Paper Weaving for Year 2

The Book

Afloat

Written by Kirli Saunders, illustrated by Freya Blackwood, published by Little Hare Books

The book is a poetic and reflective story that gently explores connection to Country, identity, and community through the metaphor of water and weaving. Rooted in Aboriginal perspectives, the text provides a meaningful opportunity to learn about weaving as a cultural practice that strengthens identity and builds unity within community (AC9HP2P01 – Years 1 and 2, Health and Physical Education).

The story also opens conversations around sustainability and traditional knowledge, showing how weaving products are crafted from native plants found in local environments (AC9TDE2K01, AC9TDE2K03 – Years 1 and 2, Design and Technologies). By recognising the environmental sources and cultural significance of materials, Afloat supports an appreciation for First Nations practices and their role in caring for Country.

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Resource creator

Kristina Wood

Subject

First Nations Culture (Humanities and Social Sciences), Producing (Design and Technologies), Weaving (Fibre),

Level

Year 2,

Description

Introduce paper weaving in this engaging Year 2 lesson inspired by Afloat by Kirli Saunders. Students explore Indigenous Australian culture and practise their producing skills by creating woven artworks using recycled classroom materials. A perfect fit for hands-on design and technologies activities that support sustainability and creativity.

Learning Intentions

• We are learning to use paper weaving as a way to design with care and practise our producing skills using sustainable materials.

Successful Criteria

✔ I can prepare paper for weaving using folding and cutting.
✔ I can weave strips using an over-under pattern.
✔ I can explain how this activity connects to sustainability and Indigenous Australian culture.

Curriculum Alignment

AC9TDE2P01 9.0 (Design and Technologies Year 1,Year 2): Generate and communicate design ideas through describing, drawing or modelling, including using digital tools

• comparing and contrasting features of existing products to develop new ideas, for example designing and making a puppet with a movable part after experimenting with other toys with several movable parts
• communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a cubbyhouse or animal shelter and showing different views (top view and side view) with descriptions of materials and features
• communicating an opinion about their design ideas, for example expressing own likes and dislikes about a design idea for felt finger puppets including how they have made changes to their design ideas
• describing the results from exploring design ideas, for example recording the results from people taste-testing a food product

AC9TDE2P02 9.0 (Design and Technologies Year 1,Year 2): Use materials, components, tools, equipment and techniques to safely make designed solutions

• exploring how available materials can be used or re-used in construction play, for example using used wrapping paper and gift cards to design and make decorations or signage for the classroom or a school event to minimise waste
• practising a range of technical skills using tools and equipment safely, for example joining techniques when making products, watering and mulching gardens, preparing a recipe using a knife safely
• practising a range of technical skills using tools and equipment safely, for example joining techniques when making products, watering and mulching gardens, preparing a recipe using a knife safely

Materials

The book: Afloat by Kirli Saunders
2 A4-sized sheets of paper per student (recycled, coloured or scrap paper preferred)
Scissors, pencils and rulers (optional, for guiding cuts)
Glue or tape (optional, for display)

Instructions

1. Connect to the Text

Read or revisit Afloat by Kirli Saunders, focusing on the use of nature and creative expression.
Discuss how weaving connects to Indigenous Australian culture and sustainability.

2. Introduce the Design Task

Explain that students will create a paper weaving artwork using classroom materials.
Talk about sustainability in our context: using what we already have in the classroom instead of buying from the shop.

3. Model the Weaving Process

Children can colour or paint the paper the way they like.

Paper weaving for kids year 2 design and technologies — One piece for the loom, the other for the strips

Fold one piece of paper in half (this is the base or loom).
Cut straight lines from the folded edge up toward the open edge, stopping about 2–3 cm from the top.
Cut the second piece of paper into strips. Strips can vary in colour and width. The more diverse, the better.
Open the base and begin weaving the strips over and under through the slits.
Alternate starting points for each new strip: first one starts over, the next starts under.
Continue until the base is full or mostly full.
Glue or tape the ends.

4. Student Work Time

Let students create their own woven artwork, helping as needed.
Encourage creativity with colour and pattern combinations.
Ask reflective questions like: What patterns do you notice? How is this showing care for the environment?

5. Share and Reflect

Display the finished work around the room or on a bulletin board titled ‘Woven with Care’.
Invite students to share their artwork and what they learned about weaving and sustainability.

Extensions

Students write a short sentence to go with their weaving: ‘I used… to make this mat. I reused materials because…’
Challenge students to turn their weaving into something useful, like a card or journal cover.
Have students design a simple border pattern using repeated shapes or colours.