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Teaching and Learning Sequence Symbols Humanities and Social Science Year 3

Year: 3

Learning area: Significance Humanities and Social Science

Topic History Inquiry and knowledge and understanding Topic Duration: 6 Lessons (approx. 45-60 minutes each)
Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and
Focus Curriculum Descriptor
the importance of symbols and emblems (ACHASSK064)
The humanities and social sciences concept of significance will be explored over a number of lessons and will relate to the exploration of the above key
curricular learning descriptor with a focus on ANZAC Day. Several lessons are included in this plan which is to be conducted over a number of days. Over the
course of this unit, students will be able to build on what they have previously learnt in HASS, as well as other curriculum areas, and should be able to
recognise the connections between what they have learnt and will be learning. By investigating the significant days commemorated in the Australian
calendar, students will gain a better understanding of what ANZAC Day is, how its commemorated, what symbols are significant and why, why it is so
important to Australia and the ANZAC legend. Student experiences will be built on and extended through inquiry and investigation of the significance of
Overview ANZAC Day ceremonies and rituals, different perspectives of the event and its place in Australian society. Assessment of student learning should be ongoing
throughout learning by asking questions and monitoring student engagement in work and learning. Student workbooks containing any work done on this
subject should be collected at the end of each lesson and checked for progress. At the end of this learning period, appropriate assessment tasks such as a
small exam and interactive presentation can be conducted.

Please note: at the beginning of each lesson it is important to start by revising previously learnt ideas, facts and skills to ensure their understanding is built
upon by making clear connections to all they learn
Lessons Teaching and Learning Sequence and Activities Organisation Resources Curriculum Descriptors Assessment Ideas
Inquiry Questions WALT: Mind map: Pose questions to Student participation is to
When is Anzac Day? Exploring Butchers Paper and investigate people, be monitored through the
What do we know about Anzac Day? what ANZAC coloured markers events, places and lesson based on
What does ANZAC stand for? Day is and engagement, attention,
Lesson 1 issues (ACHASSI052)
the rituals understanding and linking
(intro) Introducing the topic of ANZAC Day: that take Book - My Grandad of ideas previously learnt.
Draw connections
Ask students what they think ANZAC Day is about place Marches on ANZAC Activity sheets could also
Day by Catriona between personal
and what it means - record this information in a be collected and viewed by
class mind map on butchers paper so it can be Hoy experiences and the the teacher at the end of
displayed in the classroom worlds of texts, and share the lesson to be returned
NB. If they miss anything important or have ICT devices for responses with to students the following
misconceptions about the day, clarify this and add these researching others (ACELT1596) day with some feedback on
ideas to the mind map - be sure to explain when ANZAC pictures and videos how they went.
Day is and what it stands for of ANZAC Day Locate and collect
Read the book My Grandad Marches on ANZAC information
Day - Discuss what they have read and what the Activity sheet 1 and data from different
described ritual of marching on ANZAC Day from the Shrine of
sources, including
signifies Remembrance:
Discuss the significant features of the ANZAC Day activity and observations (ACHASSI05
ritual and what order the ceremony is performed resource document 3)
in (http://www.shrine
Using devices and activity sheet 1, get students to Collect, access and
work in small groups (2-3) to research a feature of /e3/e332d096- present different types
the ANZAC Day ritual (ie. the ode, the last post, 3db8-46a0-a0ed- of data using simple
laying of the wreath); record the information and 5fe1e4fcd8e6.pdf) software to create
any pictures they find in the activity sheet information and solve
problems (ACTDIP009)

