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Activity description
This activity has been designed for students to discover the history of the Australian flag. Students will
research the meaning of the Australian flag through a variety of different websites. They will use these
websites to formulate their own understandings of what the Australian flag means to Indigenous people.
The students will then research the Aboriginal and Torres Strait Islander flags and will look at the
similarities and differences in the meaning of the symbols and colours on each of the flags and add this to
the venn diagram. Once student have the background knowledge of the flags they will be asked to
individually create their own inclusive school flag. They will justify their decisions for each element of their
design and share it with the class. The class will then vote on their favourite flag design which will be
displayed in the classroom. This activity will foster compassion and empathy towards Indigenous people
and their importance in Australian history. Additionally this activity will promote students to be inclusive
and accepting of all cultures which encompass Australia.
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o How to use a venn diagram and it purpose in finding logical relationships in information (Year 2
ACHHS054).
o Identifing and comparing objects from the past and present (Year 2 ACHHS051).
o Using technologies to explore information from the past (Year 2 ACHHS050).
Learning objectives
By the end if this activity students will have the ability to:
1. Identify the symbols on the Australian, Aboriginal and Torres Strait Islander flags.
2. Explain what the symbols on the Australian, Aboriginal and Torres Strait Islander flag represent.
3. Create an inclusive school flag which incorporates all Australians symbols and cultures.
4. Justify what symbols were incorporated on the flag and why they were selected.
5. Clarity why it is important to be inclusive and incorporate Indigenous perspectives on the school
flag.
Learning intensions
In the activity today we will be learning:
1. The meaning of national symbols.
2. The significance of the Australian, Aboriginal and Torres Strait Islander flags.
3. What the Australian flag means to Indigenous people.
4. When we fly particular flags and the reason behind this.
5. What an inclusive school flag should look like and represent.
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General capabilities
Literacy:
o Students will use their literacy skills to justify the symbols and elements that they have
incorporated on their school flag. They will add this written information to their flag on the
ThingLink application.
Information and communication technology (ICT) capability:
o There are a variety of ICT opportunities through popplet, ThingLink and informational websites, for
students to enhance their knowledge of the topic and their ICT skills throughout this activity.
Critical and creative thinking:
o Students will be using their critical and creative thinking when designing their own school flag. They
will use the information they have gained throughout their research and will incorporate symbols
from a variety of different cultures onto their school flag.
Personal and social capability:
o Students will work collaboratively throughout the research process of this activity and will use each
others skills and understating to create a joint venn diagram.
Ethical understanding:
o This activity will assist students to understand the ethical issue the Australian flag has on the
Indigenous people of Australia and understand ways in which this can be improved.
Intercultural understanding:
o This activity will foster intercultural understanding of Indigenous Australians and will also promote
inclusion and respect for different cultures that encompass our country.
Cross curriculum
Aboriginal and Torrs Strait Islander histories and cultures:
o Indigenous histories and cultures has been the underpinning theme throughout this activity.
Learning about Aboriginal and Torrs Strait Islander histories and cultures through symbols will be an
engaging way for students to discover the meaning and importance of the original Australian
people (OI.4, OI.5).
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Risk assessment
o Throughout this activity students must follow the school and classroom rules.
o Students must not consume food or drink when using the laptops or iPads.
Educational websites:
A variety of educational websites about Australian symbols have been selected to inform students about
the Australian, Aboriginal and Torres Strait Islander flags.
o http://www.convictcreations.com/research/symbols.html
o http://www.about-australia.com/facts/australia-flags-emblems/
o http://www.naidoc.org.au/indigenous-australian-flags
o http://www.abc.net.au/btn/story/s3681106.htm
Venn diagram:
During this activity students will have the option to create a hand written venn diagram to organise the
information they have gained during their research on the three flags. Or alternatively they can use the
popplet program and develop their own graphic organiser.
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ThingLink:
This application has been selected for students to use to display their new Australian flag with a
justification for each symbol they have created. This will be available for all students to see and share
information.
Differentiation of learning
Blooms taxonomy:
o A variety of higher order thinking questions will be asked throughout the activity. These questions
will allow the teacher to gain an understanding of how the students are progressing through the
activity and provide an opportunity to extend students higher order thinking skills (Whitton, Barker,
Nosworthy, Sinclair & Nanlohy, 2010).
Multiple intelligences:
o A variety of intelligences have been incorporated throughout this activity, which include visual,
linguistic, musical, tactical, interpersonal and intrapersonal. These learning domains will allow each
student to connect with the learning outcomes of the activity in a variety of different ways
(Armstrong, 2009).
Discovery learning:
o During this activity students will be provided with a number of websites that they will use to
discover their information about the symbols found on the Australian, Aboriginal and Torres Strait
Islander flags (Foster, 1972).
Collaborative learning:
o Students will be arranged in mixed ability groups to ensure that all students are being supported by
their peers throughout the learning experience (Loreman, Deppeler & Harvey, 2011).
Evaluation
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References
ABC. (2015). Flag debate. Retrieved from http://www.abc.net.au/btn/story/s3681106.htm
About Australia Pty Ltd. (2015). Australias flags and emblems. Retrieved from http://www.aboutaustralia.com/facts/australia-flags-emblems/
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria VA: Association for
Supervision and Curriculum Development.
Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/
Australian Government. (2014). Indigenous Australian flags. Retrieved from
http://www.naidoc.org.au/indigenous-australian-flags
Convict Creations. (n.d.). Symbols of Australia. Retrieved from
http://www.convictcreations.com/research/symbols.html
Amy Gampe S00040034
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Foster, J. (1972). Discovery learning in the primary school. London: Routledge and Kegan Paul.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom (2
ed.). Crows Nest: NSW: Allen & Unwin.
Notion Inc. (2013). Popplet for school: For learning in the classroom and at home. Retrieved from
http://popplet.com/
Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching
for learning (2nd ed.). Melbourne, VIC: Cengage Learning Australia Pty Limited.
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