EEO410Learnerslearningaboutandfortheirworld:HumanDisciplines(AT2)

InquiryUnitonPeopleinourWorldYearLevel:
5/6
Duration:
10weeks

UNITTITLE:
ExploringImmigrationinAustralia
STUDENTNAMES:
MaddyFellowes213107551andSummerMisaghian213121085

InquiryQuestion:

WherehavepeopleimmigratedtoAustraliafromandhowtheyhaveinfluencedourcountry?

BigIdeas:
Wherehavepeopleimmigratedfrom?
WhydopeopleimmigratetoAustralia,andwhatarethechallengestheyface?
HowhavepeoplethathaveimmigratedtoAustraliainfluencedourcountry?

Teachingproposal:

Learningexperiencesshapestudentsunderstandingsoftheworldtheyliveinandthepeoplethatliveintheirworld.Asteachers,itisourresponsibilitytofoster
empathyforthelivedexperiencesofdiversepeoplesandcommunities(Tudball2014,p.376),particularlythoseofIndigenousandAsianheritage.Throughthe
explorationofimmigrationinourunitsequence,studentswillhavetheopportunitytoexploretheculturesthathaveshapedourdiversenationtoday,andfor
studentstosharetheirownculturestoencouragethecelebrationofdiversity.Throughthoroughexplorationanddiscussionthiscanovercomethestigmatization,
discriminationandracism,encouragingmoreculturallyacceptingattitudesformingatayoungerage.
Ourunitincorporatesinquirypedagogythroughthesequenceofactivitiesasitisapowerfulprocessthatgivesstudentstheresponsibilitytodirecttheirown
learninginplanningandcarryingoutinvestigation,andprovidesthemwithopportunitiestoexpressandreflectontheiropinions,beliefs,valuesandquestion
appropriately(Hoepper2014,p.46).Webelievethatisisimperativeforgrade5and6studentstoexperiencemorehandsonandauthenticlearningexperiences
wheretheycanengageinactiveproblemsolvingandhigherorderthinking(Gilbert2014a,p.72).Indoingso,thiswillencouragethedevelopmentofinformedand
activecitizenswhoparticipateinsocietyandareequippedwiththecapabilitiestotakeactionintheworld(Gilbert2014a,p,85).

Thefocalstrandofhumanitiesforourunitplannerishistoryandourlessonshavebeendevisedtoexplorepeopleinourworldthroughtheuseofinquiryintothe
past(Wallace2016)abidingbyrelevantcurriculumlinksfromtheVictorianCurriculum(VictorianCurriculum2016).Historyisavitalaspectofthecurriculumwhere
studentsaregiventheopportunitytoexploreeventsthathaveshapedournationssocietytoday,allowingstudentstoappreciatewherewehavecomefromand
whathumanityhasachievedwithtime,andascertainwhereareaswestillneedtoimprovein.Wehavealsoincorporatedotherstrands,crosscurriculumpriority
areasandgeneralcapabilitiestoensurethatouractivitiesexplorehumanitiesandtheVictorianCurriculummorecomprehensiveandprovidesanenrichedlearning
experiencethatencourageshigherorderthinking.

Ouractivitieshavebeendevelopedandreflectedupontoprovidethemostfruitfullearningexperienceforgrade5and6students,exploringimmigrationina
comprehensivemanner.Activitieshavebeenorganisedinasequentialorder,andutilisedifferentgroupformationsencouragingstudentstonegotiateand
communicateeffectivelywithothersinteams,positivelycontributetogroupandcollaborativelymakedecisions,resolveconflictandreachpositiveoutcomes
(Gilbert2014a,p.76).Theseskillsareimperativeforstudentstodevelopinordertobeabletocommunicateandfunctioneffectivelywithpeopleintheirworld.

