La Trobe University
Graduate Diploma in Education (Primary)
LESSON PLAN FORMAT
Name: Natalie Pepping
School:
Topic: ANZAC Day symbols
Learning Area: Humanities
Date: week 3 in a 4 week unit on ANZAC day
Year Level: 3
VELS: 3
Duration: 45 min
Learning Purpose:
Students to identify ANZAC day symbols, medals and rituals, and understand their history and meaning.
Rational: This lesson plan has been designed to be conducted in stage 3 of the Inquiry Cycle. Students
in Stage 3 research, design and construct to assist with their understanding of the Unit. Activities have
been designed to build on students’ understandings and prior learning.
VELS references: VELS level 3
- ‘Students learn about Australian society and its origins, such as the history of national symbols,
including the flag, and key commemorations such as ANZAC day’
- ‘Students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to
retell events and describe historical characters’
- ‘Students frame questions to further explore historical events’
Engagement:
Whole class sitting on the floor.
Inform students today we will be looking at ANZAC day
symbols and other symbols related to Australia’s involvement
in different wars.
- ‘What is a symbol?’ Discuss student responses as a whole
class.
Ask class for different symbols they have seen which relate to
ANZAC day. As this is the third week in a four week ANZAC
day unit it is anticipated throughout the past two weeks
students will have seen different symbols in there ANZAC day
studies.
- ‘Do you know of any ANZAC day symbols?’
Ask students to draw any symbols they know on the board.
Teacher to discuss with students any symbols not mentioned
i.e. ‘Are there any other symbols?’; ‘Could the Australian Flag
be seen as a symbol?’
- ‘Why are symbols important?’
- ‘Do symbols have a function? If so, what is the function?’
Group set up
Materials
Whole group
Teacher talk
As students are
studying ANZAC
day as a four week
unit it is anticipated
the class will be
decorated in
student work
completed over the
past two weeks.
Teacher to ensure
there are ANZAC
day symbols around
the class.
Procedure:
Procedure:
Encourage class discussion and supportive debate
regarding symbols and their functions.
Procedure:
1) Using the symbols written on the board, students to
be divided into small groups and given a symbol and
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Coloured paper,
websites related to the symbol. Students to use the
websites and books to complete appendix A.
If students have been unable to come up with enough
symbols, teacher to provide students with another
symbol to research. (Appendix B has been designed as
a teacher resource of different ANZAC day symbols
however is by no means an extensive list).
2) From the information students have developed in
appendix A, students to develop a question. Students to
give their question and answer to the teacher. Teacher
to write the student questions on the board.
Students to be divided
into mixed ability
groups with 3 students
in each group. Groups
to share computers.
Student researching,
reading, listening,
sharing ideas, writing
and drawing.
coloured pencils,
glue, scissors,
computers, books
related to ANZAC
day, cardboard,
pipe cleaners,
tissue paper, boxes,
sticky tape
3) Based on students research, students to create a
replica of the symbol.
4) Students to display their symbol model and research
around the room.
Pulling it together:
Pulling it together:
Whole class –
Ask the students to look at the questions the teacher has
Individually
written on the board (questions on board are the
Students reading,
questions generated by students in activity 2).
listening, researching
Pulling it together:
ANZAC day badge,
student model of
symbol or medal,
student completed
appendix A
Remaining in groups students to write down an answer
to each of the questions.
The group who finds the correct answer to all the
questions first to receive an Legacy badge as a prize.
Observations of students’ learning:
Appendix A - looking at students’ ability to research, analyse and present information.
Model Replica – observe students ability to use written and 2D pictures to create a 3D model
Student created question – looking for student ability to create questions to explore historical events
Observe students interaction within the group looking for students ability to express opinions within a
group and students ability to listen to and acknowledge other students opinions.
Pulling it together activity – observing students ability to research using both written and visual clues to
find the answers to their questions.
Teacher’s Resources: List the resources the teacher will need.
www.anzacday.org.au
www.defenceforce.gov.au
www.warmemorialnsw.asn.au
http://www.diggerhistory.info/pages-uniforms/slouch_hat.htm
http://www.awm.gov.au/encyclopedia/slouch/index.asp
www.itsanhonour.gov.au
http://www.anzacsite.gov.au/
Appendix A – students to complete
Appendix B – to be used as a teacher resource as the chart answers the questions students are asked
to investigate.
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Catering for inclusion: Identify ways in which you will cater for these.
Students to be placed in heterogeneous groups. Activities have been designed for students with different
intelligences and learning styles as there are written, visual and bodily – kinsthetic aspects to each
activity.
Gifted students to be given symbol or medal which has a range of changes and meaning or may be
difficult to locate information on.
