culture or something else? How does courage help people stay true to themselves?
Journal Entry 2: How have my ideas changed?
Did Mohammed’s experience make you see belonging or inclusion differently? What surprised you? What would you do if you were in his shoes?
Did Mohammed’s experience make you see belonging or inclusion differently? What surprised you? What would you do if you were in his shoes?
Extension challenge
Turn one of your journal entries into:
- A short poem about courage and belonging
- A colourful page in your notebook with drawings and key words
- A voice recording or video diary to share with your class
Clip 2: Ramadan
Mohammed's family is moving into their new house, owned by Michaelis. It is nearing Ramadan and at mealtime the family is discussing whether Mohammed can participate this year.
Tuning In
As you watch the clip, notice:
- What is Ramadan?
- How does Mohammed feel about joining the tradition?
- What values are shown in the family’s conversation?
As a class, discuss:
- What does it mean to take part in something bigger than yourself?
- How do traditions help people feel connected?
As a class, take a moment to each write one word on the board that sums up how Mohammed might feel about Ramadan.
Finding Out & Sorting Out
Traditions help people feel connected to their beliefs, culture and community. They can be spiritual, religious or cultural, and each plays an important role in shaping identity.
As a class, work together to create clear definitions for these three types of traditions. Use examples to help explain each one. Here's some definitions and examples to support.
Spiritual Tradition: A practice or ritual that relates to personal beliefs about meaning, purpose or connection to something greater than yourself. For example, meditation, mindfulness, or giving thanks before a meal.
Religious Tradition: A practice or ceremony connected to a specific faith or religion, often guided by sacred texts or teachings. For example, Ramadan fasting in Islam, Christmas celebrations in Christianity, Diwali in Hinduism.
Cultural Tradition: A custom or activity passed down through generations that reflects the values, stories and identity of a community or group, for example, NAIDOC Week celebrations, Lunar New Year, Sorry Day ceremonies.
In pairs, pick one tradition to research and create a poster. Your poster should include:
- Name of the tradition
- Where and when it happens
- What people do during this tradition
- Why it matters (values, beliefs, sense of belonging)
- Who takes part (family, community, global)
- Interesting facts (symbols, foods, ceremonies)
Present your poster to the class. As a group, look for patterns:
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What do these traditions have in common?
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How do they show belonging and identity?
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What makes each tradition unique?
- Can a tradition be both cultural and religious and spirital? Give examples.
Making Connections
Write a detailed descirption about one tradition that is important to you. Explain:
- What the tradition is (describe what happens and when)
- Why it matters to you (how does it make you feel? what does it represent?)
- Who you share it with (family, friends, community)
- What values it shows (respect, belonging, courage, kindness)
Now connect Mohammed’s story to your own experiences. What are the simliarities and what are the differences?
Finally, reflect on the following question by writing a short journal entry:
- What does belonging look like for me?
Australian Curriculum Links
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Knowledge and Understanding - History |
causes and effects of changes to the local community, and how people who may be from diverse backgrounds have contributed to these changes significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals |
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the role of a significant individual or group, including First Nations Australians and those who migrated to Australia, in the development of events in an Australian colony |
the motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia region |
Understanding – Civics and Citizenship |
who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed why people participate within communities and how students can actively participate and contribute to communities |
diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity |
how citizens (members of communities) with shared beliefs and values work together to achieve a civic goal |
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Skills – Questioning and Researching |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to guide investigations about people, events, places and issues locate, collect and record information and data from a range of sources, including annotated timelines and maps |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
develop questions to investigate people, events, developments, places and systems locate, collect and organise information and data from primary and secondary sources in a range of formats |
Skills - Interpreting, analysing and evaluating |
analyse information and data, and identify perspectives |
analyse information and data, and identify perspectives |
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Skills - Concluding and decision-making |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
draw conclusions based on analysis of information propose actions or responses to an issue or challenge that consider possible effects of actions |
develop evidence-based conclusions propose actions or responses to issues or challenges and use criteria to assess the possible effects |
develop evidence-based conclusions propose actions or responses to issues or challenges and use criteria to assess the possible effects |
Skills - Communicating |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions |
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Year 3 |
Year 4 |
Year 5 |
Year 6 |
Language |
understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality |
identify the subjective language of opinion and feeling, and the objective language of factual reporting |
understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources |
understand the uses of objective and subjective language, and identify bias |
Literature |
discuss connections between personal experiences and character experiences in literary texts and share personal preferences |
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identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors |
identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors |
Literacy |
use interaction skills to contribute to conversations and discussions to share information and ideas plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume |
listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
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use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features |
Asia and Australia’s Engagement with Asia
Knowing Asia and its diversity
Mohammed’s story provides opportunities for students to learn about the diversity of cultures, beliefs and lived experiences across Asia and within Asian-Australian communities. Through moments such as observing Ramadan, family discussions and participation in sport, students recognise how cultural and religious traditions shape identity, belonging and everyday life. These experiences highlight the richness and diversity within and across Asian cultures, and how these are expressed in contemporary Australian contexts.
Understanding Asia's global significance
Through Mohammed’s experiences, students develop an understanding of the significance of cultural practices, values and traditions within Asian communities. Learning about Ramadan and the role of family and community enables students to explore how shared beliefs and practices influence social connections and ways of life at local and global scales. This supports an appreciation of the importance of cultural continuity and the role traditions play in shaping identities across the world.
Critical and Creative Thinking
Students develop and reflect on ideas about identity, belonging and inclusion, and generate creative responses such as collages, journal writing and alternative perspectives.
Ethical Understanding
Students explore fairness, respect and inclusion by considering discrimination, gender roles in sport and the importance of valuing diverse beliefs and practices.
Intercultural Understanding
Students learn about cultural and religious traditions such as Ramadan, and examine how culture shapes identity, belonging and perspectives in diverse communities.
Personal and Social Capability
Students build self-awareness and empathy by reflecting on their own identity and experiences, and develop social skills through collaboration, discussion and shared learning.
Additional Resources
Additional Clip: The ball of the century
Mohammed and his father discuss playing soccer, but Mohammed is not convinced he wants to take up the sport. His grandmother replays Shane Warne bowling a leg break to English batsman Mike Gatting during the 1993 Ashes series. They discuss the 'Magnus effect', which causes the ball to spin.