Anassortmentofassessmentstrategieshavebeenembeddedthroughoutourunittomeasurestudentsunderstandingsandlearning,toappropriatelyusethis
informationtoguideourfutureteachingsandshapeourlessonsforourstudentsneedsandabilities.AformativepreassessmentKWLchartwillbeutilisedto
ascertainstudentscurrentunderstandingsonimmigration,clarifyingwhattheyvelearntpreviouslyoroutsideoftheclassroom.Aselfassessmenttaskforstudents
isincludedtodeveloptheirhabitsofconstantlymonitoringthequalityoftheirwork(Gilbert2014b,p.102)andtosupportlearningbyclarifyingexpectationsand
providingfeedbacktostudentsontheirprogress(Gilbert2014b,p.98).Finally,wefinishtheunitwithasummativepieceofassessment,intheformofpeerand
teacherassessment,whereeachstudentsperformanceandunderstandingisgradedandfeedbackisdelivered,assessingtheirunderstandingsoftopicsfrom
throughouttheunit.Assessmentisakeyelementofthisunitanditsimplementationisvitalforvaluableandrelevantlearningandteachingexperienceforboth
studentsandtheteacher.

Overall,webelievethatwehavedevelopedacomprehensivelearningsequencethatexploresimmigrationthoroughlythroughtheuseofinquirypractices,engaging
activitiesandincorporatedifferentgroupsettingsandtheuseoftechnology.Anassortmentofformativeandsummativeassessmentshavebeenincludedtoenhance
thelearningandteachingexperience.Throughthesequenceofactivities,webelievethatstudentswillformadeeperappreciationandunderstandingofthedifferent
culturesthathavemadeournationthediverseplaceitistoday,throughimmigration,andwillequipthemwiththeabilitiestodevelopaswellinformedandactive
citizenswhounderstandthepeopleintheirworld.

Understandings:
Attheendofthisunit,studentswillunderstand:
1. Howtosequenceeventsandpeopleinchronologicalorder,and
representthisthroughatimeline
2. Studentsidentifychangeandcontinuityandexplaincausesand
effectsofchangeonsociety
3. Describeperspectivesofpeoplefromthepastandrecognise
differentpointsofview
4. Whatlifewaslikefordifferentgroupsofpeople
5. ImmigrantscontributionstoAustraliaseconomicandsocial
development
6. Howtocreateanexplanationaboutapastevent,personorgroup
usingsourcesofevidenceandhistoricaltermsandconcepts

Keyskills:
Attheconclusionofthisunitstudentswillbeableto:
Constructafamilytree
Constructatimeline
Createadiaryentryinthepersonaofsomeoneelse
Sequencecertainevents
Participateinadebate
Developacampaigntopromoteimmigration

AssessmentEvidence:

Week2:PreassessmentintheformofaKWLchart(formative)

(VCHHK091),(VCHHK096),(VCHHC087),(VCPCSO033),(VCCCTM030)
Week8:Selfassessmentusingachecklist(formative)

(VCHHK091),(VCHHK096),(VCHHC087),(VCICCD011),(VCICCD012),(VCPSCSO029),(VCPSCSO030),(VCCCTR025),(VCCCTR027)
W
eek10:Peerandteacherassessmentusingarubric(summative)
(VCHHK091),(VCHHK096),(VCICCD011),(VCICCD012),(VCPSCSO029),(VCPSCSO030),(VCPCSO33)

Discipline
History

VictorianCurriculumareascoveredinthisinquiryunitrelatedtoHumanities
Knowledge&Understanding
Code
Skills
ThecausesandreasonswhypeoplemigratedtoAustraliafrom
Describeperspectivesandidentifyideas,beliefsand
(VCHHK091)
EuropeandAsia,andtheperspectives,experiencesand
valuesofpeopleandgroupsinthepast

contributionsofparticularmigrantgroupswithinacolony

Identifyanddescribepatternsofcontinuityandchange

Therolethatasignificantindividualorgroupplayedinshaping
inthedailylifeforAboriginalandTorresStraitIslander

andchangingacolony
peoples,nativebornandmigrantsintheAustralian
(VCHHK092)
Thestoriesandperspectivesofpeoplewhomigratedto
colonies

Australia,includingfromoneAsiancountry,andthereasonsthey
Explainthecausesofsignificanteventsthatshapedthe
(VCHHK095)
migrated
Australiancolonies,contributedtoAustralianFederation
Significantcontributionsofindividualsandgroups,including

andtheeffectsoftheseonAboriginalsandTorresStrait
AboriginalsandTorresStraitIslanderpeopleandmigrants,to
Islanderpeopleandmigrants
(VCHHK096)
changingAustraliansociety

