Implementation of ‘Fun with Flags’ (SOI-MT-490)


The adapted lesson plan drew inspiration from the original learning scenario “Fun with Flags” but was tailored specifically for young learners aged 6 within the context of early childhood education in Malta. The aim was to introduce children to the concept of flags while seamlessly integrating themes of community inclusion and promoting a sense of belonging, which tackles learning outcomes related to religion. In doing this, the opportunity for a cross-curricular approach arose as basic mathematical concepts such as shapes and symmetry, vocabulary related to colours and more, were incorporated.

Conducted in a classroom setting, the implementation involved 22 children split into smaller groups, ensuring individual attention and fostering interactive engagement. The initial session lasted approximately 60 minutes, followed by a week-long preparation for the final outcome.

The overarching goal was to create a warm, inclusive learning environment where children felt valued and respected. To achieve this, activities were thoughtfully selected to cater to the developmental needs and interests of 6-year-olds. Hands-on experiences, group discussions, creative expression through art and design, and movement-based activities were incorporated to keep the children actively engaged throughout the sessions.

By adapting the original lesson to suit the unique needs of young learners, the implementation aimed not only to introduce them to the world of flags but also to instil foundational skills in shapes, colours, and language acquisition. Furthermore, by incorporating themes of community inclusion, the lesson sought to foster empathy, acceptance, and a sense of unity among the children, emphasizing the importance of embracing diversity and celebrating differences from an early age.

The Narrative

Implementing the “Fun with Flags” learning scenario adapted for exploration in a primary school classroom, a structured approach was employed to engage 6-year-old students in a meaningful exploration of the significance of flags in fostering community and promoting inclusivity. The sessions were designed to provide a balanced mix of informative content, hands-on activities, collaborative work, and reflective discussions aimed at creating an immersive and holistic learning experience for the students.

Lesson 1


During the initial lesson, students were introduced to the concept of flags through the same video used in the learning scenario ( This is done to get the children to question what we will learn and discuss. This was followed by a guided discussion prompting them to identify common features of flags and their symbolism. This took around 15 minutes.
Questions that helped during the discussion:

  • What similarities do flags have?
  • What colours do you notice are common?
  • What does a flag represent?
  • Can you name any symbols used on flags?
  • Can you name any animals?
  • Does it have a lot of things going on?
  • Are there any shapes?
  • Can you find a line of symmetry?

Main area of the lesson

The children were then divided into 4 groups. Each group was tasked with doing a different task and then swap between them. Each station was timed at around 10 minutes each. All stations featured different pictures gathered from the Europeana website.

  • At Station 1, students enjoyed a lively snap game where they matched pairs of identical flags, enhancing their memory and visual recognition skills while having fun. The pictures used were downloaded from the Europeana website.
Figure 1: flag snap game
  • Station 2 allowed students to unleash their creativity as they drew their own flag representing their respective group. Equipped with art supplies and guided by simplicity and meaningful symbolism principles, students delved into the creative process, honing their artistic skills and gaining a deeper understanding of flag symbolism.
Figure 2: Creating their own flag
  • At Station 3, students matched flags with similar designs or symbols, encouraging teamwork and observation skills as they worked together to identify matching pairs. They used pictures downloaded from the Europeana website to help them. They were also asked to draw similar flags on their whiteboards and try to write the country’s name.
Figure 3: Writing country names                      
  • Station 4 challenged students to explore symmetry in flag design by providing half of a flag and tasking them with designing the other half to create a balanced and harmonious composition. This activity not only fostered an understanding of symmetry but also encouraged students to think critically about flag design elements.
Figure 4: Symmetry in a flag

Using carefully crafted questions, students explored various aspects of flags, including their colors, symbols, symmetry, and overall significance in representing different communities. This interactive approach sparked curiosity and critical thinking among the students, laying a solid foundation for further exploration.


To conclude, the children had a chance to proudly present their designed flags to their peers, articulating the symbolism behind their creations and fostering a spirit of mutual respect and appreciation for diversity. A reflective discussion followed, providing students with an opportunity to contemplate the broader significance of flags in promoting unity and inclusivity within society. Here is where the children shared their values on the importance of inclusion and how we can work together to help other people in our community feel welcome.

