Crepe Paper Aboriginal and
Torres Strait Islander Flags
you will nee
d:
how to make:
A4 Aboriginal and Torres Strait Islander flag templates (found in this kit) / scissors / glue /
black, red, yellow, green, white and blue crepe paper
1 Cut the crepe paper into 3cm squares, keeping each colour separate. 2 Spread a small
amount of glue over the template. 3 Place the crepe paper onto the template in the right areas
of the flag. For the Aboriginal flag, the black section should be on top, yellow in the centre and
red on the bottom. 4 Continue sticking on the crepe paper until the flag is fully covered.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
The practice principle ‘Equity and Diversity’ reinforces the
importance of promoting cultural awareness in all children,
supporting children to develop a sense of place, identity
and connection to the land, especially during NAIDOC week
and other dates of cultural significance. Making, discussing
and looking closely at the flags can assist a child’s growing
sense of belonging. Displaying these flag (among others if
appropriate) supports the Learning Outcome of the community,
demonstrates an awareness and celebration of perspectives,
and gives opportunity to encourage story telling through the rich
symbolism of the vibrant colours and shapes.
How the activity links to Aboriginal culture:
Designed by Aboriginal Elder Harold Thomas in 1971, the
Aboriginal flag symbolises identity. Yellow represents the sun
(giver of life). Red represents the red earth (the relationship to
the land) and the red ochre used in ceremonies. Black represents
the Aboriginal people. ‘National Aborigines and Islanders
Day Observance Committee’ (NAIDOC) Week celebrates the
history, culture and achievements of Aboriginal and Torres Strait
Islander people. NAIDOC is celebrated not only in Indigenous
communities, but by everyone.
For more information go to: http://www.naidoc.org.au.
EXTENSION ACTIVITIES
Children are often fascinated by flags and the symbolism they represent. This activity could be the source of rich conversation
about cultures, people, and places. To extend this experience flags could be made from paper, fabric or paint. Language could be
extended by vocabulary such as flutter, fly, mast, flagpole, bunting, emblem, streamers. Hold conversations about NAIDOC, invite
local Elders into your program, go to the NAIDOC website for lots of great ideas!
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Nature Bracelet Activity
you will nee
d:
how to make:
Masking tape / small seeds / small native leaves / small flowers
1 Wrap a piece of masking tape, sticky side out, around childrens wrists. 2 Encourage
children to pick up small pieces one at a time and place them on the masking tape.
3 When complete the children will have a lovely nature bracelet.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
The VEYLDF acknowledges that children live and learn in families,
early childhood settings and local communities.
The Learning Outcome ‘Children are connected with and
contribute to their world’ describes children as they demonstrate
an increasing knowledge of, appreciation and respect for natural
environments, and begin to understand the environmental
differences locally and in other parts of Australia. Collecting and
gathering natural materials from the local environment and
using them to decorate this bracelet also supports opportunities
for using sensory capabilities, refining and practicing fine motor
skills that are evident in the Learning Outcome associated
with ‘Wellbeing’.
How the activity links to Aboriginal culture:
Traditionally, Aboriginal women gathered and arranged natural
materials such as seeds, nuts, shells and flowers to make into
traditional jewellery, clothing or cooking utensils. The clothing
and jewellery was worn by Aboriginal and Torres Strait Islander
men and women during traditional ceremonies.
EXTENSION ACTIVITIES
Gathering flowers, leaves and decorations for this activity could involve the children in rich shared conversation about what they
found and opportunities to extend vocabulary to describe the textures, colours, shapes and fragrances of the items. Concept
development about sustainability and natural flora could be supported through the introduction of reference books and resources.
When all the materials are assembled, fitting them together on the band and the opportunity for patterning, measuring and
assembling the bracelet supports the child developing as confident and involved learners.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Boomerangs Activity
you will nee
d:
how to make:
Boomerang templates (found in this kit) or small wood boomerangs / cardboard / paint /
coloured pencils
1 Cut the cardboard into the shape of a boomerang about 20–30cm long. 2 Colour the
boomerangs in using paint or coloured pencils.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
New understandings through exploring diversity is part of the
VEYLDF Learning Outcome that supports children being
connected with and contributing to their world. Boomerangs
and traditional artefacts are fascinating to young children, the
interesting shape and it’s ability to fly (and return) develops the
Learning Outcome – children as confident and involved learners.
