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If I could travel back in time I would...The competition is open to students in Years 1 – 10.

Register your school by 20 July 2015.

www.google.com.au/doodle4google

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FREE cyber safety digital teaching resource

Google is proud to partner with the Alannah and Madeline Foundation to offer the eSmart Digital Licence Program, free for all Year 6 students in Australia.

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Eight specialised modules combine learning resources and interactive quizzes designed to evaluate comprehension and knowledge around key cyber safety topics.

The Alannah and Madeline Foundation, in partnership with Google, are offering Australian Grade 6 teachers free access to the eSmart Digital Licence program for their students in 2015.

Over 50,000 students have already commenced the challenge - sign your class up today!digitallicence.com.au

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At Google we love inspiring creativity and imagination. Through our Google doodles on our homepage we pay tribute to special people, events and dates that celebrate art, science, culture and history.

We’re now pleased to invite all Australian schools to take part in the 2015 Doodle 4 Google competition which offers young people the chance to have their artwork viewed not just by their teachers and classmates, but by millions of people all across the internet.

This year’s theme is “If I could travel back in time I would…” and we can’t wait to see what moment in history students will explore. The competition is open to students from Years 1 to 10. An expert panel will pick finalists from each state and territory. We’ll display the top 32 doodles online and invite the Australian public to vote for their favourites. Finalists will win prizes for themselves and their schools, and the winning design will take pride of place on the Google Australia home page.

The Doodle 4 Google school booklet provides all the key dates and resources you’ll need in order to get your school involved, including a detailed art and design lesson plan to help incorporate the competition into your curriculum. You can register your school now at www.google.com.au/doodle4google

Good luck, and we look forward to seeing your students’ most inspired doodles.

Google Australia

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Entry guidelines

Instructions and guidelines

Visit www.google.com.au/doodle4google

• Register your school.

• Download sample doodles to show students.

• See inspirational videos from our Hangout in History series.

• Read our full terms and conditions.

Year groups The competition is open to all students attending an Australian school between Years 1-10.• Doodles will be judged in four year group

brackets: 1-3, 4-6, 7-8, and 9-10.

Title and supporting statement In addition to producing a doodle, students also need to write: • A title for their doodle.

• A supporting statement – no more than 50 words. Students should explain the idea they have portrayed in their doodle.

Registration To take part in the competition you must register your school at www.google.com.au/doodle4google by 20 July 2015.

Submitting entries

• Submissions are open from 21 July to 21 August 2015

• When you are ready to submit your entries, please return to the website to complete the online entry form. Each student will need to include the title of their doodle and supporting statements.

• Post your school’s entries by 21 August 2015; Doodle 4 Google 2015 Reply Paid 461 Chatswood NSW 2057

Design guidelines

• The doodle should be presented on a white, landscape sheet of A4 paper.

• Use the Google logo template included in your pack as a guide.

• As the winning doodle will be displayed on the Google Australia homepage, please ensure that the Google logo is clearly visible and recognisable.

• The doodle can be in pencil, crayon, felt tip, paint, or can be done using computer drawing or design software.

• Unfortunately we cannot accept 3D entries.

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State and Territory finalists 320 finalists will be chosen, 10 from each year group in each Australian state and territory: Australian Capital Territory, New South Wales, Northern Territory, Queensland, South Australia, Tasmania, Victoria and Western Australia.

Prize:• Doodle 4 Google certificate.

State and Territory winners 32 winners will be chosen across the year groups and states/territories.

Prizes:• Printed copy of the doodle for their school.

• Doodles to be displayed on the Doodle 4 Google website for public vote.

National year group winners The public will be asked to vote online for their favourite doodle from each year group to help select the four national year group winners.

Prizes:• 10 Nexus tablets for school.

• 1 Nexus tablet for the winner.

• Invitation to attend unveiling of National Winner.*

1 National winner A Google Doodler will pick the overall national winner from the four national year group winners.

Prizes:• The winning doodle will be hosted on Google

Australia’s homepage at www.google.com.au for 24 hours.

• $10,000 worth of technology for their school.

• 1 Chromebook for the winner in addition to the Nexus tablet that they receive as a national year group winner.

Judging and prizes

*All travel for the national unveiling ceremony and one night’s accommodation for the 4 year group winners and a parent or guardian will be covered. (See website for full terms and conditions).

Key dates1 June 2015 Registrations open

20 July 2015 School online registration closes

21 August 2015 Submissions close

22 September 2015 Online judging

October 2015 Award Ceremony and National Winner announced

2016 Doodle for Google National Winner on google.com.au

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Lesson length: 2 x 1 hour (approx.)

Note: This lesson plan is a guide only. Teachers planning to submit students’ work for the Doodle 4 Google competition can adjust these plans as they wish

Introduction: Brainstorming

• Ask students to close their eyes and think about all the wonderful things and people they would like to go back in time to see or meet (locations, historical figures, historical moments, worlds in books, a special piece of art, a historical place).

• Ask students to open their eyes and share their thoughts with the class and suggestions are recorded.

