FACULTY

OF EDUCATION Student Name: Ewan Stanley

TEACHING & LEARNING PROGRAM (Secondary)
Student ID: 20306214

SCHOOL: Dale Christian College YR: 8 SUBJECT: Digital Technologies TOPIC: A flag for all Australians

PROGRAM OVERVIEW FOR PERIOD 10 MAY TO 26 MAY

Week/ Curriculum Links to Objectives Learning & Teaching Experiences/Content Resources Assessment
Lesson Digital General Aims that you want Formative or summative
Technologies Capabilities/ them to achieve What students are doing/learning/engaging activities? What they will use? How achievement will be
Strands- Sub Cross judged?
Strands / ICT Curricular How results will be
Capability recorded?

Wk 1, Create and General Identify the symbols Lesson 1: Teachers ICT tool 1: Summative:
Lesson 1 communicate Capability: on the Australian Setting the scene Weebly site for student to Can students identify the
interactive -ICT flags and describe (Design thinking stages: Empathise and Define) access resources meaning of the symbols on
ideas -Literacy http://aflagforallaustralians. the Australian flags and
their meaning Introduction:
collaboratively -Critical and weebly.com/ record this on a Google
online, taking creative Hook: Hypothetical, the Prime Minister has called our Doc?
into account thinking Organise and detail school and due to an overwhelming demand from the Teachers ICT tool 2:
social contexts -Ethical information about public to have a national flag that includes Indigenous Youtube: Behind the news:
(ACTDIP032) understandin group tasks in Google Australians, he would like our class to redesign the Australian flag day video
g Docs Australian flag. Over the next 3 weeks each student
Creating -Personal will design a new Australian flag and the class will vote Teachers ICT tool 3:
solutions by: and social Websites:
for the new flag.
-Investigate a capability Australian national flag
given need or -Intercultural Identifying prior knowledge: Students identify A flag for the nation (includes
opportunity for understandin Australian, Aboriginal, and Torres Strait Islander, new design a flag activity)
a specific g Canadian, old Canadian and New Zealand flags. Symbols on the Australian flag
purpose Show some failed designs from the New Zealand flag Australian flags
-Evaluate and Cross change referendum. Indigenous Australian flags
apply a given Curricular:
brief Aboriginal Video: Behind the news: Australian flag day video

-Work and Torres Activity:
Students ICT tool 1:
independently, Strait Start a symbols diary, a shared Google Doc for each
Students to create 1 Google
and Islander table of 4, students will record the meanings of the Docs per table of 4, to share
collaboratively Histories and symbols on the current Australian flags. For each of with teacher.
when required, Cultures the Australian flags, students must identify the flag
to plan, name, designer, year of design, symbols and meanings,
develop and and colours. Students can start their research here:
communicate
Australian national flag
ideas and

1
 information A flag for the nation (includes design a flag activity)
when Symbols on the Australian flag
managing Australian flags
processes
Indigenous Australian flags
Conclusion:
Ask students to think about who Australians are,
situations where they use their flag (expected
answers: Olympics, memorials, Parliament, Australia
Day, war, national pride, to include, exclude), and what
would they want on their flag

Wk 1, Create and General Identify that Lesson 2: Teachers ICT tool 1: Formative
Lesson 2 communicate Capability: Australia has an (Design thinking stage: Empathise and Define) Weebly site for student to Can students identify that
interactive -ICT Indigenous history Introduction: access resources Australia has an Indigenous
ideas -Literacy http://aflagforallaustralians. history and culture prior to
and culture prior to Think/pair/share: students to look at this article on the
collaboratively -Critical and weebly.com/ colonisation?
online, taking creative colonisation national anthem and explain why the singer doesnt
into account thinking believe Australia is young: Teacher's ICT tool 3: Can students identify
social contexts -Ethical Identify reasons for Young and free? Websites: reasons for and reasons
(ACTDIP032) understandin and against changing Class discussion Young and free? against changing the flag
g the flag Q: Meaning of the symbols on the Australian flag The Flag Debate and record this in Padlet?
Creating -Personal The Australian Flag Debate
Q: What symbols are on the schools flag?
solutions by: and social
Communicate Q: What does the union jack mean to Indigenous
-Investigate a capability Student's ICT tool 2:
given need or -Intercultural information in Padlet people? Padlet
opportunity for understandin A: Dispossession and loss of culture at colonisation https://padlet.com/2030621
a specific g Activity: 4/flag1
purpose Padlet: Reasons for and against changing the
Cross Australian flag
Curricular:
Students can look to these resources, or others, if they
Aboriginal
and Torres need extra ideas
Strait The Flag Debate
Islander The Australian Flag Debate
Histories and Conclusion:
Cultures Tell the class that next lesson we will be finding
symbols and colours to include in our symbols diary
and to put on our new designs. Ask them to think
about good sources of information for finding out
about Australian and Indigenous symbols and colours.