This experience could encourage dispositions for learning such
as curiosity, fascination, imagination and in mastering the art of
boomerang throwing – persistence.
How the activity links to Aboriginal culture:
A boomerang is primarily a traditional hunting tool but is also
used as a musical instrument (clapping sticks) in traditional
ceremonies and as a fire-starter or as a digging instrument
by Aboriginal and Torres Strait Islander people over many
generations. Boomerangs are often cut from a wooden tree trunk
and come in many shapes and sizes depending on the geographic
tribal location.
EXTENSION ACTIVITIES
Exploring the origins and traditional uses of the boomerang is a fascinating subject that may involve looking at maps, books, and
perhaps locating a local Elder who can demonstrate boomerang throwing technique. Not all boomerangs were designed to return,
the shape, weight, material and the decorative patterns vary for the purpose. A wide variety of modern designs are great for
children to explore and test. The word ‘boomerang’ is an interesting one in itself and there are many stories, books and songs that
will support rich conversations and developing vocabulary.
The Department of Education and Early Childhood Development have used this activity with permission for use by Playgroup Victoria.
Colouring in the Aboriginal and
Torres Strait Islander Flags Activity
d:
you will nee
Aboriginal and Torres Strait Islander flag templates (found in this kit) / red, black, yellow,
green and blue coloured pencils and markers
how to
1 Colour the top half in black. 2 Colour the circle in yellow. 3 Colour the bottom half in red.
Aboriginal Flag
Torres Strait Islander Flag
1 Colour the top and bottom in green. 2 Colour the thin stripes in black. 3 Colour the middle
section in blue. 4 Leave the star and head piece white.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
As children develop dexterity and skills in using crayons,
markers and pencils to make marks and create on paper, they
may be interested in the challenge of colouring in a defined
space. Children may have seen this flag before and be familiar
with the colours, shapes and symbolism associated in the
patterns. Making a connection from one context to another is an
example of the Learning Outcome that supports confident and
involved learners.
How the activity links to Aboriginal culture:
The Aboriginal Flag was designed in 1971 by an Luritja man from
the Central Desert of Northern Territory, Harold Thomas. Black
represents Aboriginal people, red is for the land and yellow is
for the sun, the giver of life.
The Torres Strait Islander flag was designed in 1992 by a Torres
Strait Islander man, Bernard Namok. Blue represents the sea,
green is for the fertile land, and the Dhari represents the culture of
the people and is a headdress for dance during ceremonies. The
five pointed star represents the five regions of the Torres Strait.
EXTENSION ACTIVITIES
Colouring in sheets are not always necessary. Children familiar with the shapes and colours could be encouraged to copy and
draw the flag freehand, without the constraints of a perfect pre drawn flag. Have a flag on display, go looking for flags around your
environment, research flags – they are usually colourful and full of symbolism. A pre-drawn, coloured-in flag could be pasted onto
light cardboard and made into a simple 3 piece puzzle for young children to put together, noting the importance of black across
the top, red across the bottom with the yellow circle across the horizon.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Shaker and Didgeridoo Activity you will nee
d:
how to make:
Lunch wrap rolls or plastic tubing / paint / paint brushes / egg carton to put the paint in /
stapler or glue / red black and yellow crepe paper / wool or string
Didgeridoo
1 Paint the lunch wrap roll or plastic tubing brown and let dry. 3 Decorate the roll with paint,
using stripes, or dots as shown in the picture. 4 When completed the boys can blow into the
didgeridoo and play some Aboriginal music.
Shaker
1 To make the shaker cut the crepe paper into strips. 2 Paint the lunch wrap roll or plastic
tubing brown. 3 Use a thick brush to decorate the shaker by splattering, dabbing or painting
dots or stripes onto the roll. 4 Staple or glue the crepe paper strips to one end of the shaker.