Explainthesignificanceofaneventandanindividualor
groupthatinfluencedchangeintheAustraliancolonies
andinAustraliansocietysinceFederation

Describeandexplainthediversecharacteristicsofplaces
indifferentlocationsfromlocaltoglobalscales.
Describeandexplaininterconnectionswithinplacesand
betweenplaces,andtheeffectsofthese
interconnections

Geography

Economics&
Business

Civics&
Citizenship

Differencesinthedemographic,economic,socialandcultural
characteristicsofcountriesacrosstheworld.
Environmentalandhumaninfluencesonthelocationand
characteristicsofplacesandthemanagementofspaceswithin
them.
Factorsthatinfluencepeoplesawarenessandopinionofplaces.
Australiasconnectionswithothercountriesandhowthese
changepeopleandplaces.
Investigatetheinfluencesonthewayspeopleworkandexplore
factorsaffectingworknowandintothefuture

(VCGGK093)

(VCGGK096)

(VCGGK097)
(VCGGK098)

(VCEBW008)

Identifydifferentpointsofviewonacontemporaryissuerelating
todemocracyandcitizenship.
Investigatehowpeoplewithsharedbeliefsandvalueswork
togethertoachievetheirgoalsandplanforaction.

(VCCCC015)

(VCCCC016)

Code
(VCHHC084)

(VCHHC085)

(VCHHC086)

(VCHHC087)
(VCGGC085)

(
VCGGC087)

CROSSCURRICULUMPRIORITIES

Indigenous

Organisingideas

Significantcontributionsofindividualsandgroups,including
AboriginalsandTorresStraitIslanderpeopleandmigrants,tochanging
Australiansociety

Asia

ThecausesandreasonswhypeoplemigratedtoAustraliafromEurope
andAsia,andtheperspectives,experiencesandcontributionsof
particularmigrantgroupswithinacolony

code
(VCHHK096)

Organisingideas

(VCHHK091)

Explainthecausesofsignificanteventsthatshapedthe
Australiancolonies,contributedtoAustralianFederation
andtheeffectsoftheseonAboriginalsandTorresStrait
Islanderpeopleandmigrants
Thestoriesandperspectivesofpeoplewhomigratedto
Australia,includingfromoneAsiancountry,andthe
reasonstheymigrated

code
(VCHHC086)

(VCHHK095)

Sustainabilit
y

Environmentalandhumaninfluencesonthelocationand
characteristicsofplacesandthemanagementofspaceswithinthem.

(VCGGK096)

GENERALCAPABILITIES

Intercultural
capability

Explainhowinterculturalexperiencescan
influencebeliefsandbehaviours,including
developingacriticalperspectiveonandrespect
fortheirownandotherscultures
Identifybarrierstoandmeansofreaching
understandingswithinandbetweenculturally
diversegroups
Examineanddiscussthevarietyofwaysinwhich
peopleunderstandandappreciatediffering
culturalvaluesandperspectives,andthethings
whichpromoteorinhibiteffectiveengagement
withdiverseculturalgroups

(VCICCB010)

Personalandsocial
capability

(VCICCD011)

(VCICCD012)

Exploreanddiscussbehavioursthatdemonstrate
sensitivitytoindividual,socialandcultural
differences
Defineandrecogniseexamplesofstereotypes,
discriminationandprejudiceanddiscusshowthey
impactontheindividual
Identifythecharacteristicsofaneffectiveteamand
developdescriptionsforparticularrolesincluding
leadership,anddescribeboththeirownandtheir
teamsperformancewhenundertakingvariousroles
Describethevariouscausesofconflictandevaluate
possiblestrategiestoaddressconflict

(VCPSCSO029)

(VCPSCSO030)

(VCPSCSO032)

(VCPSCSO033)