Inquiry Questions WALT: Poppy: Scissors, Listen to and contribute Monitor student
What are some of the significant symbols and Significant red and black to conversations and participation in discussion
emblems of ANZAC Day? symbols and paper, green pipe discussions to share and completion of
Why are they important? emblems cleaner and glue; activities. The poster can
information and ideas
instructions also also be collected and
Symbols and emblems: available in wreath and negotiate in informally marked to
Group discussion - What do students think symbols making resource collaborative evaluate how students are
and emblems are? Why do we have them? Where (https://www.tiny situations (ACELY1676) going with learning and
Lesson 2 do we see these symbols? Can you think of any? research, with some being
(body 1) Provide each student with the Symbols of ANZAC intables/anzac_day Use comprehension chosen to be displayed.
Comprehension sheet to glue in their books and _printables.pdf) strategies to build literal
complete - fill this out based on the information on and inferred meaning and
the activity sheet The Symbols of begin to evaluate texts by
Extend this learning by doing further research on ANZAC drawing on a growing
the significance of each symbol/emblem and how Comprehension
they are used in ANZAC ceremonies and what they sheet
represent - this information can be used later in (http://5sapollo.glo of context, text structures
the creation of a poster
As a class listen to the last post - How did this s/2015/04/The- and language
make you feel? Where is it played? When was it Symbols-of-ANZAC- features (ACELY1680)
first used? 16wnmdc.pdf)
Students can use craft materials to make their own Locate and collect
poppies - identifying the importance of the information
emblem and why represents ANZAC Day The last post video
and data from different
At the end of this lesson ask students to choose from the Australian
War Memorial sources, including
one of the emblems/symbols they are most
interested in to create a hand drawn or digital (https://www.yout observations (ACHASSI05
poster that explains the importance and meaning 3)
of the emblem/ symbol - ensure images are used SkChQvq5PP0)
to support the information and display some high-
quality examples in the class Drawing materials/
devices for poster
Inquiry Questions: WALT: Page 1 of the Draw connections Monitor student
Why is ANZAC Day so important to Australia? ANZAC Days ANZAC Day between personal engagement and
Look at the number of soldiers who died fighting in significance/i Committees experiences and the participation in discussions
this war - do you think this adds to the mportance ANZAC Day: What worlds of texts, and share and activities. Informally
significance? to Australia does it mean responses with assess the information and
What makes it different from other special days today? pdf others (ACELT1596) creation of the poster;
celebrate in Australia? (https://anzacday.o evaluate how much Recognise, model, information students have
Significance of the day to Australia: anzacday/pages/im represent and order learnt and the depth of
Build upon the significance of symbols by g/Education/Activit numbers to at least 10 understanding that they
Lesson 3 expanding to the significance of ANZAC Day as a ies/anzacday.pdf) 000 (ACMNA052) have on what they have
(body 2) whole - ask students why they think the day is so learnt so far. Also observe
important and is treated with such respect Similarities and Listen to and contribute the group work
Explain to them some of the reasons this might be differences table to conversations and interactions to see how
the case with emphasis on the high number of (http://freeology.c discussions to share students collaborate.
casualties and deaths that occurred om/wp-
information and ideas
Have students individually write a paragraph about content/files/blank
what ANZAC Day means to them and why they 2column.pdf) and negotiate in
think it is important (inspired by page one of collaborative
resource) Poster: A3 posters, situations (ACELY1676)
Brainstorm as a class some of the other significant coloured markers
days we celebrate - discuss how they are different and pencils, glue, Understand that
to ANZAC day and record this information in a scissors, pictures, paragraphs are a key
similarities and differences table drawn in their coloured paper, organisational feature of
books/ in printed table template stickers written
At the end of this lesson, place students into texts (ACELA1479)
groups of 3-4, and provide them with materials
that they can use to make a poster/collage on why Pose questions to
it is important and what ANZAC Day is all about investigate people,
(applying all they have learnt so far) these can be events, places and
displayed in the classroom issues (ACHASSI052)
Inquiry Questions WALT: Two-up game Conduct chance Informal assessment
What do you think was the purpose of the game of Conduct resource experiments, identify and through monitoring of
two-up? chance (http://www.mylitt describe possible student reflection on how
experiments the game of two-up might
outcomes and recognise
Chance and data through two-up using /activities/activity- have helped soldiers cope
Introduce the game of two up and its relationship Traditional come-in-spinner- variation in with their lives on the
with ANZAC Day discuss in context of society ANZAC game an-anzac-game-for- results (ACMSP067) battlefield and how they
today and how it can only be played on ANZAC Day of two-up kids/) would feel in a similar
Explain the rules in the two-up game resource and Examine information to situation. Participation in
play as a class Chance and Data identify different points class activity and discussion
Record data which can be revisited in a later math collection tables of view and distinguish should also be noted.
lesson (record data on the board and have facts from
Lesson 4 students record it in their tables) Prize (optional)
(body 3) opinions (ACHASSI056)
How do you think this simple game could have
helped soldiers cope with their lives on the Whiteboard Explore ideas and