5 When finished, punch two holes at the top of the tube and thread it with string or wool and
help the girls hang it on a tree or pole, or the girls can use the shakers as clapping sticks.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Music, song and dance are common practices in early childhood
programs, children become effective communicators (Learning
Outcome) through a variety of mediums. Singing songs,
listening to recorded didgeridoo playing, playing along to simple
chants and exploring sounds through percussion and wind
instruments gives children the opportunity to express themselves
and experiment with sounds and movement. Decorating the
instruments contributes to an awareness of decorative patterns
commonly a feature of Aboriginal art.
How the activity links to Aboriginal culture:
Didgeridoos were played during traditional ceremonies by
Aboriginal men. Women often shook seed pods in their hands
providing a percussion like rattle. Aboriginal and Torres Strait
Islander art is the oldest living form of traditional art in the world.
It plays an important role in Aboriginal culture as it is a way of
connecting past with present. Many Aboriginal art forms date
back as far as 30,000 to 60,000 years ago. This includes rock
carvings, body painting and ground designs.
EXTENSION ACTIVITIES
Making and experimenting with a variety of sounds (and lots of associated vocabulary to describe the pitch, tone and timbre of the
sound itself ) and then exploring the rhythm of the beat through playing an instrument, moving to the beat and dancing are natural
extensions to this activity. Lots of other wind instruments can be explored along side the didgeridoo, experiment with what sounds
happen when other materials are used. Listen and play along with recorded performances of traditional didgeridoo playing – or if
you can, invite an Elder or a talented father or uncle to demonstrate playing the didgeridoo.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Native Plants and Animals Environment
Plate Activity you will nee
d:
how to make:
Paper plate / egg carton to put the paint in / paint (blue, green and yellow) / coloured
markers / template of animals (found in this kit) / paint brush and glue / natural resources
such as leaves, sticks, rocks, flowers, seeds and sand
1 Paint the paper plate in blue, green or yellow. 2 Colour in the animal templates. 3 Decorate
the plate with natural materials and the animals by spreading glue across the plate and sticking
them on one by one.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Demonstrating a respect for the natural environment is part of
Learning Outcome community. As children develop a sense of
connection and contribution to the world around them, concepts
that involve them understanding, respecting and caring for
the environment are important. Young children can develop an
awareness of the interdependence of living things and the impact
we have on the environment.
How the activity links to Aboriginal culture:
Australia has one of the most diverse selections of native
plants and animals. Australian animals include: kangaroos,
koalas, platypus, dingos, crocodiles, emus. Native plant’s
include: wattle tree, waratah, eucalyptus gumtrees and
banksias. Dreamtime stories with native plants and animals often
remind children of the importance of looking after the natural
environment and the animals that depend upon it.
EXTENSION ACTIVITIES
Encouraging children to think about the environment through introducing basic concepts associated with biodiversity, waste
minimisation and sustainability in everything we do can assist children to grow up with an appreciation and respect for the land
and waterways on which we live. Environmental Education in Early Childhood (EEEC) is a non profit organisation that provides
support, resources and professional development in relation to Education for Sustainability in the Early Years. Their website has
great ideas, resources and links to professional development . Go to: http://www.eeec.org.au
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Damper Making Activity you will nee
d:
how to make:
Oven (pre-heated to 350F or 180 C) / 2 cups of self-raising flour / 1 cup plain flour / 1 tsp. salt /
water / bowl / wooden spoon / baking tray and a floured chopping board / sultanas or herbs if
desired
1 Place flour and salt in a mixing bowl and mix with your fingers or wooden spoon. 2 In the
middle of the mixture make a well and pour a little water at a time, stirring until the mixture
is a firm dough. 3 Add sultanas or herbs if desired. 4 Place the dough onto a floured board
and kneed it until smooth and round. 5 Place on a lightly floured baking tray and press down
slightly. 6 Place the tray in the top shelf of the oven and bake for 10–15 minutes.
7 Turn the damper over and bake for a further 10–15 minutes. 8 Take damper out of oven–it
should be golden brown in colour and sound hollow when you tap on it. 9 Break damper into
chunks and spread with butter and jam.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Cooking is an experience most children enjoy and learn from.
Reading and following a recipe, gathering the ingredients,
measuring, mixing and stirring, baking and finally involves
children in developing mathematic and literacy concepts, sensory
awareness (Learning Outcome – children are confident and
involved learners) and the awareness of nutrition and healthy food
(Learning Outcome – children have a strong
sense of wellbeing).