Wk 2, Create and General Search the internet Lesson 3: Teachers ICT tool 1: Formative:
Lesson 1 communicate Capability: for relevant (Design thinking stage: Define and Ideate) Weebly site for student to Can students search the
interactive -ICT information Introduction: access resources internet to find information

2
 ideas -Literacy Ask students what search terms we can use in google http://aflagforallaustralians. about Australian and
collaboratively -Critical and Organise information to find out about Australian and Indigenous symbols, weebly.com/ Indigenous symbols and
online, taking creative in Google Docs colours, and their meanings. colours and their meaning?
into account thinking Teacher's ICT tool 2:
Activity:
social contexts -Ethical Youtube: Can students enter ideas in
(ACTDIP032) understandin Enter information in Continue symbols diary/Resource hunt, this time to Answergarden and see
Principles of flag design
g Answergarden and finding symbols and colours that can be used on the the result?

Evaluate and -Personal identify common new flag to represent Australia as well as Indigenous
Teacher's ICT tool 3:
visualise data, and social entries histories and culture. Summative:
Websites:
using a range capability Students can continue their research here: Can students identify
of software, to -Intercultural Symbols of Australia Australian and Indigenous
Symbols of Australia Aboriginal Art Symbols
create understandin symbols and their
information, g Aboriginal Art Symbols meanings, and record them
and use Students to enter in ideas of colours and symbols in an Student's ICT tool 1: in Google Docs?
structured data Cross Answergarden to see which are most popular among Google Docs (symbols diary)
to model Curricular: students
objects or Aboriginal Conclusion: Student's ICT tool 4:
events and Torres Answergarden
Ask students what they found interesting about the
(ACTDIP026) Strait https://answergarden.ch/482
Islander Answergarden activity (Expected answer: which were 133
Creating Histories and the most prevalent ideas).
solutions by: Cultures Do you have enough symbols to be able to start
-Consider making your flag? Next lesson we will design our
components/re prototypes
sources to
develop
solutions,
identifying
constraints
-Work
independently,
and
collaboratively
when required,
to plan,
develop and
communicate
ideas and
information
when
managing
processes

Wk 2, Create and General Extrapolate ideas by Lesson 4: Paper Formative Assessment
Lesson 2 communicate Capability: brainstorming (Design thinking stage: Ideate, Prototype and Test) Coloured pencils Can students discover new
interactive -ICT Introduction: PMI charts ideas by brainstorming?
ideas -Literacy

3
 collaboratively -Critical and Create a design using Show the video about flag design made before the New Teachers ICT tool 1: Can students create a
online, taking creative the information Zealand referendum: Principles of flag design Weebly site for student to prototype of a design using
into account thinking gathered Activity: access resources information gathered?
social contexts -Ethical http://aflagforallaustralians.
Explain a design 50 ideas in 5 mins, give groups 5 minutes to come up
(ACTDIP032) understandin weebly.com/ Can students explain their
g with as many ideas as possible. At the end they should design idea?
Design, -Personal Critique other choose one idea that works well, one that is silly, and Teacher's ICT tool 2:
develop, and social designs one that they would really like to see work but may Youtube: Principles of flag Can students provide
evaluate, and capability not (a pet idea). One student from each group is to design feedback on others
communicate -Intercultural Organise information share with the class. designs?
alternative understandin Spiderscribe Student's ICT tool 3:
Feedback exercise, each student to draw 3 prototypes
solutions, using g Students to create 1 shared Summative Assessment
and each group will partner up with another group to
appropriate Spiderscribe with their group Can students organise
technical terms Cross give feedback on each others using a PMI chart. of 4, and share with teacher information about
and technology Curricular: Students will explain the design to the other group, feedback in Spiderscribe?
Aboriginal and record the designs and feedback in a shared
Creating and Torres Spiderscribe with their group. Read the feedback for
solutions by: Strait their other group members designs.
-Design, Islander Conclusion:
develop, Histories and
Discuss what students found interesting about the 50
evaluate and Cultures
communicate designs in 5 minutes activity. (Expected answers: some
alternative had similar ideas, some had different ideas, it was
solutions, using challenging to come up with 50 ideas).
appropriate Discuss how they found the process of creating and
technical terms
receiving feedback.
and technology

Wk 3, Create and General Improve a design Lesson 5: Paper Formative Assessment
Lesson 1 communicate Capability: based on feedback (Design thinking stage: Ideate, Prototype and Test) Coloured pencils Can students adapt their
interactive -ICT Introduction: PMI charts designs based on the
ideas -Literacy feedback on their
Explain a design Video: Flag Design Research Project
collaboratively -Critical and Teachers ICT tool 1: prototypes?
online, taking creative Activity: Weebly site for student to
into account thinking Critique other Second Feedback exercise, each student to draw 2 access resources Can students explain their
social contexts -Ethical designs revised prototypes and each group will partner up http://aflagforallaustralians. improved design idea?
(ACTDIP032) understandin with a new group to give feedback on each others. weebly.com/
g Organise information Student will explain the design to the other group, and Can students provide
Creating -Personal on Spiderscribe Teachers ICT tool 2: feedback on others
record the designs and feedback in their Spiderscribe.
solutions by: and social Youtube: Flag Design designs?
-Design, capability Refine flag design to final product. Research Project
develop, -Intercultural Conclusion: Summative Assessment
evaluate and understandin Discuss with students how their designs have changed Student's ICT tool 3: Can students organise
communicate g since the beginning of last lesson. How much of the Spiderscribe information about
alternative feedback did they implement? feedback in Spiderscribe?
solutions, using Cross
appropriate Curricular:

4
 technical terms Aboriginal
and technology and Torres
Strait
Islander
Histories and
Cultures

Wk 3, Create and General Comprehend the Lesson 6: Teachers ICT tool 1: Formative Assessment
Lesson 2 communicate Capability: system of (Design thinking stages: Test) Weebly site for student to Can students comprehend
interactive -ICT preferential voting Introduction: access resources the system of preferential
ideas -Literacy http://aflagforallaustralians. voting (observation from
Explain that we will be having a class referendum to
collaboratively -Critical and weebly.com/ questioning)
online, taking creative Communicate determine the new flag of Australia to submit to the
into account thinking information in Padlet Prime Minister. We will be using a preferential voting Teacher's ICT tool 2: Can students communicate
social contexts -Ethical system. Youtube: Preferential voting information in Padlet?
(ACTDIP032) understandin Show video: Preferential voting explained explained
g Remind students that the Prime Minister is looking for
Creating -Personal Student's ICT tool 2:
a flag that represents all Australians including
solutions by: and social Padlet
-Develop capability Indigenous Australians. https://padlet.com/2030621
contextual -Intercultural Activity: 4/flag2
criteria understandin Each student will be submitting one design by blue-
independentl g tacking it to the white-board. The designs will be
y to assess numbered on the board and students will vote for their
design Cross
top 5 designs.
processes and Curricular:
solutions Aboriginal Teacher to demonstrate the preferential voting system
and Torres to students by tallying next to the design on the white-
Strait board how many votes it has, eliminating those with
Islander lowest votes and allocating their highest remaining
Histories and preferences until there is a 50%+1 winner.
Cultures Conclusion:

Ask students to record in Padlet reasons they think the
Australian public will like this flag, and reasons the
public wont like this flag, review the entries
Ask students, does the flag include all Australians
including Indigenous Australians?

Congradulate students on a good job and the Prime

Minister will be pleased to receive the new design

5
 Teacher Reflection: Identify what are the most and least effective changes you would make in future.










Self Evaluation:
Was the topic broad enough to gain interest of the students?
Was 6 lessons too much time spent on flags?
Was there enough variety in instructional methods to engage all learners?
Was Google Docs and effective collaboration tool or are other elements required?
Was the task meaningfully assessed?
What else needed to be taught prior? (eg ICT tools, Photoshop, design skills, group skills)

Student Evaluation:
Were end designs based on the Design Thinking Process?
Were students able to come up with a number of ideas (promoting Divergent Thinking)?
Were students able to collaborate in the group activity using Google Docs?
Were students able to provide and accept feedback on designs?