Lesson 2

In the second lesson, students collaborated to plan a presentation or performance to share their insights with the broader school community. We wanted to share the importance of incorporating different flags, which ultimately means incorporating different communities into the school and providing a safe space for everyone. Through collaborative brainstorming sessions, students explored creative ways to convey the message of unity and inclusion using flag symbolism. This collaborative endeavour promoted teamwork and communication skills and empowered students to take ownership of their learning and make meaningful contributions to the school community.

As the culmination of their efforts, together with the students, we organized an assembly celebrating diversity, where they showcased their presentations and performances to their peers and teachers. The assembly served as a platform for students to share their newfound knowledge and perspectives with the broader school community, fostering a deeper understanding and appreciation of diversity among all participants.

Figure 5: Cultures assembly

Throughout both sessions, adaptations were made to suit the students’ unique context and developmental needs, ensuring that the learning experiences remained relevant, engaging, and inclusive for all. Collaborative work among colleagues further enriched the educational experience, as teachers worked together to facilitate discussions, provide guidance during activities, and coordinate the assembly and performance, thereby ensuring a cohesive and impactful learning journey for the students.


Learning Outcomes Achieved


By exploring flags representing various groups and communities, students achieved significant outcomes aligned with the learning outcomes framework of Malta in religion. By exploring flags representing different groups and communities, students developed a deeper understanding of the concept of inclusivity and the importance of fostering friendships with those around them. By recognizing the diversity and beauty in themselves and others, students learned to appreciate the richness of their religious and cultural identities, fostering a sense of belonging and respect for others’ beliefs, exemplified by outcomes such as “I am capable of creating a chain of friendship with those around me” and “I can recognize the beauty in myself and in the people around me, and I appreciate it all.” As they shared their findings with the school community, students furthered their exploration of religious outcomes, promoting understanding and respect for diverse religious and cultural perspectives while actively contributing to a harmonious school environment. This holistic approach to learning not only enriched their understanding of religious concepts but also nurtured empathy, appreciation, and a sense of belonging within the school community, fostering a supportive and inclusive educational environment for all.


Students actively engaged in honing their mathematical skills through a series of hands-on activities centred on flag exploration. These activities, including identifying symmetry in flag designs and recognizing properties of 2-D shapes within these flags, provided students with valuable opportunities to apply mathematical concepts in a real-world context. By participating in tasks requiring them to identify and draw lines of symmetry, students developed their spatial awareness and deepened their understanding of geometric principles. Moreover, as they explored the various shapes and properties inherent in flags, students enhanced their problem-solving abilities. They strengthened their mathematical reasoning skills, laying a solid foundation for future mathematical learning and application.


Throughout the lessons, students were immersed in a language-rich environment that facilitated the absorption of new vocabulary related to flag exploration. As the topic was new to the children, they naturally encountered numerous opportunities to learn and internalize new words and concepts. Additionally, the learning scenario provided structured opportunities for students to plan and present information about the flags they created and their meanings, fostering the development of their communication skills. Through discussions and presentations, students practised asking and answering simple questions, thereby enhancing their ability to express themselves confidently in English. By engaging in language-rich activities centred around flag exploration, students strengthened their English language proficiency and honed their public speaking skills. This culminated in the assembly where they confidently shared their knowledge with the rest of the school, demonstrating proficiency in both reading and speaking while contributing to a collaborative learning environment.

Educator’s Reflection

As an educator, using Europeana resources enriched my teaching practice by providing diverse authentic materials for exploring flag symbolism and cultural diversity. The Europeana website offered a treasure trove of high-quality images and artefacts, allowing me to create engaging and interactive learning experiences for my students. By incorporating Europeana resources into the learning scenario, I facilitated meaningful discussions and hands-on activities that deepened students’ understanding of religious, mathematical, and linguistic concepts while fostering a sense of curiosity and appreciation for the world around them. Additionally, the collaborative nature of the activities allowed me to observe my students’ progress and tailor instruction to meet their individual learning needs, contributing to a more inclusive and effective learning environment. Overall, using Europeana resources enhanced my teaching practice and contributed to the holistic development of my students.

Link to the learning scenario implemented: Fun with Flags (LS-GR-292)

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Swedish Centre for Architecture and Design.

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