Journeys to Australia

Inquiry Focus Statement Inquiry Focus Ques3ons Session Focus Understandings

Understanding the journeys that people take to arrive in 1. Why do people choose to come to Australia as immigrants, migrants and refugees? At the end of this unit, students will
Australia, through immigra8on, migra8on and refuge. 2. How has immigra8on, migra8on and refuge made Australia a country of diversity? understand:
1. The dierences between immigra8on,
migra8on and refuge.
Inquiry pedagogy is considered an ac8ve form of learning, as it allows students to work in new ways with teachers and promotes a collabora8ve 2. The reasons why immigrants, migrants
learning environment (Healey and Roberts 2004). It u8lises the teacher as a facilitator and evidently inhibits the construc8vist approach. There and refugees come to Australia.
are evidently many confusions when designing an inquiry unit, however, Wallace (2017) ar8culates that when crea8ng an inquiry unit within 3. The experiences and condi8ons that
humani8es, it is essen8al to include various forms of evidence and sources. This allows the students to develop an in-depth understanding of the people endured on their journey to
concepts and promotes the use of hands-on learning, allowing the students to be open-minded and pose ques8ons. This enables the students to Australia.
develop an informed explana8on of the relevant concept through the use of various artefacts (Wallace 2017). There are many valuable benets 4. The dierent perspec8ves and stories
that are associated with inquiry-based learning; it allows the students to be directly involved in their learning, u8lising their ability to pose about peoples journeys to Australia.
5. The impact that the inux of
ques8ons and problems in order to develop their understanding. Barron and Darling-Hammond (2008) argue that inquiry-based learning benets
immigrants, migrants and refugees had
both individuals and their collec8ve knowledge, as the students are engaged in their knowledge and become aware of essen8al twenty-rst
on Indigenous Australians and Torres
century skills. These skills enable students to eec8vely work collabora8vely and to calculate complex problems and relevant knowledge through Strait Islanders.
specic lessons and tasks (Healey 2005). Inquiry-based learning has the ability to prepare students, For the complex and ever-changing 6. The reasons behind Australia being a
world (p. 11), as they are required to develop their cri8cal thinking, interpersonal and life skills (2008). Inquiry pedagogy encourages students to largely diverse country.
develop their individual understanding, as well as provides a collabora8ve learning environment. Within the Humani8es discipline, students 7. Cultures are dierent, however also
benet from collabora8ve work, as they are able to gain a deeper understanding from their peers, as each individual processes the content present many similari8es.
dierently. Harris (2017) ar8culates that collabora8ve work is a cri8cal element within inquiry pedagogy, as it promotes students skill sets and 8. The importance of becoming ac8ve and
encourages them to, Move presenta8ons beyond paper and ink (p. 28). This reassures the importance of hands-on learning and enables them informed ci8zens.
to provide meaningful connec8ons to various concepts. Inquiry pedagogy is an essen8al element within humani8es, as it allows the students, To
iden8fy, locate and research a range of sources of informa8on (p. 47) in order to develop a more in-depth understanding of concepts (Hoepper
2014). In addi8on, the Victorian Curriculum evidently addresses the importance of u8lising cri8cal inquiry within classrooms. Inquiry is
incorporated within the General Capabili8es, being the Cri8cal and Crea8ve Thinking and Ethical Capabili8es (VCAA 2017). The Victorian Key Skills
Curriculum ar8culates the importance of fostering inquiry within the classroom, as it has the ability to challenge students thinking, as well as Throughout this unit, students will have
encourage them to be open-minded an innova8ve risk-takers (VCAA 2017). developed these skills:
D e s c r i b e t h e d i e r e n c e s b e t w e e n
It is essen8al for students to be aware of how people arrive in Australia and the various journeys and experiences they have encountered, as our immigrants, migrants and refugees.