Your reflection: Identify the pedagogical stance you took during the lesson and reflect on:
 what went well and why
 what was difficult and why
 how engaged the students were and
 what you did to encourage this
 what else you could have done to improve the students’ learning
 how responsive you were able to be to the students
 what you learnt
Supervisor’s comments:
Supervisors will provide written comments on the lesson and use these as the basis of the reflective
consultation that follows. Comments should be supportive and helpful and filed in the student teacher’s
lesson folder together with the lesson plan.
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Appendix A
Please complete each section of the chart using the computer and resource materials provided.
SYMBOL/ MEDAL
- write down what your
symbol/ medal is
- draw a picture of the
symbol/ medal
MEANING
- describe any aspects of
the symbol which have
special meaning
- what is the function of
the symbol
ORIGIN/ CHANGES
‘Where did the symbol
originate from?’
- write a timeline of any
changes to the symbol
over the years
COUNTRIES
‘Do any other countries
use this symbol to
remember their
involvement in different
wars?’
Once you have completed each column as a group you need to develop a question which relates
specifically to your symbol. i.e. What symbol was developed in 1901? The answer to your question
needs to be your symbol.
Write down your question and answer on a piece of paper and hand the paper to the teacher. Do not tell
any other group your question.
Using materials in the craft box, create a replica of your symbol.
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APPENDIX B
To be used as a teacher resource outlining different symbols and medals related to ANZAC day,
websites and information about different symbols. This is a teacher resource and is not an extensive list
of all the symbols related to ANZAC day.
Symbol
Meaning
History
Reference
The Rising Sun Badge
Typifies the spirit of the
ANZAC – camaraderie
between the Australian
soldiers to fight for the
Crown and the British
Empire
The ‘Rising Sun’ badge was
originally entitled the General
Service Badge but, it is now
officially called the Australian
Army Badge.
http://www.anzacd
ay.org.au/educatio
n/tff/risingsun.html
Sent to soldiers during
war as they have a
lengthy shelf life
1914/15 – sent to soldiers as
families were concerned
about nutritional value of food
sent to soldiers. Biscuits sent
as they have a long shelf life
and were transported by
boats to soldiers
- Renamed after Gallipoli to
ANZAC biscuits
- ANZAC Day today, biscuits
are often used by veterans’
organisations to raise funds
for the care and welfare of
aged war veterans
http://www.anzacda
y.org.au/miscellane
ous/bikkies.html
- The bugle call has been
passed down through the
centuries in many countries
of the world as an
accompaniment to the
impressive rites of a soldier’s
farewell – the closing bars
wail out their sad valediction
to the departing warrior.
Download last
post at
http://www.anzacd
ay.org.au/educatio
n/tff/bugle.html
ANZAC biscuits
Biscuits were sent to
soldiers – food needed
to last for a few months
as during world war 1
ships were used to
transport food
The Last Post
- symbolising the
awakening of the dead
in the next and better
world.
http://www.defenc
e.gov.au/army/hist
ory/risingsun.htm
- ANZAC day - Reveille or
Rouse breaks the silence that
follows the playing of the Last
Post
.The Victoria
Cross
The Victoria Cross is
the most honoured of
all awards open to
members of the
Australian defence
force.
It marks its wearer as
one possessing
29/01/1856 - The Victoria
Cross (VC) was instituted
01/08/1854 – VC made
retrospective
24/07/1900 – Captain (later
Sir Neville) Howse awarded
VC for rescuing a wounded
man while serving as an
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http://www.anzacda
y.org.au/education/
medals/vc/default.ht
ml
supreme courage, a
disregard for danger
and complete devotion
to duty.
Gallipoli Medallion
Rosemary
The Slouch Hat
The Australian Flag
officer of the NSW Army
Medical Corps during the
South African War 1899-1902
(Boer War).
As at March, 2002, the
youngest Australian to be
awarded the Victoria Cross
was Private JWA Jackson
VC, who was 18 years 9
months.
In 1967, to commemorate the
50th anniversary of the
Gallipoli landing, a medallion
was issued to everyone who
served at Gallipoli, or their
families.
- Rosemary can be
found on the slopes of
Gallipoli
- Rosemary is
associated with the
ANZAC tradition of
being loyal to one's
mates and active in
honouring the memory
of fallen and departed
comrades
In ancient times Rosemary
was believed to strengthen
memory
Emblem of the courage
of The Australia Digger
1885 – First adopted into
Australian military service.
Union jack symbolises
British settlement
Below the Union Jack
is a white
Commonwealth or
Federation star. It has
seven points
representing the unity
of the six states and the
territories of the
Commonwealth of
Australia.
The Southern Cross is
shown on the fly of the
Worn on ANZAC day in the
coat lapel, pinned to the coat
breast or held in place by
medals.
Further standardization and
changes to embellishments
occurred from time to time.