battlefield? (write on whiteboard) markers etc. narrative structures
Students reflect by imaging they are in a difficult,
through roles and
harsh or scary situation with only a simple game
situations and use
such as scissors, paper, rock etc. to distract you
work in pairs to develop a scene in-role as soldiers empathy in their own
or characters in a tough situation and enact how improvisations and
they would feel when playing this game present devised
to the class drama (ACADRM031)
Finish by reflecting on the ideas as a class and have
students write a sentence or two on what they
have learnt about the games role in war
Lesson 5 Inquiry Questions WALT: Page 1-2 and 6 of Interact with others with Monitoring of student
(body 4) What were their experiences like? How do we Exploring the last Gallipoli respect to share points of participation and
know this? who the ANZAC view (ACHASSI059) engagement in activities, as
Explore the experiences of the troops who fought ANZACs are (https://anzacday.o well as for their recall of
in WWI to gain insight into other perspectives exploring Sequence information information when asking
diverse anzacday/pages/im about peoples lives and questions. It may also be
Exploring the ANZACs perspectives g/Education/Activit events (ACHASSI055) useful to collect and read
In pairs, have students think of key questions they ies/alec_campbell. the personal profiles the
would ask a soldier if he was here - ie. What did it pdf) Plan, draft and publish students have created at
mean to you to fight for your country? Write these imaginative, informative the end of the lesson.
down in their books. and persuasive texts
After this discussion, provide each student with ICT Devices to demonstrating increasing This activity can be linked
The Last Gallipoli ANZAC page 2 worksheet - work access discovering control over text to their English learning as
as a class to fill in this table of information on Alec the ANZACS structures and language they draft and publish
Campbell profiles features and selecting imaginative texts in the
After exploring Alec Campbell as a class, have print, and multimodal form of letters, which can
students use the Discovering ANZACs profiles to elements appropriate to later also be marked for
pick a soldier and learn about them - individually Discovering the the audience and purpose learning.
have them create a personal profile on their ANZACs profiles (ACELY1682)
chosen person and explore question like those that (https://discoverin
they did for Alec Campbell
Using the profile of the person they have /browse/person)
developed, have students imagine they are that
soldier writing home to their friends or family. This
can be linked to English as they draft and publish
imaginative texts in the form of letters
Lesson 6 Inquiry Questions WALT: The Book: Simpson and Draw connections Look at class participation
(conclu- What is the legend of the ANZACs? Legend of his Donkey between personal and ANZAC legend
sion) How does the story of Simpson and his Donkey fit the ANZACs By Mark experiences and the students have written to
into this legend? what does Greenwood see if they understand the
worlds of texts, and share
What is the ANZAC spirit? Are there particular this mean concept- not necessarily
and what responses with judging quality of
values commonly associated with it?
makes this Lined paper- for others (ACELT1596) writing/story just if the
Legend of the ANZACs: legend student ANZAC sentiments of the ANZAC
legends Create imaginative texts
Introduce learning about the Legend of the spirit etc. are evident in
based on characters, their writing
settings and events from
Discuss this ANZAC legend and ask students what
Whiteboard students own and other Further assessment could
they think this is. Write these ideas on the
markers- for cultures using visual be conducted where the
whiteboard for the class to copy into books.
writing student features, for example plan for their creative story
Read the book Simpson and his Donkey
Explain how this story (and others the students ideas etc. on perspective, distance and is drafted into a full short
may have come up with) are examples of the ANZAC legends angle (ACELT1601) story and then written as a
ANZAC spirit* and explain some of the common good copy for assessment.
values associated with this spirit ie. Mateship, Why people participate
courage, sacrifice, bravery, endurance, initiative, A3 or A2 poster within communities and
resourcefulness and discipline paper with how students can actively
*NB. Remind the students that the rising sun badge is the coloured markers- participate and
emblem for this concept for the declaration contribute (ACHASSK072)
Students are then to develop a plan for a short
story that includes the values of the ANZAC legend
and spirit - it can be made up/original or if they
had a relative in the war they can base their
writing off that persons experience
Conclude by discussing how students could
implement the ANZAC spirit values of
resourcefulness and mateship in their school
Make a poster/declaration for the class to sign to
say they will exemplify the ANZAC spirit in their
lives. Display in the classroom.
Cross-Curricular Priorities and General Capabilities fulfilled
General Capabilities Critical and Creative Thinking
Literacy - Inquiring identifying, exploring and organising information and
- Comprehension of texts through reading, listening and viewing ideas
- Composing texts through speaking, writing and creating - Generating ideas, possibilities and actions
- Word knowledge - Analysing, synthesising and evaluating reasoning and procedures
- Grammar knowledge - Critical and creative thinking in learning areas
- Visual knowledge Personal and Social Capabilities
- Literacy in the learning areas - Self-awareness
Numeracy - Self-management
- Interpreting statistical information - Social awareness
- Numeracy in learning areas - Social management
Information and Communication Technology - Personal and social capability in the learning areas
- Applying social and ethical protocols and practices when using ICT
- Investigating with ICT
- Creating with ICT