Criticaland
creative
thinking

Examinehowdifferentkindsofquestionscanbe
usedtoidentifyandclarifyinformation,ideasand
possibilities
Investigatecommonreasoningerrorsincluding
contradictionandinconsistency,andthe
influenceofcontext
Considertheimportanceofgivingreasonsand
evidenceandhowthestrengthofthesecanbe
evaluated
Examinethedifferencebetweenvalidandsound
argumentsandbetweeninductiveanddeductive
reasoning,andtheirdegreesofcertainty
Examinelearningstrategies,including
constructinganalogies,visualisingideas,
summarisingandparaphrasinginformationand
reflectontheapplicationofthesestrategiesin
differentsituations

(VCCCTQ021
)

(VCCCTR024)

(VCCCTR025)

(VCCCTR027)

(
VCCCTM030
)

Ethicalcapability

Examinehowproblemsmaycontainmorethanone
ethicalissue
Discusstheroleandsignificanceofconscienceand
reasoninginethicaldecisionmaking

(VCECU011)

(VCECD013)

Stage1:IMMERSIONestablishingwhatwewanttofindout:Posingquestionsandplanninginquiry
Understanding:

WEEK1:

WeeklyActivity&Resource
Learningintention:
Studentsexploretheirheritage,researchinghowtheirfamiliescametoliveinAustralia
Wherearewefrom?
Selfportraitactivity:
Studentsaretodrawasideviewoftheirfaceandfillinwithcolourfulwordsandimagesrepresentingtheir
heritage.Thiswillbesharedwiththeclass,exploringthediversityofmembersintheclassroom.
Familytreeactivity:
StudentsaretoconstructafamilytreethatshowshowfamilieshaveimmigratedovertimetoAustraliaand
fromwhere.Thiswillbepresentedtotheclassandelaboratedupon.

Portrait:(Artsonia2013)
Familytree:(Pinterest2016)
Resources:
Examplesimagefromabovetoguideunderstanding

VClinks
(VCHHK091)
(VCICCB010)
(VCGGK093)
(VCGGK098)

WEEK2:

Learningintention:
StudentsdemonstratepriorunderstandingsofkeyimmigrationinfluxesinAustraliashistoryandordertheseappropriatelyin
chronologicalorder
Whatdoweknowaboutimmigration?
KWLchartactivity:
StudentswillfilloutaKWLchart(appendix2),whichwillguidelearningandbereferredbacktoduringandat
theendofunit,aboutwhattheyknowsofaraboutimmigration,keyeventsandinterestinginformation.
Timelineactivity:
AclassbrainstormwillbecarriedoutexploringwhypeopleimmigratetoAustraliaincorporatingprior
knowledge(goldrush,convicts/firstfleet,EuropeanandAsiansettlement).Studentswillresearchsignificantdatesandevents
thatledtoincreasedlevelsofimmigrationduringAustraliaspastandconstructaclasstimelinetodisplayintheclassroom.
Assessment:
Preassessment:StudentsfillinaKWLchartdemonstratingwhattheyknow,wouldliketolearnabouttoguideplanningand
teaching.
Resource:
KWLchart(appendix2)

(VCHHK091)
(VCHHK092)
(VCHHK096)
(VCHHC086)
(VCHHC087)
(VCPCSO033)
(VCCCC016)
(
VCCCTM030)
(VCGGK096)
(
VCGGC087)

WEEK3:

Learningintention:
StudentsgaininsightsofimmigrantsexperiencesmovingtoAustralia,throughquestioning,andreflectonthese
Guestspeakersanswerinsightfulquestions:
Guestspeakersseminar:
StudentsaretoinvitefamilymembersandfriendswhoimmigratedtoAustraliaandaskthemarangeof
questionssothatstudentscangetadeeperinsightintowhypeopleimmigratedtoAustralia,theprocessesinvolvedandthe
hardshipstheyface.Questionswillinclude:whenandwhytheycametoAustralia,didtheytravelaloneorwithfamily,theformof
transporttheyused,firstimpressionsofAustralia,problemstheyfacedonarrival,strongestmemories,wheretheyclassifyhome
andhowtheyhavemaintainedtraditions.
Reflectiveblogvideo:
Inresponsetothis,studentswillconstructareflectivevideoanduploadittotheclassblogreflectingon
whattheyfoundinteresting,newinformationtheyhavelearned,whattheywereshockedbyandif/howitalteredtheir
perceptionsofimmigration.

