HASS · Foundation

Active learning ideas

Commemoration and Remembrance: ANZAC & NAIDOC

Active learning makes abstract ideas like respect and gratitude concrete for young learners. By making poppies, joining story circles, and sorting celebrations, students connect emotions to actions, which deepens their understanding of commemoration and culture.

• ACARA Content Descriptions
• AC9HASSFK03

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Small Groups

Small Groups: Poppy Art for ANZAC

Provide red tissue paper, green stems, and black centers for students to assemble poppies. Discuss how poppies symbolize fallen soldiers and place finished poppies on a class remembrance wall. Groups share one fact learned about ANZAC Day.

Explain the purpose of commemorating historical events like ANZAC Day.

Facilitation Tip

During Poppy Art for ANZAC, circulate and gently ask each child to whisper why they chose their colors or shapes, reinforcing the link between creation and meaning.

What to look for

Show students images related to ANZAC Day (e.g., a poppy, a soldier) and NAIDOC Week (e.g., Indigenous art, a flag). Ask students to point to the image and say one word about what it makes them think of.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 25 min · Whole Class

Whole Class: NAIDOC Story Circle

Read a picture book about First Nations culture, then form a circle for students to share what they celebrate in their families. Introduce NAIDOC symbols like the boomerang and connect to weekly events. End with a group clap for First Nations achievements.

Analyze the significance of NAIDOC Week for First Nations peoples.

Facilitation Tip

In the NAIDOC Story Circle, model active listening by holding a talking stick or similar object to ensure turn-taking and focus.

What to look for

Ask students: 'What is one way we show we remember people who were brave?'. Then ask: 'What is one way we celebrate the culture of First Nations peoples?'. Record their answers to compare the actions.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Pairs: Celebration Sort Cards

Give pairs cards with images of birthdays, ANZAC marches, NAIDOC dances, and weddings. Students sort into 'celebration' or 'commemoration' piles and explain choices to the class. Reinforce with a shared anchor chart.

Differentiate between a celebration and a commemoration.

Facilitation Tip

For Celebration Sort Cards, invite pairs to explain their choices to you before gluing, so you can address any misconceptions in the moment.

What to look for

Give each student a card with two columns: 'Remembering' and 'Celebrating'. Ask them to draw one picture in each column that shows something they learned about ANZAC Day or NAIDOC Week.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 35 min · Individual

Individual: My Special Day Drawing

Students draw a special day from home or school, labeling if it is a celebration or commemoration. Share drawings in a gallery walk, noting similarities to ANZAC or NAIDOC. Collect for a class display.

Explain the purpose of commemorating historical events like ANZAC Day.

Facilitation Tip

During My Special Day Drawing, give sentence stems like 'I remember because...' to support reluctant speakers to verbalize their thoughts.

What to look for

Show students images related to ANZAC Day (e.g., a poppy, a soldier) and NAIDOC Week (e.g., Indigenous art, a flag). Ask students to point to the image and say one word about what it makes them think of.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach commemoration by pairing quiet reflection with purposeful action. Avoid overwhelming students with sad stories; instead, focus on symbols like poppies and flags that carry meaning. Research shows that sensory activities, such as art and movement, help young learners process emotions and retain understanding of cultural traditions.

Students will show they understand the difference between remembering with respect and celebrating with joy. They will articulate why ANZAC Day and NAIDOC Week matter to the community and use simple language to describe symbols and traditions.

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Watch Out for These Misconceptions

• During Celebration Sort Cards, watch for students who place all images in the 'happy' category without distinguishing between remembering and celebrating.

  Guide students to discuss why some images, like a soldier or a minute of silence, belong in 'remembering' by asking, 'How does this make you feel? Is it like a birthday?' Let them re-sort with peer support.

• During NAIDOC Story Circle, listen for comments that suggest only First Nations students should participate or lead.

  Prompt all students by saying, 'Everyone has a story to share about respect or culture.' If a student hesitates, offer a sentence starter like, 'I learned that...' to include them.

• During My Special Day Drawing, notice if students draw only happy scenes for both ANZAC and NAIDOC, ignoring the solemn parts of commemoration.

  Ask students to add one symbol that shows remembrance, such as a poppy or a flag, and explain its meaning in a sentence below their drawing.

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Methods used in this brief

• Think-Pair-Share