How the activity links to Aboriginal culture:
Aboriginal women used to make bush bread or seed cakes from
natural resources found on the land and often cooked them in
the coals of a fire. The arrival of Europeans saw ingredients
introduced that people use today such as self-raising and
white flour.
EXTENSION ACTIVITIES
A variety of tastes and textures can be had by adding a few other ingredients to the damper recipe, for example sultanas and
cinnamon. Talk about where the ingredients originate from. Extend vocabulary by using words like ‘blending’ ‘beating’ ‘swirling’
‘folding’ ‘whisking’, read the recipe and encourage numeracy through counting, weighing and measuring ingredients with
children. What else can be made? What other traditional recipes can families suggest?
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Aboriginal Hand Print Activity
you will nee
d:
how to make:
Plain paper / black, yellow and red paint / plastic container to put the paint in / paint brush
1 Paint the top half of the child’s hand in black to represent the people. 2 Paint the bottom
half of the child’s hand in red to represent the land. 3 Press the child’s hand against the
paper. 4 In the middle of the child’s hand print, paint a yellow circle to represent the sun.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Connecting to others, recognising identity and building
relationships with others is key to the Learning Outcome identity.
Painting hands in the colours of the Aboriginal flag can contribute
to discussions about the symbolism of the colours, and also
afford a one-on-one sensory experience for parents and educators
to share with one child at a time, giving another opportunity to
build strong relationships and a sense of belonging.
How the activity links to Aboriginal culture:
Aboriginal and Torres Strait Islander people used hand painting
on rocks and sacred sites as a form of communication.
Pigment from plants and rocks were ground, mixed with water,
and applied either with a brush made of bark fibre or a finger, or
a hand was placed on the rock then sprayed with a mouthful of
pigment.
EXTENSION ACTIVITIES
Hand painting might lead to finger painting! Children enjoy painting with their hands and fingers on a flat surface, exploring the
medium using small and large muscles (developing dexterity and motor control), while experimenting with colour and form.
Recipes for finger-paint can be found on many websites, the cooked corn flour recipe gives great smooth tactile experience for
children to enjoy.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Jewellery Making Activity
you will nee
d:
how to make:
A collection of red, black, yellow, green, blue and white beads, earthly coloured beads,
nuts, seeds and shells / thin elastic or string
1 Encourage children to be creative, making a pattern with their beads and natural resources
as they thread them onto the elastic. 2 Tie together the ends of the elastic or string to
complete the jewellery.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Threading beads, seeds and shells along a thread to make a
necklace supports fine motor development which is a feature of
the Learning Outcome, Children have a strong sense of wellbeing.
Planning and making patterns along the necklace can support
developing mathematical concepts, while completing a length of
threading can encourage persistence and a sense of achievement.
Making a gift of the necklace as an act of friendship and caring
for others as part of Harmony day can support a child’s sense of
connection to others.
How the activity links to Aboriginal culture:
Harmony Day is a day when Australians celebrate the nations
cultural diversity. It’s a time to reflect on where Australia has
come from and to recognise the traditional owners of this land. It
is also about community participation, inclusiveness and respect.
Jewellery making and wearing is a traditional part of Aboriginal
culture during ceremonies.
EXTENSION ACTIVITIES
Less experienced children might require larger beads threaded along soft wire or plastic thread, or using a blunt bodkin (found
in haberdashery stores). Adults need to take care that children are not tempted to put beads or objects in mouths as they could
be a choking hazard. More experienced children can create patterns, making or reproducing patterns on cards as guides for other
children (representing the beads) is great literacy and writing practice, following from left to right, and using symbols to represent
different coloured and types of beads.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Clapping Sticks Activity you will nee
d:
how to make:
Paint / paint brushes / thin sticks for dot painting / length of dowel
1 Paint the dowel in a plain colour for a wood look. 2 When the sticks are dry you can
decorate by painting designs on them using paint brushes and small sticks. 3 Children can
make music by tapping the sticks together.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Responding to music through movement and dance supports the
development of physical and emotional wellbeing. Clapping,
body percussion and using sticks to produce rhythm and beat
along with songs, chants or recorded music, supports the
Learning Outcome of communication.