Resource:
iPads

(VCHHK091)
(VCHHK095)
(VCHHC084)
(VCICCB010)
(VCICCD011)
(VCICCD012)
(VCPCSO029)
(VCCCTQ021)
(VCCCTR024)
(VCCCTR025)
(VCECU011)
(VCECD013)
(VCGGK093)
(
VCGGC087)

WEEK4:

Learningintentions:
StudentswillexploretheImmigrationMuseumtocollectinformationaboutaspecificimmigrantwhichtheywillusetodevelopa
creativediaryentrytakingontheirpersona
ImmigrationMuseumexcursion:
Immigrationmuseumexcursion:
StudentswillgoonanexcursiontotheImmigrationMuseum(appendix1).Studentsareto
chooseapersontoexploredduringtheexcursiontocollectinformationaboutthemtogainaninsightoftheirlife.
Diaryentryfromthepastactivity:
Inrelationtothisinformation,studentsaretodevelopadiaryentryfromthepastwherethey
giveabriefoverviewofwhotheyare,exploreissuestheywerefacedbythatrequiredthemtoimmigratetoAustralia,their
perceptionsonarrival,issuestheyfacedandhowlifewasintheirnewhome.Studentsarethentocoffeeorteastainthemto
makethemlooklikeanoldentrythathasrecentlybeendiscoveredandthesewillbemadeintoaclassbook.

Immigrationmuseum:(VisitVictoria2016)
Staineddiaryentry:(ExpatEducator2012)
Resource:
Diaryentryfromaboveandnotesfromexcursion

(VCHHK091)
(VCHHK095)
(VCHHK096)
(VCHHC084)
(VCHHC085)
(VCICCD011)
(
VCCCTM030)
(VCECU011)
(VCGGC085)

Stage2:ORGANISE,INVESTIGATE,FINDOUTCollectingandanalysingevidence
Understanding:

WEEK5:

Activity&Resource
VClinks
(VCHHK096)
Learningintention:
(VCHHC087)
Studentsexploreartefactsfromthepastandtrytodivulgetheirpurposeandorigin,andasanextensionchooseanartefactto
(VCEBW008)
modernise
(VCPSCSO032)
(
VCGGC087)
Exploringartefactsfromthepast:
Guesstheartefactactivity:
StudentsandteacherscollectartefactsfromthepastthatareimportanttoAustraliashistorybutwere
introducedtoAustraliathroughimmigration.Thesearedisplayedintheclassroomandstudentshavetowalkaroundinpairsand
decipheritsname,purposeandwhatcountryitcamefrom.Theanswersaresharedattheendandtheclassexploreshow
immigrantshavecontributedAustralia.
Modernisinganartefactfromthepast:
studentsresearchaproductintroducedtoAustraliathroughimmigrationandmakea
modernmodelofitusingrecycledmaterials,andpresenttotheclasshowithasbeenadaptedtobettersuitsocietytoday.

Asiaartefactsimage:(appendix1)
Resource:
Artefactscollectedbyteacherandstudentsandnotesfromexcursion

WEEK6:

Learningintention:
StudentswillresearchagroupofpeoplewhohaveimmigratedtoAustraliareenacttheirarrivalandexplorethechangesand
challengestheywerefacedwith
Howimmigrationhasshapedournationovertime:
Blastfromthepastplay:
Basedonstudentspreviousresearch,studentwillbegroupedandthenselectaneventorgroupof
peoplewhomigratedtoAustraliafromthepast.Groupswillresearchtheirevent/eraandcollectrelevantinformationaboutthe
migrationoftheirfocusgroups,wheretheyhavetheflexibilitytodeveloptheirscriptasdesired.However,theymustexplorethe
causesandeffectsoftheimmigrationofthisgroup,provideperspectivesofindividuals,Australiasresponsetotheirarrivaland
howtheyalteredAustraliassociety.Artefactsfromthepreviousactivitycanbeutilisedtodemonstratethevaluetheybrought
andprovidedournation.Parents,friends,andpeerswillbeinvitedtohaveaninsightintoAustraliaspastandhowimmigration
hasshapedourcountryandlives.
Resources:
Props,costumesandartefactsusedinpreviousweeksactivity

