1. A STUDY GUIDE BY JENNIFER CONNOLLY
http://www.metromagazine.com.au
ISBN: 978-1-74295-518-6 http://www.theeducationshop.com.au
DIRECTED BY MICHAEL MCINTYRE PRODUCED BY KATE MCINTYRE CLERE

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Why would we keep the greatest game in the
world a secret? Australia’s national game is
under threat from all world sports. Will the
Australian Football League (AFL) find new
ways to survive in this new global market?
AUSSIE RULES THE WORLD follows AFL superstar Brett Kirk on an international mission to save the game. Narrated by
award winning actor David Wenham- this film uncovers people’s passion for footy in unexpected corners of the globe.
Footy will never be the same!

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Further Information about the film
After retiring from his role as Premiership Captain at the
Sydney Swans Brett Kirk is hired as the AFL’s international
Ambassador. He is the perfect man for this demanding role
as he is an inspiring leader, relentless opponent and proud
mentor to many young players across the football world.
The film follows this exciting, challenging and personal
journey with ‘Kirky’, his wife Hayley and 4 children as they
travel through 23 countries in 6 months introducing the
infamous Australian AFL sherrin football to hundreds of
would be enthusiasts. Does the world have what it takes?
This fabulous footy odyssey takes Brett and the audience
through the war torn streets of Jerusalem to meet the
unlikely Palestinian/Israeli ‘Peace Team’ and onto India
as Brett searches for a space of open field in cricket mad
Mumbai. In the film we meet the Los Angeles Dragons risk-
ing football without helmets, the Zagreb Hawks in Croatia
must rise early to mow the field before the bounce and the
Kwa Zulu Natal Eagles in South Africa sing their bravery
into each game. Brett comments, “There is so much pas-
sion for the game outside Australia- why wouldn’t we share
it with the rest of the world?”
Taking the Australian indigenous game out to the world is
an epic task. Why bother when AFL is the number 1 sport
inside Australia and has been played for over 150 years?
In living rooms, bedrooms, offices, trams and taxis we are
now being inundated with access to world sports across
all media platforms 24/7. The traditional Australian sports
landscape is undergoing a radical change. AUSSIE RULES
THE WORLD explores these shifting times when audiences,
athletes and the media dollar now compete in an inter-
national arena and AFL must look to position itself in this
global market.
AUSSIE RULES THE WORLD unfolds a drama of great suc-
cess and failure as the world teams converge on Australia
to compete in the AFL International Cup. International
athletes proudly wear their national jumper as they go head
to head with a wide range of AFL players from across the
world. The film brings together a spectacular display of
footy styles, songs, languages, passion, tears and com-
mitment that are beginning to shape the way the game is
played forever.
This film is for all footy fans, international sports fans and
families across Australia who want to catch a glimpse of
the beginning of this remarkable journey as AFL goes viral.1
Curriculum and educational
suitability Links:
AUSSIE RULES THE WORLD is suitable for Years
5-12. Primary Teachers should note there is low
level course language in one section of the film.
Summary of links to the National
Curriculum
The following table provides a summary of links to
the National Curriculum and the draft of the Na-
tional Curriculum for Media.
Learning areas:
-Health and Physical Education
-English
-Media
-Geography
General Capabilities in the Australian
Curriculum:
-Intercultural understanding
-Critical and creative thinking
Reference:
http://www.australiancurriculum.edu.au2
file:///D:/Users/08237600/Downloads/
Australian%20Curriculum.pdf3

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LEARNING AREA YEARS 6-10 YEARS 11-12
Health and
Physical
Education
Years 5 and 6
- Explore personal and cultural identities and how they
change and adapt to different contexts and situations
- Recognise how media and important people in the
community influence personal attitudes, beliefs, deci-
sions and behaviours
- Explore how participation in outdoor activities supports
personal and community health and wellbeing and cre-
ates connections to the natural and built environment
- Investigate and reflect on how valuing diversity posi-
tively influences the wellbeing of the community
- Participate in physical activities from their own and other
cultures and examine how involvement creates commu-
nity connections and intercultural understanding
Years 7 and 8
- Investigate and select strategies to promote health,
safety and wellbeing
- Examine the benefits to individuals and communities of
valuing diversity and promoting inclusivity
- Participate in and investigate the cultural and historical
significance of a range of physical activities
Years 9 and 10
- Evaluate factors that shape identities, and analyse how
individuals impact the identities of others
- Examine the role physical activity, outdoor recrea-
tion and sport play in the lives of Australians and inves-
tigate how this has changed over time
- Reflect on how fair play and ethical behaviour can
influence the outcomes of movement activities
Various links to studies across
different national senior
Health and Physical Educa-
tion curricula