1914 – changes occurred as a
result of the 1st AIF
1922 – reorganization of the
Australian Military Forces
1930 – introduction of the
voluntary militia force
1939 – postwar year changes
http://www.anzacda
y.org.au/education/
medals/general/ww
1.html
http://www.warme
morialsnsw.asn.au
/traditions/rosemar
y.cfm
(http://www.firstaif.in
fo/42/level2/referenc
e/02deadpenny.htm#Rosema
ry)
http://www.digger
history.info/pagesuniforms/slouch_ha
t.htm
http://www.awm.g
ov.au/encyclopedi
a/slouch/index.asp
September 1901 - First flown. http://www.itsanhon
our.gov.au/symbols/
Australia’s first Prime
flag.cfm
Minister, the Rt Hon Sir
Edmund Barton announced
an international competition
to design a flag for the new
nation. It attracted 32,823
entries. Five near-identical
entries were awarded equal
first and the designers shared
the £200 prize.
ANZAC day – Australian flag
to the left of Turkish flag and
lowered to half mast.
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flag in white. This
constellation of five
stars can be seen only
from the southern
hemisphere and is a
reminder of Australia’s
geography.
Australian Defence
Force Ensign
The defence force
emblem in the centre of
the flag is a symbol of
the three services. The
crossed swords
represent the
Australian Army, the
anchor represents the
Royal Australian Navy
and the eagle
represents the Royal
Australian Air Force.
The red stripe on the
flag represents the
Australian Army, the
dark blue stripe
represents the Royal
Australian Navy and
the light blue stripe
represents the Royal
Australian Air Force
The Commonwealth
Star and the
boomerang on the
Australian Defence
Force ensign represent
Australia.
12/04/2000 - The Australian
Defence Force ensign was
proclaimed
http://www.itsanhon
our.gov.au/symbols/
otherflag.cfm
Gallipoli Rose – Cistus
Salvaiiflolius
Flower which grew on
Gallipoli Peninsula
During first world war it is
believed solders were taken
with the flower they took
seeds home and planted
them as a symbol of peace
and remembrance.
http://www.dva.gov.
au/commemorations
/commemorative_ev
ents/anzac_day/galli
poli/Orders_of_Serv
ice.pdf page 39
The Poppy
November is poppy
month, the time of the
year when by the
wearing of a simple
emblem, a red poppy,
we salute the memory
of those who sacrificed
their health, their
strength, even their
lives, that we might live
in a free country.
Wreaths of poppies are
traditionally placed at
memorials and honour
1921 - a group of widows of
http://www.anzacda
French ex-servicemen called y.org.au/education/tf
on him (Earl Haig – British
f/poppy.html
commander in-chief) at the
British Legion Headquarters.
They brought with them from
France some poppies they
had made, and suggested
that they might be sold as a
means of raising money to
aid the distressed among
those who were incapacitated
as a result of the war.
1921 - First red poppies
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Turkish Flag
Colours
Yellow – Honour
White – Innocence
Black – Wisdom &
Sobriety
Blue – Faith and
Constancy
Red – Justice
Green – Good hope
Purple – fortitude with
discretion
Tawny – Merit
boards on ANZAC day.
came to Australia. They were
made in France.
ANZAC Day - the poppy
belongs to Remembrance
Day, 11 November and are
not traditionally worn on
ANZAC day. However,
wreaths of poppies are
traditionally placed at
memorials and honour
boards on ANZAC Day
The meaning of the
Turkish flag is difficult
to explain as there are
legends, actual stories,
and outright
misinformation about
the reason of certain
colours or designs.
The star and crescent
are Muslim symbols,
but also have a long
pre-Islamic past in Asia
Minor.
ANZAC day – Turkish
flag to right of
Australian & NZ flag.
Turkish flag fully
lowered according to
Turkish protocol.
Red has been prominent in
the Turkish Flag for over 700
years.
1793 – basic form of Turkish
flag established under
Ottoman Sultan Slim III.
1844 – five pointed star
added to flag
29/05/1936 - fundamentals of
http://www.allaboutt
urkey.com/flag.htm
the Turkish Flag were laid down
by Turkish Flag Law No. 2994
LEGEND
1448 - A reflection of the
moon occulting a star,
appearing in pools of blood
after the battle of Kosovo, led
to the adoption of the Turkish
flag according to one legend.
There are other legends
explaining the flag
Regardless of origin,
design and form,
Colours and the
insignia are symbolic of
a fighting unit’s spirit
and a visual record of
gallant deeds
performed by the
members of the unit.
These are recorded by
reference to the
location of the deed
and on Colours are
called Battle Honours.
http://www.anzacda
y.org.au/education/tf
f/colours.html
“By building young children’s understandings about the traditions, facts and folklore of ANZAC Day, the
many real life stories of sacrifices and heroism of everyday Australians will not be lost, but be handed
down to future generations”. - http://www.anzacday.org.au/education/childhood/default.htm
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