Commonwealth flags

Overview

In this lesson, students explore the flags of selected Commonwealth countries and learn how flags can represent identity, values, and shared connections. Students then design a flag that represents New Zealand and includes symbols for its values.

Learning intentions

• WALT identify and describe features of flags from Commonwealth countries.
• WALT explain how symbols on flags can represent values and identity.
• WALT create a flag design for New Zealand that includes meaningful symbols and a short explanation.

Success criteria

• I can name the main features of at least one Commonwealth flag and describe what they might represent.
• I can compare similarities and differences between two flags.
• I can design a New Zealand flag concept using clear symbols linked to values.
• I can share my design using an organised explanation (what I chose and why).

Curriculum links

• Developing knowledge of how people, places, and cultures are represented and connected through symbols.
• Understanding how communities and countries express identity, values, and relationships.
• Using evidence from observations (flag features) to make simple inferences and explanations.
• Participating in classroom discussion, sharing ideas respectfully, and listening to others.

Lesson structure (60 minutes)

1. 5 — Starter: Flag flash-talk

• Show 4–6 flag images (Commonwealth countries from the unit). Students do a quick “think, point, say” round: point to a flag and say one feature they notice (colour, emblem, shape, pattern).

2. 10 — Guided learning: What flags communicate

• Introduce a simple idea: flags can show identity and values. Model how to describe a flag using a sentence frame: “I notice…, I think it might represent…, because…”.
• As a class, discuss one flag together, then students record their own observations for two flags on a worksheet or mini-cards.

3. 10 — Group investigation: Compare and connect

• Students work in pairs or groups of three with 2–3 flags each. They sort them into two columns: “similar features” and “different features” (e.g., shared colours, common shapes, presence/absence of an emblem).
• Teacher circulates, prompting comparison and reasons, not just description.

4. 10 — Share out: Learner talk circles

• Each group shares one similarity and one difference, plus one idea about what a symbol might mean.
• Encourage respectful turn-taking and listening. Add key vocabulary on the board (feature, symbol, meaning, identity, values).

5. 15 — Design time: Create a New Zealand flag concept

• Students design a flag that represents New Zealand and its values (e.g., connection to land and people, care for others, fairness, diversity, environmental responsibility). They must include:
• At least 2 symbols (chosen by the student)
• A colour plan that supports their message
• A short written or dictated explanation: “My symbols mean…”

6. 7 — Gallery walk: Feedback using “Glow & Grow”

• Students display or hold their design. Peers give one positive comment (“Glow”) and one helpful question (“Grow”) using a sentence starter.
• Teacher reminds students to focus feedback on ideas and reasons.

7. 3 — Exit reflection

• Students complete a quick exit: “Today I learned that flags can…” and “One symbol I used (or would use) is… because…”

Resources

• Images or print-outs of flags from Commonwealth countries (teacher selected set for today)
• Flag feature observation sheet (simple prompts and sentence frames)
• Design paper, rulers, markers/coloured pencils
• Scissors and glue (if using cut-and-paste symbols)
• “Glow & Grow” feedback cards or prompt strip
• Class display area for gallery walk
• Timer or visual schedule for the lesson
• Optional: short list of New Zealand values for visual support (teacher-created, age appropriate)

Assessment

• Observation of student participation during flash-talk and group comparison (can they describe and compare features and offer simple reasons?).
• Review of design work: clear symbols, thoughtful link to values, and a short explanation.
• Exit reflection to check understanding that flags communicate identity/values through symbols.

Differentiation

• Support: Provide extra sentence frames (“I notice…”, “I think it represents…because…”) and a word bank for symbols and values.
• Support: Offer a partially completed observation chart and a choice of “value” themes to reduce cognitive load.
• Extension: Challenge students to add a third symbol and to revise their explanation based on peer feedback.
• EAL support: Allow oral explanations (recorded by the teacher or using a partner script) in addition to written/drawn explanations; use visuals and gesture for key ideas.
• SEN support: Provide reduced choice for symbol selection and allow step-by-step checking during design time.