Designing for Champions

This lesson is designed to build students’ competencies in the following skills:

• creative thinking
• critical thinking
• communication
• cultural understanding
• curiosity
• digital literacy
• ethical understanding

Australian Curriculum (v9.0) content description: 

Year 5 and 6 Visual Arts

• Students learn to explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts (AC9AVA6E01).
• Students learn to explore ways that First Nations Australians use visual arts to continue and revitalise cultures (AC9AVA6E02).
• Students learn to experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials. (AC9AVA6D01).

Relevant parts of Year 5 and 6 Visual Arts achievement standards: Students explain the ways that visual conventions, visual arts processes and materials are used in artwork they create and/or experience. They describe how artworks created across cultures, timeless, places and/or other contexts communicate ideas, perspectives and/or meaning. They describe how visual arts are used to continue and revitalise cultures. Students develop and document ideas for their own artworks.

General capabilities: Critical and Creative Thinking, Literacy, Personal and Social Capability  

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures.

Level of teacher scaffolding: Low – the teacher will need to confidently facilitate class discussions and design work.

UN SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

• device to play a video and display a digital presentation 

• interactive presentation: ‘The Commonwealth Games Australia Reconciliation Action Plan Artwork – With Artist Chern’ee Sutton’
• optional – digital devices and/or a range of art materials (eg coloured paper, markers, pencils, rulers, fine liners)
• student access to devices
• Student Worksheet (1 per student)
• Video -(https://vimeo.com/1124986946/f1b538c48b?ts=0&share=copy) about Chern’ee Sutton’s artwork 
• What are the Commonwealth Games? Visual Explainer
• whiteboard and whiteboard markers

These resources have been created with the support of the Australian Commonwealth Games Team, via Commonwealth Games Australia.

The Australian Commonwealth Games Team are set to take on the athletes of he world at the Glasgow 2026 Commonwealth Games from next year, and together the more than 250 athletes in green and gold aim to be the top nation at the Games in terms of gold and overall medals won, the number of medallists, and the number of sports winning medals.

You can cheer on Australia’s best across the screens of 7 and 7Plus from 23 July 2026.

Respectful Terminology: Engaging with First Nations peoples

Quick summary: This course equips educators with the knowledge and confidence to use respectful terminology when engaging with Aboriginal and Torres Strait Islander peoples, histories, and cultures. It explores the importance of language in fostering cultural safety, acknowledging diversity, and demonstrating respect. Educators will learn key terms, appropriate protocols, and strategies for inclusive communication, ensuring they create respectful and culturally responsive learning environments. Through reflection and practice, you will develop a deeper understanding of the impact of language and how it shapes relationships, representation, and reconciliation in education.