Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

YEAR LEVEL TOPIC SUB-STRAND

Year 6 Migration History
RATIONALE - (links to literature required)
The topic of migration is aimed at year 6 learners. Migration is an important to teach as it allows students to value their belonging in a diverse and dynamic
society (Gilbert & Hoepper 2017, p. 56). Migration links to the Australian Curriculum Humanities and Social Sciences subject through the History sub-strand.
This will link to the knowledge and understanding content descriptor of “Stories of groups of people who migrated to Australia since Federation (including
from ONE country of the Asia region) and reasons they migrated” (Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016, ACHASSK136).
This topic has links to all Inquiry and skills strands of questioning, Researching, Analysing, Evaluating and reflecting and communication. The HASS value that
best links to the topic of migration is Understanding, tolerance and inclusion (commonwealth of Australia 2011).
This value best links to the topic of migration as students need to be aware of others cultural background, accept diversity and being included and inclusive of
others in society. The unit plan will include both primary and secondary sources with the use of the internet and picture books. Fiford supports internet
sources as they offer teachers and students the ability for a more engaged and sophisticated education (2011, p. 9). Arnolds seven step inquiry model
supports engaging students with resources as it reaches a point where students are interested and engaged to find out what happens (Arnold 2010, p. 21). A
lesson plan will be provided with many quality resources including The Little Refugee by Ahn Do, Migration Museum, Websites and a YouTube video
“Migration video for primary school” by Caitlin Wallace.

LEARNING FOCUS - (links to literature required)

INQUIRY QUESTION – Who were the people that came to Australia? Why did they come?

KNOWLEDGE/UNDERSTANDING INQUIRY and SKILLS (choose 1 from each phase)

Stories of groups of people who migrated to Australia QUESTIONING
since Federation (Including from ONE country of the Asia Develop appropriate questions to guide an inquiry about people, events, developments, places,
Region) and reasons they migrated (ACARA 2016, systems and challenges (ACARA 2016, ACHASSI122)
ACHASSK136)

RESEARCHING
Locate and collect relevant information and data from primary sources and secondary sources
(ACARA 2016, ACHASSI123)

ANALYSING
Examine different viewpoints on actions, events, issues and phenomena in the past and present
(ACARA 2016, ACHASSI127)
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

EVALUATING & REFLECTING

Evaluate Evidence to draw conclusions (ACARA 2016, ACHASSI129)

COMMUNICATING
Present ideas, findings, viewpoint and conclusions in a range of texts and modes that incorporate
source materials, digital and non-digital representations and discipline-specific terms and
conventions (ACARA 2016, ACHASSI133)

CROSS CURRICULUM LINKS – (links to literature required)

General Capabilities Cross Curriculum Priority Cross Curricular Links
Literacy Asia and Australia’s Engagement with Asia English
Critical-creative (ACARA 2016)
Personal-social
(ACARA 2016)

CONCEPTS –
Sources
Perspective
Empathy (ACARA 2016)

ASSESSMENT - (links to literature required)

ACHIEVEMENT STANDARDS –
They identify and describe continuities and changes for different groups in the past (ACARA 2016)

FORMATIVE ASSESSMENT TASKS (Two needed) SUMMATIVE ASSESSMENT TASK (one needed)
1. The first formative Assessment involves the researching phase
where students go on an excursion to the Migration Museum. The Summative Assessment involves producing a Narrative and oral presentation.
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

Students will fill in the work sheet during their excursion to the Students will write a narrative in the position of a migrant ensuring they use all
migration museum. The teacher will collect these to gain insight their knowledge learnt on migration.
into the student’s knowledge formed, still needed and Students must include:
confusion Tittle
Introduction
2. This second formative Assessment involves the analysing phase Body:
where students produce a Letter. Students will write a letter in Emotion
the position of a migrant, using the little refugee as a guide. Perspective
Students must include emotion, point of view and explanation Conclusion
throughout their letter to show understanding of what a
migrant Is, why it happens and how. Students oral presentation must be clear, confident and spoken well as if they had
lived through their narrative