5. LEARNING AREA YEARS 6-10 YEARS 11-12
English Year 5
- Clarify understanding of content as it unfolds in formal
and informal situations, connecting ideas to students’
own experiences and present and justify a point of view
- Present a point of view about particular literary texts
using appropriate metalanguage, and reflecting on the
viewpoints of others
Year 6
- Discuss aspects of texts, for example their aesthetic and
social value, using relevant and appropriate metalan-
guage
Year 8
- Explore the ways that ideas and viewpoints in literary
texts drawn from different historical, social and cultural
contexts may reflect or challenge the values of individuals
and groups
- Recognise and explain differing viewpoints about the
world, cultures, individual people and concerns repre-
sented in texts
Year 9
- Listen to spoken texts constructed for different purposes,
for example to entertain and to persuade, and analyse
how language features of these texts position listeners to
respond in particular ways
- Explore and reflect on personal understanding of the
world and significant human experience gained from
interpreting various representations of life matters in texts
Year 10
- Analyse and evaluate how people, cultures, places,
events, objects and concepts are represented in texts,
including media texts, through language, structural and/
or visual choices
- Use organisation patterns, voice and language conven-
tions to present a point of view on a subject, speaking
clearly, coherently and with effect, using logic, imagery
and rhetorical devices to engage audiences
- Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements
to influence a course of action
- Evaluate the social, moral and ethical positions repre-
sented in texts
- Create imaginative texts that make relevant thematic and
intertextual connections with other texts
Various links to studies
across different national
senior Health and Physical
Education curricula
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LEARNING AREA YEARS 6-10 YEARS 11-12
Media Years 7 and 8
- Identify specific features and purposes of media artworks
from contemporary and past times to explore viewpoints
and enrich their media arts making, starting with Austral-
ian media artworks, including Aboriginal and Torres Strait
Islander media artworks.
Years 9 and 10
- Evaluate how technical and symbolic elements are
manipulated in media artworks to create and challenge
representations framed by media conventions, social
beliefs and values for a range of audiences.
- Develop and refine media production skills to integrate
and shape the technical and symbolic elements in im-
ages, sounds and text for a specific purpose, meaning
and style
Various links to studies
across different national
senior Media curricula
Geography Year 6
- Differences in the economic, demographic and social
characteristics between countries across the world
- The effects that people’s connections with, and proxim-
ity to, places throughout the world have on shaping their
awareness and opinion of those places
Year 7
- The strategies used to enhance the liveability of places,
especially for young people, including examples from
Australia and Europe
Year 9
- The effects of people’s travel, recreational, cultural or
leisure choices on places, and the implications for the
future of these places
- The perceptions people have of place, and how this influ-
ences their connections to different places

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What is your favorite sport?
Collate the class results for this question and display them
in a simple table so the students can see the results.
Show students the table, contained on the link below,
that ranks the number of spectators at Australian sporting
events:
http://www.topendsports.com/world/lists/popular-sport/
countries/australia-spectators.htm
Write the following question on the board:
- How closely does the table reflect the class results
for the first question?
Ask students to get into small groups to compare and
contrast the class results with the Australia wide findings.
Groups should report back and suggest reasons for the dif-
ferences or similarities in the results.
What are the top three features that you enjoy the most
about your favorite sport?
Break the class into 2 groups and ask them to complete an
affinity diagram using their responses for this question. An
affinity diagram is a useful tool for organizing and grouping
large amounts of data and finding the most common ideas
shared by a group.
Each group will need to sit in a circle with a large piece of
paper. The students should go around the circle contribut-
BEFORE VIEWING THE FILM:
1. SPORT AND BEING PART OF A TEAM (English, Media,
Geography, Health and Physical Education)
This activity is general introduction to prompt students to
think about different aspects of their favorite sports and
what they enjoy about being part of a team.
Conduct a class poll using the following questions:
- What is your favourite sport? (or team event)
- What are the top three features you enjoy the most
about your favourite sport? (or team event)
- Do you have a team or athlete that you follow? Who
are they?