(VCHHK091)
(VCHHK092)
(VCHHK095)
(VCHHK096)
(VCHHC084)
(VCHHC085)
(VCHHC086)
(VCHHC087)
(VCICCD011)
(VCPSCSO032)
(VCPSCSO33)
(VCCCC016
)
(VCCCTQ021)
(VCCCTR024)
(VCGGK093)
(VCGGK097)

WEEK7:

Learningintention:
StudentswillexploremotivationsbehindpeopleimmigratingtoAustraliaandorderthemsequentiallyfrommostlikelytoleast
likely
Motivationbehindimmigration:
Exploringmotivationsactivity:
StudentswillworkinpairsandusingiPads,lookattheImmigrationmuseumwebsiteandresearch
motivationsforwhyindividualsimmigratedtoAustralia(abetterlife,freedom,war/conflict,naturaldisaster,family),theclass
willthencometogetherandsharetheseideas.Studentswillthenreturntotheirgroupsandorganisethesemotivationsinorder
frommostcommontoleastcommon.Studentswillreflectonthepreviousresearchtaskandsharethemotivationforthefocus
personmovingtoAustralia.Thesewillbetalliedandthencomparedtostudentspreviousrankingstoseeiftheirassumptions
werecorrect.
Recentmotivationsexploration:
StudentswillthenresearchaneventthathasincreasedimmigrationtoAustraliarecently.They
arethentoresearchthiseventingroupsandconstructaPowerPointwithbackgroundinformation,motivationsforwhypeople
migratedtoAustralia,mediasources(YouTubeclips,articles)andreportstatisticaldataofhowmanypeoplemigratedtoAustralia
duringthistimeandfromwhere.Thiswillbesharedwiththeclassanddiscussionswillbecarriedout.

(VCHHK091)
(VCHHK095)
(VCHHC087)
(VCICCD011)
(VCPSCSO033)
(VCCCC016)
(VCGGK096)
(VCECU011)
(VCGGK093)
(VCGGK098)
(
VCGGC087)

Museummotivationimages(appendix1)
WebsiteResources:
https://museumvictoria.com.au/immigrationmuseum/learning/
(ImmigrationMuseum2016)
http://www.entitysolutions.com.au/blog/top10reasonsmigrateaustralia0
(EntitySolutions2015)

WEEK8:

Learningintention:
Studentsexplorehowimmigrantsareportrayedinthemediaandthenusethisresearchtodevelopargumentstocarryouta
debate
Mediasportrayalofimmigration:
Exploringmediasourcesactivity:
Ingroupsstudentscollectresourcesofmediasportrayalofimmigration,suchasheadlines,
articles,newspapersegments,comicsetc.Theclassexplorestheseexamplesanddiscussifthereisafairbalanceoronesided
portrayalofimmigration.Theclassinthensplitinhalfwheretheywillresearchanddevelopargumentsforandagainst
immigrationinordertocarryoutaclassdebate.Thedebatewillthenbepresentedtoagroupofparentsorpeerswhowillhave
todecideonthestrongestargumentstocometoaconclusion.

(VCHHK091)
(VCHHK092)
(VCHHK096)
(VCHHC087)
(VCEBW008)
(VCICCD011)
(VCICCD012)
(VCPSCSO029)
(VCPSCSO030)
(VCPSCSO032)
(VCPSCSO033
(VCCCC015)
(VCCCTQ021
)
(VCCCTR024
)
(VCCCTR025)

(VCCCTR027)
(
VCCCTM030)
(VCECU011)
(VCECD013)
(VCGGK097)
(VCGGK098)

Immigrationdebateimage(artefact1)
Assessment:
selfassessmentinaccordancetoachecklist,andteacherwillreadandprovideconstructivefeedback
Resources:
Newspapers,magazines,iPadsandcomputers

Stage3:CELEBRATE/INNOVATEWhattodowithwhatwevefound?