TEACHING SEQUENCE - (links to literature required)

AC INQUIRY & LEARNER ACTIVITY CURRICULUM LINKS RESOURCES ASSESSMENT
SKILLS PHASE
Brainstorming – Graffiti Wall CROSS CURRICULAR LINKS: Migration video for
-Students will be required to list English primary school by
all things they know about
migration GENERAL CAPABILITIES:
Caitlin Wallace
QUESTIONING
- they will watch the YouTube Literacy https://www.youtube.c
Develop appropriate clip on migration and further Critical-creative om/watch?
questions to guide expand on their graffiti wall (ACARA 2016) v=ayBByVpyUDI
an inquiry about listing more things they know
people, events, CONCEPTS:
developments, Perspective Texters
places, systems and (ACARA 2016) HASS books
challenges (ACARA
2016, ACHASSI122) 5 W’s & H questions
Read the little refugee picture
book as a class The little refugee by
Students ten list in their Hass Ahn Do
book questions they would ask
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

Ahn Do about migrating to Texters / pens

Australia HASS books
- Does it still impact him?
- What does he miss?
- What he thinks life
- What would life be like
if he didn’t migrate?

Develop questions about

Migration
- Why do they leave?
- How do they leave and
enter countries?
- Where do people
migrate to?
- What is their reason to
leave?

CROSS CURRICULAR LINKS: The formative Assessment involves

Migration Museum English Worksheets the Migration Museum
RESEARCHING Students will explore the pens
migration museum GENERAL CAPABILITIES: Students will fill in the work sheet
Locate and collect - Students will be Literacy 82 Kintore Avenue, during their excursion to the migration
relevant information required to take notes Critical-creative Adelaide, 5000 museum.
and data from on set handout (ACARA 2016) http://migration.history.s
primary sources and - See Appendix 3 a.gov.au/ The teacher will collect these to gain
secondary sources CONCEPTS: insight into the student’s knowledge
(ACARA 2016, Individual Research Sources formed, still needed and confusion.
ACHASSI123) Read two or more stories from (ACARA 2016)
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

migrants
-list in HASS books key points http://waves.anmm.gov.
about their journey au/Immigration-
-chose from site given or find Stories/Stories-from-our-
their own collection.aspx
HASS books
Pens

CROSS CURRICULAR LINKS: The formative Assessment involves

Ven diagram English HASS Books the Letter
ANALYSING Compare migration between Pens
two different immigrants from GENERAL CAPABILITIES: Notes from researching Students will write a letter in the
Examine different various times Literacy position of a migrant, using the little
viewpoints on Critical-creative refugee as a guide.
actions, events, (ACARA 2016)
issues and Students must include emotion, point
phenomena in the Letter CONCEPTS: of view and explanation throughout
past and present Students will write a letter in the Perspective their letter
(ACARA 2016, point of view of Ahn Do back to Empathy
ACHASSI127) their family (ACARA 2016) HASS Books
The letter will include: Pens
Date x/x/xx The Little Refugee by Ahn
Dear…. Do
Information
From…….
(Formative Assessment)

CROSS CURRICULAR LINKS:

Re-Visit English
EVALUATING & Students re-visit their HASS book
REFLECTING Questioning phase work GENERAL CAPABILITIES: Pens
Expanding on their graffiti wall Literacy Questioning work
Evaluate Evidence to with more knowledge they Critical-creative
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

draw conclusions formed (ACARA 2016)

(ACARA 2016, Look t questions they formed
ACHASSI129) and determine answers they CONCEPTS: HASS book
may have found Perspective Pens
(ACARA 2016)

Six thinking hats

Using the hats students will
categories their knowledge and
experiences into each category.
White
Black
Blue
Green
Red
yellow