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- Define the word mentor. Who are your role models?
2. IS AFL AN INTERNATIONAL GAME? (English, Media,
Health and Physical Education)
Explain that the film the students are about the watch is
about promoting AFL as a sport to the rest of the world.
Ask students to answer the following questions:
- Do you believe Aussie Rules is an International
game?
- Why do you think the AFL would want to promote
the sport more widely?
- What do you know about the AFL international cup?
Who won the cup in 2014?
3. THE AFL EXPLAINED (English, Media, Geography,
Health and Physical Education)
Depending on what state in Australia you are in (and for the
benefit of international students) it may be useful to give
the students more information about AFL. Students who
are not familiar with aspects of the sport will find the short
documentary The AFL explained: Past and Present a useful
resource (see link below). The documentary goes for 30
minutes and covers aspects of the game including rules,
history, players and teams.
http://www.afl.com.au/afl-hq/the-afl-explained
The AUSSIE RULES THE WORLD website also has a very
clear description of how to play AFL.
http://www.aussierulestheworld.com/how-to-play-afl
ing one response at a time. If students have the same, or
similar, response they raise their hands. The group scribe
writes the response and the number of people who had that
response on the large piece of paper. The group continues
until all members have contributed their ideas. At the end of
the process the group can rank their responses and share
them with the other half of the class.
It will be interesting for the groups to discuss how similar
their features were and to reflect on why this is so.
More information on affinity diagrams can be found below:
http://www.washington.edu/research/rapid/resources/tool-
sTemplates/Affinity_Diagram.pdf
Do you have a team or athlete that you follow? Who are they?
Ask each student to share their team or sportsperson and
conduct a discussion around the following questions:
- What does it mean to be a part of a team ? (this
includes following a team)

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VIEWING ACTIVITES
QUESTIONS TO GUIDE COMPREHENSION AND ANALY-
SIS (English, Media, Geography, Health and Physical
Education)
The following questions could be answered by students as
they watch the film or particular sections could be focused
on and used to assist close analysis and/or class discussion.
Exposition
1. The title sequence shows a number of iconic Australian
images. List as many of these as you can. Why do you
think the film makers chose to structure this section in
this way?
2. The title sequence then includes images that represent
other countries around the world, how many of these
countries can you identify?
3. Adam Goodes talks about the belief that Aussie Rules
originated from the Aboriginal game called Marngrook.
What are the characteristics of this game?
4. When was AFL codified in Melbourne?
5. What is considered the most spectacular part of the
game?
6. What does Eddie McGuire mean when he describes
AFL as ‘the church of the people’5?
7. On average, how many people go to the AFL grand
final?
8. How many people view the grand final in total? Com-
pare this to the numbers of people watching world
sports. How does that rank AFL on the world stage?
9. With increasing access to worldwide video content,
comment on all the ways Australians can now watch
sport from other countries. What overseas sports do
you watch?
10. Young people now follow new international sports he-
roes. How does this change their aspirations?
11. Who was Brett’s role model? What traits of his role
model does he hope to emulate?
12. How many countries are Brett and his family going to in
order to promote AFL?
13. What are some of the difficulties associated with trying
to interest other countries in the AFL?
India
14. The first country the Kirk family go to is India. How
many people regularly tune in to watch cricket?
15. What are some of the challenges the Indian team faces
when trying to play Aussie Rules?
16. Is the factory in Chandigarh what you would expect a
football factory to look like? Why/Why not?
17. In this section Brett talks about being taken out of his
comfort zone and the fact that challenge equals growth.
What do you think he means by this?
18. Brett likens AFL in India to planting a seed. What does
this metaphor mean?
19. What obstacles did Brett face when trying to make it in
the AFL?
20. How does Brett use his own story to inspire the Indian
team?
Football in Europe
21. What game is AFL’s major competitor in terms of inter-
national audience?
22. What does the term ‘sleeping giant’ mean and how is
soccer changing in Australia? How might that affect the
AFL?