Concluding,reflectingandrespondingtoinquiry

Understanding:

WEEK9:

Activity&Resource
Learningintention:
Studentswillparticipateinasimulationwheretheyexperiencesomeofthehurdlesfacedbyimmigrationandwillhavetocome
upwithstrategiestoenterthecountry
Immigrationsimulation:
Immigrationsimulationactivity:
ParentsandteacherswillcarryoutasimulationwheretheyportrayAustralianimmigration
officerswhospeakadifferentlanguage.Eachstudentsissuppliedwithascarceamountofmoney,somebelongingsoftheir
choiceandapassport,andhavetomakeitthroughthemanystagesandscreeningofimmigration.Studentswillfaceissuesthat
immigrantsfacesuchas:lackofmoney,notunderstandingthecountry'slanguage,longwaitingperiodsandnumeroushealth
screenings.Eachstudenthastocomeupwithstrategiestomakeitthroughthehurdlesandgainentryintothecountry.
ReflectiveBlog:
Inclosingofthissimulation,studentswillrecordanonlinereflection,whichtheywilladdtotheclassesblog,reflectingontheir
experiences,hardshipsfacedandhowtheirunderstandingsofimmigrationhavechanged.Thesewillthenbediscussedinawhole
classsettingsostudentscansharetheirperspectives.

I
mages:(ExpecttheMiraculous2016)

Examplevideo:
https://www.youtube.com/watch?v=y4GO4t8GLwI
(YouTube2010)
Resources:
Costumes,passports,belongings,parentsandextrastaff

VClinks
(VCHHK091)
(VCHHK095)
(VCHHC084)
(VCEBW008)
(VCICCD011)
(VCCCC016
)
(VCCCTR025)
(VCECU011)
(VCECD013)
(VCGGK093)

WEEK10:

Learningintention:
Studentswillusetheknowledgeandskillstheyhavegainedthroughthisunittodevelopacampaigntopromoteimmigrationin
Australiaandproduceresourcestoeducateandencourageinvolvementfromtheirpeers
Immigrationinitiatives:
Immigrationinitiativeactivity:
Inlightoftheirlearningthroughoutthisunit,studentsaretoworkingroupsandconstructan
initiativethatraisesawarenessofimmigrationandprovidessomeformofassistancesothattheycanenterournationandsociety
moreeasily.Studentsaretoconstructadvertisementsthatarecatchyandaestheticallypleasing,newsinterviews,slogansand
insights/storiesfromimmigrants.Eachgroupswillsharetheirinitiativesinformofstallswheretheywilldecorateatableand
parents,familymembersandpeerswillwalkthrough,andeachgroupwillhavetosharetheirinitiativeandgetpeopletosign
theirpetitiontogainsupporttoovercomeissuesfacedbyimmigrantsandovercomestigmatisationandstereotypingthrough
educationalawareness.
Assessment:
Summativeassessmentrubric:teacherwillassessoverallunderstandings,incorporatingconceptsfromunitanddeliverfinalforms
offeedbackandimprovementsforthefuture.
Resource:
iPads,computers,posterpaper,tablesforstallsandinvitationstofamilyandfriends

(VCHHK091)
(VCHHK095)
(VCHHK096)
(VCHHC084)
(VCHHC085)
(VCHHC086)
(VCEBW008)
(VCICCD011)
(VCICCD012)
(VCPSCSO029)
(VCPSCSO030)
(VCPSCSO032)
(VCPSCSO033)
(VCCCC015)
(VCCCTR025
)
(
VCCCTM030)

ReferenceList:

Artsonia2013,MsJohnston1sartwork,retrieved26April2016,<
http://www.artsonia.com/museum/art.asp?id=19794084
>

EntitySolutions2015,Top10reasonstomigratetoAustralia,retrieved1May2016,<
http://www.entitysolutions.com.au/blog/top10reasonsmigrateaustralia0
>

ExpatEducator2012,Thebattleofthebullrun,retrieved1May2016,
<
https://expateducator.com/2012/01/31/alowtechprojectstudentstreasurecivilwarjournals/
>

