This paper is presented in two parts. Through an example the first part takes up the issue of applying mathematics to situations that form part of the life context of students--the priority expressed in three curriculum statements presented. Then, noting the particular point in time--development of a National Curriculum for Mathematics--the second part goes on to address broader curriculum issues that a purely illustrative exercise in real world problem solving might not normally engage. The chosen example relates to a real world question that is located within the domain of Australian Rules Football, and it is recognized that while this provides a familiar, and often an emotionally engaged context in the majority of states, it may not do so for all. The specific mathematical and modelling issues raised in this particular problem have no essential connection with the discussion in the final part of the paper (other than in providing illustrations), where issues regarding the place of modelling and applications in curricula are considered. For that purpose, the football example can be replaced by any authentic modelling problem. (Contains 1 figure and 2 tables.)