How the activity links to Aboriginal culture:
Clapsticks were made from timber found in the local area.
They were often traded for different types of wood not found in
the same area. They are used to keep rhythm in song, dance and
corroboree in traditional ceremonies. They are often painted or
burnt but can also be left plain.
EXTENSION ACTIVITIES
Experiment with sound, music and movement. What sounds can be made by clapping other materials together? What percussion
instruments are there in orchestras and musical bands? Extend language by using descriptors like drumming, beating, striking,
thumping, tapping.
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Paper Plate Activity
you will nee
d:
how to make:
Red, yellow and black paint / thick paint brushes / egg carton to put the paint in /
paper plate / stapler or tape / red yellow and black crepe paper
1 Paint the top half of the child’s hand in black and the bottom half including the thumb red.
2 Press the child’s hand on the paper plate. 3 Paint a yellow circle in the middle of the hand.
4 Paint a pattern around the outside of the plate using the red, yellow and black paint. 5 Cut
the crepe paper into long strips and staple or tape to the bottom of the plate.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
Children love to move, dance, shake and sway to music. The
colourful streamers from this simple activity, along with music
(particularly songs like ‘Kami’s Country’ by Aunty Wendy’s Mob)
encourages the development of motor skills in children as they
shake, walk, skip, jump and hop to music. Songs like ‘Ridge-ididge’ remind children that the colours of the flag are significant,
and walking hand in hand together reinforces Learning
Outcomes around developing a sense of community, identity and
opportunities for effective and fun communication.
How the activity links to Aboriginal culture:
Aboriginal and Torres Strait Islander people used hand painting
on rocks and sacred sites as a form of communication. Pigment
from plants and rock was ground, mixed with water, and
applied either with a brush made of bark fibre or a finger, or a
hand was placed on the rock then sprayed with a mouthful of
pigment. Events of historical and cultural significance such as
Reconciliation Week and National Sorry Day are often marked
with a ‘sea of hands’ (plastic hands) in the Aboriginal and Torres
Strait Islander colours.
EXTENSION ACTIVITIES
Childrens books, CDs and resources are great sources for extending this activity. Ask around your local community (and the local
library) for local resources too! Here are some resources you might want to look at:
Australians for Native Title and Reconciliation: http://www.antar.org.au
Aunty Wendy’s Mob website (CDs, teacher resources, and books): http://www.auntywendysmob.com/index.html
Yarn Strong Sista: http://www.yarnstrongsista.com/about/contact.html
Koorie Heritage Trust: www.koorieheritagetrust.com
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.
Weaving on Cardboard Activity
you will nee
d:
how to make:
Cardboard / red, black and yellow crepe paper / sticky tape / glue /
leaves, sticks, feathers, shells, flowers / wool
1 Sticky tape one end of the wool to the back of the cardboard. 2 Wind the wool around
the cardboard. 3 When you come to the end of the cardboard, tape the wool to the back.
4 Children can now weave feathers, crepe paper and leaves by going under and over the wool.
5 Decorate by gluing on natural resources such as shells and flowers. When completed, make
two holes at the top of the cardboard and tie it up with wool.
How the activity is linked to Victorian Early Years
Learning and Development Framework:
This experience gives the opportunity to strengthen or introduce
mathematical concepts to young children. The Learning
Outcomes, confident and involved learners and effective
communication reinforces developing concepts and associated
vocabulary. Spatial relations associated with position and
direction like over, under, across, right, left, up, down can be
explored with the child. Conversations about measurement, area
and estimation can be promoted through this experience.
How the activity links to Aboriginal culture:
Aboriginal and Torres Strait Islander people wove clothing and
baskets from natural resources (grasses, palms and women’s
hair) found on the land.
EXTENSION ACTIVITIES
Lots of objects around us are woven. Encourage children to look around them for ropes, baskets, even our clothes. Encourage
children to look closely through a magnifying glass to see how the threads intertwine to make fabric. Threading and weaving
a variety of different materials (including things found in the garden or bush) can lead to discussions about comparing the
composition of the various items – are they thick or thin, stiff or pliable, natural or man made?
These activity sheets and activity images are copyright images provided by Sue Nowland to the Department of Education and Early Childhood Development and have been
published with permission for use by Sue Nowland.