ExpecttheMiraculous2016,OurImmigrationSimulation,retrieved26April2016,
<
https://expectmiraculous.com/2016/02/01/preparingandreflectingonourimmigrationsimulationviaflipgrid/
>

Gilbert,R2014a,Planningforstudentlearning,inGilbert,R&Hoepper,B(ed.5),TeachingHumanitiesandSocialSciences:History,Geography,Economics&Citizenship,
CengageLearningAustralia,SouthMelbourne,pp.6693

Gilbert,R2014b,Assessmentforstudentlearning,inGilbert,R&Hoepper,B(ed.5),TeachingHumanitiesandSocialSciences:History,Geography,Economics&
Citizenship,CengageLearningAustralia,SouthMelbourne,pp.96114

HeatherWallace2016,IntroductoryHistoryVideo,EEO410HumanDisciplines:learnersinquiryinandabouttheworld,Monday7th

ofMarch,BurwoodCampus,Deakin
University

Hopper,B2014,Planningforteachingthroughcriticalinquiry,inGilbert,R&Hoepper,B(ed.5),TeachingHumanitiesandSocialSciences:History,Geography,Economics
&Citizenship,CengageLearningAustralia,SouthMelbourne,pp.4465

ImmigrationMuseum2016,Learning,retrieved1May2016,<h
ttps://museumvictoria.com.au/immigrationmuseum/learning/
>

Pinterest2016,FamilyTree,retrieved28April2016,<
https://au.pinterest.com/pin/465911523932149539/
>

Tudball,L2014,AsiaandAustraliasengagementwithAsia,inGilbert,R&Hoepper,B(ed.5),TeachingHumanitiesandSocialSciences:History,Geography,Economics&
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APPENDICES:
Appendix1:

Immigrationmuseumpicturesandannotations
Picture1:
MotivationsforimmigrantscomingtoAustralia
ThisareaofthemuseumwillbeavaluableresourcetoexploremotivationsforwhypeoplehaveinthepastandtodayimmigratetoAustralia.Thiswill
beparticularlyeducationaltoolforweekseven,providingexamplesandrealstoriesforstudentstoexploreandstrengthentheirunderstandings.These
motivationswillalsolaythefoundationfortheirresearchtaskcarriedoutinweekseven,henceitsinclusionduringourexcursion.

Picture2:
Asianartefactsofimmigration
ThisareaofthemuseumhadcasedcollectionsofartefactsthathadbeenbroughttoAustraliawhenpeopleimmigratedfromothercountries.Inthis
particularimage,Asianartefactsareexploredwhereeachitemisnamedandexplained.Thisisavaluableareaasitconnectwithcrosscurriculum
priorities,enhancingstudentsunderstandingsofAsia,butalsoconnectingwithweekfivesfocusofexploringartefactsbroughttoAustraliathrough
immigration.Suchinformationwillbeavaluabletoolwhenexploringartefactsintheclassroomandwillencouragestudentstostartthinkingabouthow
immigrantshavecontributedtoAustralia.


Picture3:
Immigrationdebates
Towardstheendofthemuseumdisplays,therewerepulloutdrawswhichcontainedavarietyofmaterials.Twoofthesedrawscontainedcollectionsof
materialsandmediaresourcesdebatingimmigrationfromthepast.Anarrayofperspectiveswereincludedwithdifferentfocalpoints.Asweekeight
involvesaclassdebateexploringmediasportrayalofimmigration,thesecollectionswouldbeveryvaluableresourcesforstudentstotakepicturesof
andstartdevelopingideas.Theseresourcescanalsoenhanceresearchingoncetheyreturntoschoolastheyhaveanumberofresourcenamesand
websitestostartwith.

Picture4:
Usattheimmigrationmuseum
BelowisaphotoofusattheImmigrationmuseum.Wehadagreattimeexploringandcollectingresourcestoscaffoldandenhanceourlearning
sequencesofourinquirytask.Ifwearetoteachayearlevelinthefuturethatexploresimmigration,theImmigrationmuseumwilldefinitelybean
excursionforourstudentstoundertakeastheywillbeprovidedwithafruitfularrayoflearningresourcesandeducationaltoolstoexplorethefacetsof
immigration.

Appendix2:
KWLchart