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32. What opportunity does the game give these players?
Bachar Houli
33. Bachar Houli is the first Muslim athlete to play AFL pro-
fessionally in Australia. What difficulties did he experi-
ence when trying to break into the league?
34. Bachar’s leadership has led to the establishment of
the Bachar Houli Cup, a National competition for high
school students. What are the aims of this competition?
South Africa
35. When was AFL first played in South Africa?
36. How many senior teams now compete in a national
competition?
37. Brett goes to visit the Western Cape Magpies. What is
one of the biggest challenges faced by players in this
team?
38. The numerous skills that football can teach you are
discussed in this section, what are they?
39. Brett meets a young player, Tshoboko Moagi, who has
worked hard to secure a scholarship to play AFL in
Australia. What does Tshoboko hope to achieve through
playing AFL?
USA and Canada
40. The first AFL match in the USA was played in 1996
between_________________________.
23. Which league is the biggest Aussie Rules football com-
petition in Europe?
24. What does Brett believe needs to happen for Aussie
Rules to grow in popularity?
25. Who did Brett idolise as a young player?
Iceland
26. What are Brett’s memories of playing football in Ice-
land?
Israel
27. When was the Jewish state of Israel established?
28. Since this time Israel has been at war with
_____________________ over disputed territory.
29. Who are the Peace Team? When did they first come
together?
30. Brett talks about the most important quality of a team,
what does he believe this is? Do you agree?
31. What obstacles do the Palestinian players have to over-
come each time they come to training?

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45. What challenges are faced by the players in Papua New
Guinea?
Melbourne
46. How many countries participate in the AFL International
Cup shown in the film? (the 2011 cup)
47. List as many of the countries as you can.
48. There is a montage in the film that shows different
countries motivating their teams and performing war
cries. What did you find most interesting in this section
of the film? What motivates you to succeed?
49. What do the Peace Team hope to achieve in the cup?
50. The South African team sing before their games. What
reasons do they give for this?
51. What happens when South Africa play against USA in
the finals?
52. The Peace Team wins a game. What does this mean to
the players?
53. India are the underdogs in the competition. Describe
their journey to their last game in the competition.
54. In the half-time huddle Brett is motivating the South Af-
rican players; comment on how he motivated the play-
ers to win. What language did he use to inspire them?
41. How many AFL clubs are there across the USA?
42. At this point the film explores the difficulty of recruit-
ing the required amount of top class players needed to
play AFL from within Australia. Many American athletes
don’t continue playing sport after College. What is your
opinion on the idea to attract these players to Australia
to train them to play AFL?
43. What unique qualities do American athletes bring to the
game of AFL?
Papua New Guinea
44. Who won the last AFL International cup mentioned in
the film in the 2008 cup

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AFTER VIEWING:
1. A SHARED UNDERSTANDING OF THE COUNTRIES FEATURED IN THE FILM (English, Media, Geography, Health and
Physical Education)
Choose one of the countries on the table and complete the related questions. Create a shared document so the class can
all enter information and exchange their responses.
COUNTRY
WHAT DID I LEARN
ABOUT THIS COUNTRY?
WHAT DID I LEARN
ABOUT AFL IN
THIS COUNTRY?
SOMETHING THAT
SURPRISED ME ABOUT
THIS COUNTRY
ISRAEL
SOUTH AFRICA
ICELAND
USA
CANADA
PAPUA NEW GUINEA
INDIA
This activity could be extended by assigning each student in the class one of the countries who participated in the 2014
AFL International Cup to research in detail. The focus of the research could be sporting achievements, film or literary pro-
duction, geographical and economic data or cultural aspects depending on the subject.

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Choose one of these events to research:
-NBA Grand Final
-Basketball World Series
-Baseball World Series
-NFL Superbowl
-IPL Cricket Final India
-FIFA Soccer World Cup
-Cricket World Cup Semi Final
-British Open (Golf)
-Rugby World Cup
-FINA World Championships (Swimming)
-Wimbledon
-US Open
-Australian Open
Task description:
Your task is to research one of the big international sporting
events listed above, and present the information to the rest
of the class. You can do a PowerPoint, a Prezi or make a
video. Your oral presentation only has to go for a couple of
minutes but you must be able to answer questions from the
audience on your topic.
A good oral presentation needs you to think about pause,
pace and pitch. Palm cards help you remember the key
points you want to make. If you use presentation software,
your slides should have simple, clear fonts, no more than
six lines of text per slide and no more than six words per
text line. Make sure you include a list of where you get your
information from and that you use a variety of methods to
engage your audience.
2014 AFL International Cup participants:
Papua New Guinea, Ireland, New Zealand, South Africa,
Canada, Tonga, Nauru, USA, Great Britain, Fiji, France,
Pakistan, Sweden, Japan, Finland, Indonesia, China, India
2. RESEARCH ASSIGNMENT ON THE HISTORY OF THE
GAME.(Health and Physical Education)
From its origins in Marngrook and up until present day, the
AFL has had a rich and exciting history. Research the his-
tory of AFL and present your findings in a visual presenta-
tion. You may decide to begin with the general background
information and then focus on a specific team.
3. INTERNATIONAL SPORTING EVENTS RESEARCH
ACTIVITY (Health and Physical Education, English)

