EDUC5170: Assignment 2 Karly Neoh #110234311

YEAR 6 HISTORY UNIT – AUSTRALIAN MIGRATION

Unit Title Duration of Unit
Australia as a diverse nation 5 weeks (10 lessons)

Rationale
The Australian Curriculum has recognized History as an important area of study, as it allows students to develop the ability to question, think
critically, solve problems and communicate effectively. An understanding of past events and how they have shaped Australia today is an important
foundation for students to build. This knowledge will enable them to think about and respond to today’s issues and act as an active and informed
citizen (ACARA, 2016).

This unit focuses on Australia’s development as a nation from Federation up until today by exploring the different waves of migration through the
stories of individual migrants, refugees and asylum seekers. Students will identify the reasons why people left their homelands, and explore the
social, cultural, economic and political contributions migrants have made to Australia. Students will also have the opportunity to investigate the
changes in Australia’s immigration policies, the beliefs of which they were based on and the implications they have on past and future immigrants.
The engagement of Asia and Australia’s engagement with Asia is also explore, enabling students to understand how we are connected with diverse
people and places across the world (ACARA, 2016). The unit also aims to develop student’s understanding and appreciation of diversity within their
own classroom and school, as well as the broader Australian community as a result of studying migrant’s stories. By the end I hope to have created a
sense of community in the classroom, as students will understand that Australia is nation of many immigrants from many different backgrounds.
This is particularly important in today’s multicultural society.

Unit Outline
Students explore the different waves of migration throughout Australia’s history since Federation. By the end of the unit students will understand:
• People migrate for many different reasons
• The difference between a refugee, asylum seeker and migrant
• The impact of migration on Australian society (including economic and social development)
• Diversity is a result of all the different waves of migration throughout Australia’s history
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Key Inquiry Questions Key History Concepts

• Why is Australia a multicultural society? The unit provides opportunities to develop historical understandings that
• Who were the people who came to Australia and why would are focused on the following concepts:
they leave the country in which they are born? • Cause and effect
• What contribution have significant individuals and groups made • Perspective
to the development of Australian society? • Empathy

Australian Curriculum
Historical content descriptors to be taught
Historical knowledge & understanding
• Stories of groups of people who migrated
to Australia since Federation (including
from ONE country of the Asian region)
and reasons they migrated (ACARA, 2016,
ACHASSK136)
• The contribution of individual’s and
groups to the development of Australian
society since Federation (ACARA, 2016,
ACHASS137)
• Who can be an Australian citizen, the
formal rights and responsibilities, and
shared values of Australian citizenship
(ACARA, 2016, ACHCK038)
General capabilities & cross-curriculum priorities
Inquiry Skills
• Develop appropriate questions to guide an Literacy
inquiry about people, events, developments, Numeracy
places, systems and challenges (ACARA, ICT Competence
2016, CHASSI122) Critical & Creative Thinking
• Locate and collect relevant information and Ethical Behaviour
data from primary sources and secondary Intercultural Understanding
sources (ACARA, 2016, ACHASSI123)
• Sequence information about people’s lives, Asia and Asia’s Engagement with Australia
events, developments and phenomena using
a variety of methods including timelines
(ACARA, 2016, ACHASSI125)
• Interact with others with respect, identify
different points of view and share personal
perspectives and opinions (ACARA, 2016,
ACHCS043)
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Links to other learning areas

Learning in history involves the use of knowledge and skills learnt in other areas (ACARA, 2016). In this unit there are particularly strong links to
English. Literacy is vital for historical understanding (ACARA, 2016). Throughout this unit students explore a range of different texts that they must
read and make critical judgments. In addition, students create their own texts, including reports, biographies, letters and diary entries. Therefore,
they must use their existing knowledge to think about the different structures of these texts, as well as an understanding of the power of language
and symbols, and their capacity to communicate effectively. Additionally, this unit draws from students understanding and skills developed in
numeracy as much of the evidence and reasoning in this unit is quantitative, as students order events in chronological order, and look at changes in
the movement of people. These call for an understanding of numerical scale and proportion (ACARA, 2016). There are also cross-curriculum links to
Civics and Citizenship towards the end of the unit as students explore the notion of citizenship and how people can become an Australian citizen
(ACARA, 2016). The use of information and communication technologies (ICT) is encouraged in a number of lessons. Access, use and skills with ICT
allow students to participate effectively in a knowledge-based society (ACARA, 2016). Throughout the unit students are required to conduct their
own research using the internet, and use of video clips and interactive games are also used to enhance students ICT capabilities.