Jus3fy the reasons why people made the
society is made up of a large number of diverse cultures and ethnici8es. The unit will analyse various refugee stories, and students will develop
journey to Australia.
an understanding that no two people are the same. In addi8on, this unit allows the students to respect one another and signify equity, peace and
Explain the eects that immigra8on,
diversity within our growing popula8on (Preston 2017). Students are ogen unaware of the diverse groups that are present in Australia, however,
migra8on and refuge had on Australia and
28.5% of Australias popula8on are born overseas as of 30 June 2016 (Australian Bureau of Sta8s8cs 2017). It is necessary for students to explore Indigenous Australians and Torres Strait
this concept as they engage in what life was like for dierent groups of people around the world and the reasons why they may ee a country. Islanders.
This concept is essen8al for Grade 5 and 6 as students are mature enough to grasp the content. This allows both levels to inves8gate the Analyse stories and historical documents
individual causes and reasons about why people migrated to Australia, although it can ogen cause some unseWledness within the cohort. This about journeys to Australia.
inquiry topic is essen8al within the curriculum, as the unit will cover key concepts and knowledge, which is crucial content while living within our Compare the lives of people living in
culturally diverse country. Australia and people living in less fortunate
countries.
Journeys to Australia will be an inclusive inquiry topic and will promote equity within the classroom, with the unit primarily focusing on Record learning through the use of a blog.
respec8ng and apprecia8ng, Culture, social and religious diversity (Australian Educa8on Ministers 2008). The inquiry unit will allow the
students to par8cipate within a collabora8ve learning environment, signicantly acknowledging teamwork whilst eec8vely communica8ng
ideas (2008). In addi8on, the unit will also address human rights, which is essen8al for the students to develop into, Ac8ve and informed
ci8zens (2008, p.9). This will be addressed through the explora8on of na8onal values of equity and jus8ce, while allowing students to relate to Key Concepts Assessment
various cultures and countries. At the conclusion of the unit, students should be considered to be, Responsible global and local ci8zens (2008, Diversity Summa8ve
p.9) through the explora8on and inves8ga8on of the key concepts (2008). Immigra8on - L e W e r t o
Culture PenPal
Furthermore, values, peace and ethics are key concepts within the Humani8es curriculum, which will be discussed within the inquiry unit. In Community - Brochure
addi8on to looking at peoples journeys to Australia, the unit will also explore human rights. It will analyse how they were established for Iden8ty
children, young adults, adults and elders in order to diminish conict and violence worldwide (Wallace 2017). The unit will also address the Belonging Forma8ve
Humani8es curriculum by inves8ga8ng the complex processes that are evident within our world, and also analyses the dierent challenges Loca8on - A u t o -
people may experience during their journey (VCAA 2017). The overall outcome of the unit is for the students to become Ac8ve, informed and Standard of biography
living. - Blog.
responsible ci8zens within our globalised world, as well as developing an understanding of the diversity, represented within their local
community (2017). The sequence of lessons will highlight various socie8es and encourage them to celebrate in their diverse tradi8ons and
cultures within the local community (2017). Carly Notley and Jessica Kelaart
Week 1, Session 1 Diversity in Our Class Week 1, Session 2 Exploring Two Cultures Week 2, Session 1 Migra8on Stories Week 2, Session 2 - Refugee Day Week 3, Session 1 Another Look at Student Diversity
Learning Inten3on: 6, 7 Learning Inten3on: 7 Learning Inten3on: 1, 2, 3, 4, 6, 7 Learning Inten3on: 1, 2, 3, 4, 6, 7 Learning Inten3on: 1, 2, 3, 4, 6, 7
Prompt students with ques8ons about the school Show students Mirror (2010) by Jeannie Baker. Watch an immigra8on story on The Age website and, as Brainstorm refugees to nd out students prior Discuss students ndings from the survey that they
community, including Who is in our community?, Compare the cultures and daily lives of two boys - one a class, discuss the informa8on that the person shared knowledge and exis8ng understandings about refugees. were required to complete as an at-home task. Through
Is everyone in our community the same?, How are being from Sydney, Australia and the other from through their story. Students will then be placed into Students will be provided with a K-W-L chart and are their ndings, relook at the diversity of students
people in our community the same, and how are they Morocco, North Africa. In small groups, students are to four groups. Each group is to focus on a par8cular required to complete the What I Know and What I na8onali8es and cultures to see whether any other
dierent?, Have we all experienced the same things choose a certain aspect of their daily life from both immigra8on story on The Age website and represent Want to Know columns based on their current countries are to be added to the exis8ng list that was
in life? Raise a discussion about the diversity of cultures and represent the dierences between them the informa8on about the persons story as a knowledge about refugees. Watch a Behind the News created in Week 1, Session 1. Using a large poster of a
students cultures in the class. List all students through role-play (for example, in Sydney, Australia, the PowerPoint Presenta8on. Students are encouraged to segment on Refugee Day. This segment will be played world map, place a pin on all the countries that
na8onali8es on the whiteboard and create a tally, family goes to the supermarket to purchase food, break up the workload accordingly and are able to twice, allowing students to purely focus on watching students or their families come from. Using string,
based on the amount of students belonging to each whereas in Morocco, North Africa, the family goes to relisten to their groups story on their iPads if the segment the rst 8me, and complete the What I connect these countries to Australia. This signies the
na8onality. Students are to represent the results from the local market to purchase meat and spices). necessary. Groups will share their knowledge through Learned column of the K-W-L chart the second 8me. journey that was once taken to get to Australia.
the tally in the form of a graph. Students are to collect a Students will have the opportunity to share how they the presenta8on of their PowerPoints. Following the lesson, students will be required to Students are to then create their own Journeys to
blank handout of a World Map from the teacher and, would feel if they were to go from their daily life in complete an at-home task in prepara8on for the next Australia Blog on Kidblog and are to type their survey
using an atlas, are required to locate and colour in each Australia to daily life in North Africa. lesson. ques8ons and responses into their blog.
of the countries that their peers are from.
Resources: Map, pins, string, laptops/iPads, Kidblog
Resources: Blank world map handout, atlas Resources: Mirror by Jeannie Baker Resources: Immigra8on Stories (The Age), laptop Resources: Refugee Day (Behind the News), K-W-L Curriculum Links: (VCHHC084), (VCHHK091),
Curriculum Links: (VCGGK093), (VCICCB009), Curriculum Links: (VCGGK093), (VCICCB009), Curriculum Links: (VCHHC084), (VCHHK091), chart (VCHHK095), (VCGGK092), (VCICCB009), (VCICCB010)
(VCICCB010), (VCPSCSO029). (VCICCB010), (VCPSCSO029). (VCHHK095), (VCCCC017). Curriculum Links: (VCHHK091), VCHHK095). Assessment: Blog.

Week 3, Session 2 Refugees and Migrants Week 4, Session 1 Incursion: Guest Speaker Week 4, Session 2 Autobiography Week 5, Session 1 The SeIlement Game Week 5, Session 2 Reasons for eeing
Learning Inten3on: 1, 2, 3, 4, 6, 7 Learning Inten3on: 2, 3, 4, 6 Learning Inten3on: 2, 3, 4, 6 Learning inten3on: 3, 4, 8 Learning Inten3on: 2, 5, 6
Watch a Behind the News segment on Refugees and Students will have the opportunity to listen to a guest Based on the informa8on collected during the Students will play The SeWlement Game. This will Students will inves8gate why immigrants and refugees
Migrants. Students will be provided with a mix-and- speaker, who is a refugee, speak rst-hand about their incursion, students will create an autobiography based allow the students to understand the uncertainty ee their country for Australia. They will experience
match ac8vity, requiring them to match the 8tles of past experiences and journey to Australia. The lesson on the guest speakers presenta8on including surrounding the journeys that people take to get to how Indigenous and Torres Strait Islanders may have
immigra8on, migra8on, refugees and asylum will consist of an hour, interac8ve presenta8on and will informa8on about their personal experiences and an Australia. Each corner of the room will be labelled as a felt with the inux of immigrants, through a surprise
seekers to their appropriate deni8ons. They will paste explore where the person has come from, current outline about who refugees are and where they come seWlement. The students are to choose an ini8al visit from the other Grade 5/6 class. The other class will
the corresponding 8tles and deni8ons into a ipbook refugee sta8s8cs and everyday condi8ons faced by from. In partners, students will then create a short seWlement to seWle on and must choose whether they enter the classroom unannounced and begin using
that they will create themselves. Throughout the unit, refugees overseas. Students must ensure they are autobiography based on the presenta8on from the will move or stay on their seWlement when prompted students belongings without permission. In small
students will have the opportunity to include thoughts taking notes about the key concepts and facts discussed guest speaker. Students will be required to crea8vely with scenarios incorpora8ng push and pull factors. groups, students will then ar8culate how they felt when
and reec8ons into their ipbooks if necessary. within the presenta8on. present this autobiography within their blogs, 8tledLife Students are required to make decisions about their the other class entered the room and used their
of a Refugee. choice of seWlements independently in order to plan belongings without permission. This will be
their own journey most eec8vely and keep themselves communicated through a Y-Chart, outlining what it felt
safe from harm. like, looked like and sounded like.
Resources: Refugees and Migrants (Behind the News), Resources: Guest speaker through the Refugee Council Resources: Laptops, Kidblog
mix-and-match ac8vity of Australia School Program Curriculum Links: (VCHHC084), (VCHHK091), Resources: The SeWlement Games prompts Resources: Y-Chart
Curriculum Links: (VCHHK091), (VCHHK095), Curriculum Links: (VCHHC086), (VCHHK091), (VCHHK095), (VCCCTQ021) Curriculum Links: (VCHHC085), VCHHC086), Curriculum Links: (VCHHC084), (VCHHC085),
(VCPSCSO029), (VCPSCSO033). (VCHHK095), (VCGGK093), (VCCCC014), (VCICCB010). Assessment: Blog. (VCHHK091), (VCHHK095), (VCCCC017), (VCPSCSO033). (VCHHC086), (VCHHK091), (VCCCC014), (VCCCC017).

Week 6, Session 1 Write to a PenPal Week 6, Session 2 Interview Week 7, Session 1 Human Rights Week 7, Session 2 Understanding Human Rights Week 8, Session 1 Excursion: Immigra8on Museum
Learning Inten3on: 1, 2, 3, 4, 7 Learning Inten3on: 1, 2, 3, 4 Learning Inten3on: 8 Learning Inten3on: 7, 8 Learning Inten3on: 1, 2, 3, 4, 5, 6, 7, 8
Introduce the concept of PenPals. Brainstorm ideas Together, as a class, create some suitable and Students will discuss quali8es about themselves that Students will be introduced to the Child Friendly Students will have the opportunity to visit the
about topics that could be discussed in a leWer to appropriate ques8ons that could be asked to someone they believe are to be good and /or bad quali8es. The Human Rights document. Their understanding will be Immigra8on Museum. Through this experience,
another child, including facts about yourself, family, who has recently made the journey over to Australia. teacher will then prompt the students with ques8ons to developed through the use of a potato. Each student students will develop their understandings through the
hobbies, educa8on, daily life, transport, favourite foods Individually, students are to create a c8onal character further enhance their understanding about human will receive a potato; they will have one minute to various exhibi8ons, including Journeys of a Life8me,
and drinks, etc. Students are to then compose a leWer that has recently made the journey over to Australia rights, including Do you respect good quali8es in examine, name and get to know their potato. Gerng In, Immigrant Stories and Timeline, Leaving
to a PenPal. Students in Grade 5 are to write a leWer and must respond to at least four of the ques8ons others?, How do you show respect for one another?, Students will discuss the unique features of their potato Home, Our Odyssey and the Community Gallery.
from their own perspec8ve, being a child living in developed, as this character. Students must then nd a Have you ever been hurt or insulted? How did that through the wri8ng of a narra8ve that outlines the life Students will navigate around the Immigra8on Museum
Australia, while students in Grade 6 are to write a leWer partner who will act as an interviewer and lm the make you feel? Students will represent their of their potato. Students will develop an understanding in a small group and will be required to complete an
from the perspec8ve of a child living in a country of interview on the interviewees iPad. Students understandings of the rights they believe humans need that, just like potatoes, humans share common and Immigra8on Museum Passport provided to them by
refuge. Students will read their leWers to their PenPals interviews will then be uploaded to their blogs and in order to live, on a paper cutout of a leaf, ower, fruit dierent aWributes, however, are all equal and en8tled the museum.
(Grade 5 to a Grade 6, vice versa). viewed on the interac8ve whiteboard. or branch which will be added to the classroom display to human rights.
of a Human Rights Tree.
Resources: iPads/laptops, Kidblog, IWB Resources: Immigra8on Museum Passport
Curriculum Links: (VCHHC084), (VCHHK095), Curriculum Links: (VCHHK091), (VCHHK095), Resources: Tree display Resources: Child Friendly Human Rights, potatoes Curriculum Links: (VCHHC084), (VCHHC085),
(VCCCC014), (VCICCB009), (VCICCB010), (VCPSCSO029) (VCCCTQ021), (VCPSCSO032) Curriculum Links: (VCPSCSO029), (VCICCB009), Curriculum Links: (VCPSCSO029), (VCICCB009), (VCHHC086), (VCHHK091), (VCHHK095), (VCICCB010),
Assessment: LeWer to a PenPal. Assessment: Blog. (VCCCTQ021). (VCICCB010), (VCCCC014), (VCCCC017). (VCOSCSO029).

Week 8, Session 2 Back at School Research Week 9, Session 1 Write for the School NewsleIer Week 9, Session 2 Design a Brochure Week 10, Session 1 Cultural Dance and Games Week 10, Session 2 Diversity Day!
Learning Inten3ons: 1, 2, 3, 4, 6 Learning Inten3ons: 1, 2, 3, 4, 6 Learning Inten3ons: 2, 6, 8 Learning Inten3on: 6, 7 Learning Inten3on: 6, 7
Students are to complete the Back at School sec8on of Brainstorm interes8ng aspects about the Immigra8on In partners, students are to design a brochure, or Teacher to select videos on YouTube about tradi8onal In recognising and celebra8ng our similari8es and
their Immigra8on Museum Passports. In order to Museum and note these statements on the whiteboard. another form of adver8sement material, that is dance or games belonging to students cultures. dierences, each student is invited to bring in a
complete this sec8on, students will be required to Using these statements, as well as their blog reec8ons, directed at families in countries of refuge. The brochure Students are encouraged to partake in each cultures tradi8onal food from their culture and can dress up in
conduct research on the internet, using child-friendly students are to work in partners to write a reec8ve will communicate aspects about living in Australia, tradi8onal dance/s and games. Individual students, or tradi8onal clothing, or clothing that simply represents
websites about immigra8on. Students are to then piece about the excursion for the school newsleWer. including informa8on about the weather, food, people, groups of students belonging to the same culture, also their culture. Students will have the opportunity to
reect on the excursion by sta8ng the aspects that they Students must ensure that they eec8vely daily life, popular sports and the environment. The have the opportunity to share examples of tradi8onal share informa8on about the tradi8onal food they have
found interes8ng and the aspects that they will communicate their understandings about immigrants, overarching aim of the brochure is to promote Australia dance or games with their peers. Students will reect brought in, or the tradi8onal clothes that they are
specically remember from their visit. They are to migrants and refugees, their experiences and journeys as being the mul8cultural, diverse and inclusive country on the lesson by conversing with their peers about the wearing. Students parents, grandparents or special
document these on their blog, under the 8tle of to Australia and the reasons why they leg their that it is today. Students may choose to present their cultural dances and games that they enjoyed or found friends are also welcome to aWend the celebra8on.
Immigra8on Museum Reec8on. homeland. In addi8on, students must state how the adver8sement in digital or physical form. challenging.
excursion to the Immigra8on Museum further
enhanced their learning.
Resources: Immigra8on Museum Passport, iPads/ Resources: Laptops/iPads Resources: YouTube, IWB, props for dance, equipment
laptops, Kidblog Resources: Kidblog Curriculum Links: (VCGGK093), (VCICCB009), for games. Resources: Party supplies (plates, cups, cutlery, etc.)
Curriculum Links: (VCHHC086), (VCHHK091) Curriculum Links: (VCHHC084), (VCHHC085), (VCICCB010),(VCPSCSO029), (VCPSCSO032) Curriculum Links: (VCICCB009), (VCICCB010), Curriculum Links: (VCICCB009), (VCICCB010),
Assessment: Blog. (VCHHK091), (VCICCB010). Assessment: Brochure. (VCPSCSO029). (VCPSCSO029).