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Research the changing nature of sport in South Africa from
the time of apartheid up until now. Present your findings in
a 400 word research report that includes information about
boycotts that occurred as well as moments where reconcili-
ation was demonstrated through sport. Use the websites
below to help you begin your research.
http://www.history.com/topics/apartheid
http://exploringafrica.matrix.msu.edu/teachers/curriculum/
m29/activity4.php
8. QUESTIONS FOR PERSUASIVE ESSAY WRITING (Eng-
lish, Health and Physical Education)
Choose one of the questions below and write a persuasive
essay that draws on aspects of the film as evidence. You
should also consider using current events in the media, to
support your argument.
- Does sport have the power to unite a country or is it
divisive?
- Should the AFL be recruiting players from America?
- Do you think the AFL should continue to set aside
money to fund the game internationally or do you
think the money would be better spent elsewhere?
- Is AFL under threat from sports like soccer?
*Alternatively the questions above could be used as ques-
tions for class or small group debates.
9. REFLECTIVE WRITING ON LEADERSHIP SKILLS (Eng-
lish, Health and Physical Education)
4. MEDIA ANALYSIS (Media, English)
Analyse the use of images at 27.18 in the Football in Eu-
rope segment.
How do the film makers use codes and conventions to
demonstrate the growing popularity of the AFL?
After this section Brett and his family’s travels through
Europe are shown as a montage. Complete a close analysis
of this montage commenting on the images the film makers
have chosen to include, what these images say and how
they continue building the story.
5. EXPOSITORY WRITING ON ROLE MODELS AND MEN-
TORS (English, Health and Physical education)
In the film Brett talks about his football idols. What does it
mean to idolize someone? Who do you idolize and why?
Think about the positive qualities your role model has.
Write an expository essay about this person that explains
what they have done, what qualities they have and why you
believe they are a good role model.
6. INTER CULTURAL UNDERSTANDING: BACHAR HOULI
(English, Health and Physical education)
A lot of people don’t know a lot about the religion of Islam
apart from what they hear on the news6
Write a 300 word report that investigates the religious tradi-
tions and beliefs involved in Islam.
7. INTER CULTURAL UNDERSTANDING: SOUTH AFRICA
(English, Health and Physical education)
Sports codes in South Africa have historically been divided
along racial lines. Soccer for black and Rugby for white.7
Apartheid was a policy of segregation established in South
Africa in 1948. The system denied blacks and other non-
white Africans civic, social and economic equality. The
system was dismantled in the 1990s and in the film we see
evidence of this in the South African Lions Aussie Rules
team.

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10. CREATE YOUR OWN ADVERTISING CAMPAIGN FOR
THE AFL (English, Health and Physical Education, Me-
dia)
Australian Rules Football prides itself on being a world class
game but it is played by a tiny percentage of the world’s
population8
How would you promote the game oversees? Work in a
team of 3 or 4 students to create an international advertis-
ing campaign for the AFL.
Some suggestions of ways to present your campaign in-
clude: a filmed advertisement, a poster, a brochure or even
a website.
In the film Adam Goodes describes the key quality of Brett
Kirk’s leadership as ‘love’.
Have you ever been part of, or witnessed, a successful
event shared between a group of people or a team of some
kind?
It might have been a sporting event, an experience in the
performing arts, or even participating in a team game of
some kind.
Describe the successful moment in detail and include refer-
ence to the kind of skills and leadership that contributed to
the outcome.
Use at least 3 of the following literary devices in your
response:
-similie
-metaphor
-analogy
-personification
-juxtaposition
-mood

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What statistics will you use to reinforce your message?
How would you gauge the effectiveness of your campaign?
*This task has obvious links to the National Curriculum
standards for Media and Health and Physical develop-
ment. The activities could also be adapted for English with
a greater focus on the use of persuasive writing techniques
when creating the campaign.
Criteria:
• The campaign has a clear message
• A range of methods have been used to engage and
inform the target audience
• Statistics are used to reinforce your message
• ICT has been used to create and edit the work
The planning sheet below will help you develop and refine
your ideas:
Issue: Promoting AFL internationally
Target audince:
Describe the form your campaign will be presented in
Explain how your campaign will engage and appeal to your
audience:

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How does AUSSIE RULES THE WORLD explore each of
these themes? Support your responses with specific evi-
dence from the film.
13. CONTEXT WRITING
A context study, in terms of senior English, is described as
a broad focus area where students study and respond to
a range of texts that explore similar ideas. The analysis of
texts could include exploring why language choices have
been made (verbal and non-verbal) – and how intended
audiences and purposes influenced choices. After studying
a variety of texts students respond to a prompt question/
statement by completing a written piece in a persuasive,
expository or imaginative style.
Aussie Rules the World could be viewed and studied as
part of a Year 11 context study on any of the themes listed
above.
Writing prompts could include:
- We can only know ourselves when we understand the
impact of the group
- We are categorized by our actions rather than our words
- Overcoming adversity can only make us stronger
- Challenge equals growth
- Everyone is equal on the sports field
- Intrinsic motivation is always stronger that extrinsic
motivation
11. EXPLORING MEDIA CODES AND CONVENTIONS
(Media)
Students view the film and then respond to the following
questions:
-Identify the codes and conventions used in the film.
-How does the use of codes and conventions evoke a
personal response?
- How does the use of codes and conventions convey a
message about themes such as perseverance, overcoming
adversity and the importance of community?
12. DISCUSSING THEMES
Underlying themes in the film include:
The importance of community
Overcoming adversity
Sacrifices bring rewards
Appreciating differences
Perseverance
The power of dreams

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Context Writing
http://www.englishworks.com.au/creating-and-presenting-
writing-a-hybrid-essay/
(Endnotes)
1 Second Nature Films, ‘AUSSIE RULES THE WORLD
Press Notes’ http://www.aussierulestheworld.com/
press accessed 22 September 2014, p2.
2 ‘Welcome to the Foundation to Year 12 Australian
Curriculum Online.’ The Australian Curriculum V5.1.
<http://www.australiancurriculum.edu.au/> accessed
22 September 2014
3 ‘Australian Curriculum. The Arts: Media Arts Scope and
Sequence.’ <file:///D:/Users/08237600/Downloads/
Australian%20Curriculum.pdf>accessed 22 Septem-
ber 2014
4 ‘Australian Curriculum. Aboriginal and Torres Strait
Islander histories and cultures.’ <http://www.australian-
curriculum.edu.au/CrossCurriculumPriorities/Aboriginal-
and-Torres-Strait-Islander-histories-and-cultures>
accessed 22 September 2014
5 ‘AUSSIE RULES THE WORLD’ (Michael McIntyre,
2014)
6 ibid
7 ibid
8 ibid
Further references:
Australian Rules Football:
http://sportsbusinessinsider.com.au/news/afl-most-popu-
lar-australian-sport-says-report/
http://www.abc.net.au/7.30/content/2007/s2253142.htm
http://www.onlymelbourne.com.au/history-of-australian-
football#.VB1sTvmSySo
http://auspost.com.au/education/afl/students/profile-
bachar-houli.html
http://www.afl.com.au/global/AFLIC14
Israeli Palestinian Peace Team:
http://www.theage.com.au/comment/the-afls-peace-team-
is-out-of-town-but-in-our-hearts-and-minds-20140731-zy-
whc.html
Newspaper Articles:
http://www.theage.com.au/afl/afl-news/brett-kirk-takes-
aussie-rules-to-the-world-20140724-zwdxh.html
http://www.dailytelegraph.com.au/sport/afl/brett-kirk-still-
beaming-after-global-mission-filming-aussie-rules-the-
world/story-fni5f22n-1227010525962?nk=c9bd1ca69c8e6b
e538823c8966519457
http://www.smh.com.au/entertainment/movies/captain-
brett-kirks-mission-to-boldly-go-where-aussie-rules-has-
never-gone-before-20140716-ztish.html
AUSSIE RULES THE WORLD film related
websites:
http://www.aussierulestheworld.com/
http://www.sydneyswans.com.au/news/2014-07-10/aussie-
rules-the-world

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ISBN: 978-1-74295-518-6 editor@atom.org.au
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