• Using the list compiled, teacher asks students to consider the question: ‘If you were given the chance to meet someone from history, or to go back to a time in the past, what sorts of things would you find when you got there? What would you like to discuss with the people you meet?’

• Students are given time to consider the question and give a written response expressing their own ideas.

• Responses are then to be shared with the class, either teacher or student directed.

ActivityPreparing a work brief and drafting the doodle• Students are given a piece of blank A4

paper. Ask students to write down the following sentence in the middle of their piece of paper ‘If I could travel back in time I would…’

• Students are to create a concept map, writing words and phrases or drawing pictures to represent their vision.

• In this process students should be guided (depending on their stage and ability) in thinking about symbols and icons that could be incorporated into their design. These could include such things as inventions, historical locations, figures, symbols etc. to represent the place, person or thing they are exploring.

• Students should share their concept maps with others, resulting in class discussion.

• Give students the outline Google letters and ask them how they might use their ideas as part of the logo.

• Remind students that this is their first draft and that they will have the opportunity to complete a polished copy for submission.

• Teachers might encourage students to plan a work brief that outlines their design process.

Conclusion

• Students to comment on their own ideas, methods and approaches, and share them with the class.

Extensions

• Encourage students to plan a work brief, which outlines the process of their design.

• Students may be encouraged to use different materials or forms of communication, such as mixed media or collage to extend their exploration of the theme.

Planning of Ideas

Art and Design lesson plan

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Lesson outcomes

Students learn to:• Express a personal vision of a theme.

• Convey ideas in a visual format, achieving unity and balance.

Aim

• To develop students’ ability to respond creatively to a brief and refine and critically assess their work in order to realise their ideas.

• To prepare a work brief that formulates the content and parameters of the design process and plan how this will be undertaken.

• To encourage students’ visual creative expression.

• Present the focus of the lesson as the structure of a design and its completion.

• Introduction: discussion/reminder of design elements (shape, colour, layout etc).

• Artists layer their work, similar to the Google doodles. e.g. consider Andy Warhol’s screen printed soup cans and celebrity portraits, where he used different colour filters on the same images for different effects.

• The cultural significance of colour - colour linked to emotion, used often by advertisers.

• Ask students to give their design a title (maximum of 5 words).

• Ask students to write a short supporting statement (maximum of 50 words) describing their doodle and how it represents ideas about history.

Conclusion: Evaluation

• Students are encouraged to comment on their own ideas, methods and approaches. This could be in the form of a PMI for older students, or oral discussion. Positive comments on the work of others could also be encouraged.

• Encourage students to consider how they might improve their work and how they

could develop it further.

• Students (secondary) are to discuss the learning process and its relevance to the workplace.

Extension Activity:

• Some students may wish to continue work on their design, polishing and re-evaluating it, or perhaps create another version of it.

Design development and completion

• Make considered choices in materials, style and form.

• Fulfil a design brief within specific parameters.

• Critically assess their own design process (appropriate to their skill level).

Students learn about:• The relationship between the past and the

present; the place of the individual and ideas in history, society and culture.

• The design process - inspiration, choices, implementation and critical assessment.

• Terminology relevant to the design process in the workplace: brief, work brief, draft, logo, icon, symbol, format, brainstorm.

Resources:

Paper - writing and blank A4. Pencils, coloured pencils, pens, acrylic or water-based paints.

Images of other parts of the world in the past: cities, landscapes, people, arts, science etc.

Images or articles of historical events or achievements; stories of women and men of history; ancestors; artists; historical places and times that inspire exploration.

Examples of historical figures talking about their adventures and passions. Videos can be found on www.google.com.au/doodle4google.

Examples of logos and Google doodles. Outlines of Google lettering. Two copies for each pupil will be required (draft and final copy).

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to watch a hangout in history go to lesson resources at:www.google.com.au/doodle4google

2ND SEPTEMBERThe Gold RushMeet extraordinary characters from the past who were involved in the discovery of gold in Australia in 1851. The ‘rush’ followed quickly after, as people from near and far, from diggers to miners, the New Zealanders to Americans to the Chinese, the lucky and unlucky all flocked to the Australian fields in their quest for fortune. Join our Gold Rush Hangout in History, where we will meet these historic people and hear their amazing stories.

Gallipoli24TH JUNE

April 25th 2015 is the 100 year anniversary of the landing of the Australian and New Zealand Army Corps (ANZAC) troops at Gallipoli, Turkey during World War II. In commemoration of this historic ANZAC Day we will meet Australian and New Zealand soldiers in our Gallipoli Hangout in History. Diggers from the frontline will tell their tales of mateship and surviving the trenches, whilst back at home their wives and children wait on their loved ones return.

Just imagine you could use Google Hangouts as a Time Machine. You could go back in time and ask all those questions you always wanted to, you could get all the sordid, gross details that really make

History fun. Well, with the help of Google Hangouts we are bringing history to life! Join in the fun.

Re-imagining education using Google Hangouts.

to watch a hangout in history go to lesson resources at:www.google.com.au/doodle4google