CROSS CURRICULAR LINKS: The Summative Assessment involves

Narrative English HASS book producing a Narrative and oral
COMMUNICATING Create a narrative on migration Pen presentation
Students will apply all their GENERAL CAPABILITIES: Previous work on
Present ideas, knowledge on migration to Information-communication migration from all phases Students will write a narrative in the
findings, viewpoint create their own migration story Literacy position of a migrant ensuring they
and conclusions in a Critical-creative Optional: Smart board use all their knowledge learnt on
range of texts and This will need to include (ACARA 2016) migration.
modes that - Tittle
incorporate source - Introduction CONCEPTS: Students must include:
materials, digital and - Body consisting of: Perspective Tittle
non-digital Emotion (ACARA 2016) Introduction
representations and Perspective Body:
discipline-specific - Conclusion Emotion
terms and Perspective
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

conventions (ACARA Oral Presentation Conclusion

2016, ACHASSI133) Students will present their
completed narrative to the class Students oral presentation must be
with emotion in their reading. clear, confident and spoken well as if
Students may wish to source they had lived through their narrative.
images to display on the smart
bored to support their narrative. Refer to Appendix 1 and Appendix 2
(Summative Assessment)

References:

Arnold, D 2010, Inquiry learning: making history alive. Ethos: Term 2, pp 20-25.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, Humanities and social science, The Australian Curriculum v8.3, Viewed 5
April 2018,

< https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/?
year=12102&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capability=I
nformation+and+Communication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Inter
cultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false>

Caitlin Wallace 2015, Migration video for primary school, video, YouTube, 26 April, viewed 6 April 2018,
<https://www.youtube.com/watch?v=ayBByVpyUDI>
Commonwealth of Australia 2011, National framework: nine values for Australian schooling, Viewed 4 June 2018,
< http://www.curriculum.edu.au/values/val_national_framework_nine_values,14515.html>
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

Do, A, Do Suzanne 2011, The little refugee, Allen & Urwin, Crows Nest, NSW

Fiford, J 2011, ‘Finding quality resources idea for engaging with social education content for the 21 st century classroom’, Ethos, Vol. 19, No. 3,
pp 7-11.

Gilbert, R and Hoepper, B 2017, Teaching humanities and social Sciences, Cengage Learning Australia.

Migration Museum Viewed 4 June 2018

< http://migration.history.sa.gov.au/ >

National Maritime Museum 2016, Stories form our collection, National Maritime museum, viewed 5 June 2018,

< http://waves.anmm.gov.au/Immigration-Stories/Stories-from-our-collection.aspx>
 Heidi Kudler ASSIGNMENT 2 -UNIT OF WORK ID:110230761

Appendix 1:

A B C D
Narrative Excellent structure with Good structure with Clear structure with Poor structure with
followed a flow and organisation flow and flow and flow and
structure with organisation organisation organisation
organisation
Use of Excellent use of Good use of Clear use of Poor use of
terminology terminology throughout terminology terminology terminology
thought the the narrative throughout the throughout the throughout the
narrative narrative narrative narrative

Understanding Excellent understanding Good understanding Clear understanding Poor understanding

of migration of what migration is, of what migration is, of what migration is, of what migration is,
how it happens and why. how it happens and how it happens and how it happens and
why. why. why.

Shows emotion Excellent display of Good display of Clear display of Poor display of
and Perspective emotion and Perspective emotion and emotion and emotion and
on the topic of on the topic of migration Perspective on the Perspective on the Perspective on the
migration topic of migration topic of migration topic of migration

Presentation Excellent presentation Good Presentation Clear Presentation Poor Presentation

was clear, with clear, confident and with clear, confident with clear, confident with clear, confident
confident and engaging voice and engaging voice and engaging voice and engaging voice
engaging
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ID:110230761

Appendix 2:

Name: ______________ Date: ____________

Narrative and Oral Presentation

Summative Assessment - producing a Narrative and oral presentation.
Appendix 2:
Your task is to write a narrative in the position of a migrant. You MUSY make sure you show
your understanding on what migration is, why is occurs and how it happens while showing
empathy.

Check List:
 Tittle
 Introduction
 Emotion
 Perspective
 Conclusion
 Final narrative
 Oral presentation – make sure you have a confident and
projected voice with emotion
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Appendix 3:

I still do NOT understand: I NOW understand:

I found this interesting: I would like to know more about: