ANZAC and Australia

Year Levels: Years 2–4 (Working at F–1 Level)

Unit: Exploring Australian History (Lesson 7 of 15)
Lesson Title: World War I and Australia
Duration: 30 minutes
Class Size: 7 students
Teacher Context: Autism-specific classroom with hands-on learning focus

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🎯 Australian Curriculum Links

HASS – Foundation to Year 2 Level (modified to suit functional levels of Years 2–4)

Knowledge and Understanding (History):

• ACHASSK013: How they, their family and friends commemorate past events that are important to them (F)
• ACHASSK063: Days and weeks celebrated or commemorated in Australia (Year 3)

General Capabilities:

• Personal and Social Capability (Recognise emotions, understand relationships)
• Literacy (Using familiar language to understand and communicate ideas)
• Critical and Creative Thinking (Making connections between past and present)

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🎯 Learning Intentions

Level of Support	Learning Intention
All Students	We are learning about ANZAC Day and how it helps us remember Australian soldiers.
Mild–Moderate	We are learning to talk about how people felt during the war by listening to a real soldier's letter.
High Support	We are learning to recognise ANZAC symbols like poppies and slouch hats, and talk about what they mean.

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✅ Success Criteria

Level of Support	Success Criteria
All Students	I can say that ANZAC Day is a day we remember soldiers.
Mild–Moderate	I can say how a soldier felt during the war and write or draw about it.
High Support	I can point to or match ANZAC symbols with help and say “soldier” or “war”.

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🧠 Lesson Overview

1. Introduction (5 mins): Big picture of WWI and ANZACs using visual mat and story map
2. Main Activity (20 mins): Multi-sensory exploration of WWI letters and personal reflective journal
3. Wrap-up (5 mins): Sharing circle and visual check-in on feelings and learning

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👣 Lesson Steps (Using "I Do, We Do, You Do" Model)

1. I Do (Whole-Group Focus – 5 mins)

Sensory Mat & Story Visuals (Floor Time)

• Teacher rolls out a WWI Visual Mat (map of Europe, ships, trench photos, soldiers, poppies).
• Use large picture symbols to introduce:
  • Who: Australian soldiers (show photo)
  • Where: Far away (map where the soldiers sailed)
  • What: Australia helped in a big war (use toy army men)
  • Why: To help others and protect countries
• Present an ANZAC-themed book (simplified and visual) or a custom-made laminated booklet using symbols (e.g., Jack the ANZAC Pup, visuals supported).
• Highlight how soldiers were brave and missed their loved ones.

2. We Do (Group Modelling – 10 mins)

Tactile ANZAC Letter Exploration

• Voice record or read aloud excerpts from simplified soldier letters (select 2 contrasting tones – hopeful and homesick).
• Use real-life sensory props:
  • Sandbags (blanket rolls)
  • Old-style envelope with printed letter + drawing
  • Poppy flowers made of felt
• Each student receives a "soldier letter kit" in envelope form. Together, open and go through letters.

Guided Reflection Prompts (using visuals):

• How do you think the soldier is feeling?
• What might he be missing from home?
• Let’s match an emotion card (happy/sad/lonely/proud).

Role Play Mini-Activity (Using Dress-Ups):

• Try on an old-style slouch hat and pretend to write a short message home using verbal or visual scripts:
  • “Dear Mum...”
  • “I miss...”
  • “The food is...”

3. You Do (Independent/Pair Task – 10 mins)

Reflective Journal Task

Each student creates an entry for an “ANZAC Journal Booklet” (accessible level):

Options Based on Support Need:

Level	Task
High Support	Colour in a poppy and glue onto journal page. Sticker: “I remember soldiers.”
Mild–Moderate	Draw a picture or use stamps to show how the soldier felt. Sentence starter: “The soldier felt...”
Extension/Moderate	Write a sentence about how they might feel being away in a war. Sentence starter: “If I had to go away, I would feel...”

Materials:

• Pre-cut journal templates (with poppies, teacups, ships)
• Emotion symbols
• Visual sentence starters
• Large crayons, tactile textured paper

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4. Wrap-Up (5 mins)

Sharing Circle

• Sit in a circle. Students share their journal entry (if comfortable), or point to their drawing/symbol.
• Each student chooses one emotion card to show how they think the soldiers felt.
• End with a deep-pressure “poppy breathing” moment (breathe in, breathe out slowly while holding red fabric/felt to chest).

Visual Exit Ticket:

Place ANZAC symbols on a board/feely bag and ask:

• Which picture shows something from today’s story?
• Let’s say “thank you” to the soldiers. 💜

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🎨 Materials Required

• WWI Visual Story Mat
• Laminated soldier photos, ships, poppies
• Pre-prepared “soldier letters” with simplified language
• ANZAC dress-ups (slouch hat, coat)
• Journal templates (different levels)
• Emotion cards and stamps
• Crayons and tactile paper
• Sensory items (felt poppies, textured envelopes)

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🌟 Differentiation Notes

• High Support: Use AAC visuals and touch-cue, limit choice to two. Peer buddy for pair tasks.
• Moderate to Mild: Supported shared reading, open sentence frames, scaffolded drawing prompts.
• All instructions repeated using minimal language, visual prompts, and buddy systems.

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🍎 Teacher Tips

• Invite inclusion of students' family stories or home photos during Week 8 (Multimodal ANZAC Wall).
• Practise emotion card vocabulary during transition times this week.
• Use the ANZAC soldier puppet during lunchroom chat cues for generalisation.

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📦 Assessment (Observation-Based)

Criteria	Evidence
Recognises ANZAC symbols	Matching task, pointing or naming
Engages in reflection	Journal entry (drawing, stamp, or sentence)
Identifies feelings	Uses emotion card or word during discussion

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🧩 Extension Ideas

• Bake ANZAC biscuits with measuring visuals (maths cross-curricular).
• Virtual or printed photos of a war memorial (local or Canberra).
• Create poppy wreath to add to classroom ANZAC Corner.

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By the end of this session, every student will have had a sensory, emotional, and expressive encounter with ANZAC history – tailored to their unique learning strengths.