Achievement standards
Historical Knowledge & understanding
By the end of Year 6, students explain the significance of an
event/development, and individual and/or group. They describe the
causes and effects of change on society. They compare the experiences
of different people in the past and they can explain what it means to be
an Australian citizen (ACARA, 2016).
Inquiry skills
Students develop appropriate questions to frame an investigation. They
locate and collect useful data and information from primary and
secondary sources. They identify different perspectives in the past and
present. Students sequences information about events, the lives of
individuals and selected phenomena in chronological order and represent
time by creating timelines (ACARA, 2016).
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Lessons & Assessment

Description Assessment Resources
Week 1:
(60 minutes)
• Begin class discussion by asking students what Concept map • http://www.sbs.com.au/news/map/
is migration? Does anyone know someone Students create their own concept map, and add where-australias-immigrants-were-
who has moved to Australia from overseas? ideas to this each week as a form of formative born-adelaide
• Students create their own concept map to assessment (Tuttle, 2014, pg. 41).
show current knowledge and understanding
of migration
• View map displaying where Australia’s
immigrants were born in Adelaide as a class
• Students then explore their own suburbs,
linking it to their own family history where
they can
(60 minutes)
• Students are split up and each group is given Portfolio • http://waves.anmm.gov.au/Immigrat
a paragraph summary of a period of migration For the summative assessment students will ion-Stories/Immigration-history
• Groups attempt to place their events in create a portfolio (Hoepper, 2014, pg. 109). Each
chronological order based only on the week students will add a different piece of work.
description given This will be assessed as a whole at the end of the
• Once in the correct order students create a unit.
timeline of Australian immigration and events
that led to migration with poster paper and Timeline
markers This activity helps students understand the
• Discuss the key countries and reasons for chronology of historic events and movements
 EDUC5170: Assignment 2
immigration for each historical event
• Students create their own copy of the
timeline to add to their portfolio
• Explain to students that they will be creating a
portfolio in which they will add new
information to each week, and hand out
rubric
• At the end of the lesson students add new
ideas and information to their concept map
Week 2:
(60 minutes)
• Ask if any students have been to the Snowy
Mountains? Does anyone know what the
Snowy Mountain Hydro Scheme is?
• Watch short video clip explaining the Snowy
Mountain Scheme and the people who
migrated to Australia to work on it
• In small groups students then research
information about the Scheme and write a
short summary of their findings
• Discuss the social, political and cultural
developments and evaluate their impact on
Australia
(60 minutes)
• In pairs, students conduct research to find
an interview with a migrant who worked on
Karly Neoh #110234311
regarding Australian migration (ACARA, 2016,
ACHASSI125). The class timelines will provide a
visual aid for students, which will help identify
cause and effect relationships between events
and people throughout the unit.
Report • http://splash.abc.net.au/home#!/me
Report is added to portfolio. dia/102912/the-snowy-mountains-
This activity allows students to explore a pull scheme-1949
factor that has contributed to people migrating to • http://dl.nfsa.gov.au/clip/droughtdef
Australia (ACARA, 2016, 2016ACHASSK136) and eat/
the impact the scheme had on Australia’s social
and environmental development (ACARA, 2016,
ACHASSK137). It also requires students to find
their own sources of primary and secondary
information (ACARA, 2016, ACHASSI123).
Migrant Profile
Profile is added to portfolio. This activity requires • http://www.scootle.edu.au/ec/viewi
 EDUC5170: Assignment 2
the Snowy Mountain Scheme
• Students create a short profile on their
migrant describing their experiences, and
making note of the positives and negatives
• Pairs share their stories with the class and
compare migrants experiences
• At the end of the lesson students add new
ideas and information to their concept map
Week 3:
(60 minutes)
• Students are presented with a set of
photographs depicting ‘boat people’ arriving
in Australia, no further information is
provided
• In small groups students conduct their own
investigation and write an article explaining
what they think is happening in the photo and
why
• Groups share their articles with the class
• At the end of the lesson explain the true story
behind the photographs
• Students then compare their articles with the
truth, noting similarities and differences
• Explain the difference between refugee,
asylum seeker and migrant
(60 minutes)
Karly Neoh #110234311
students to find their own primary source of ng/R11323/index.html
information (ACARA, 2016, ACHASSI123) and • http://lrrpublic.cli.det.nsw.edu.au/lrr
examine the different experiences people had, Secure/Sites/Web/snowy/Snowy/ass
therefore promoting perspective and empathy in ets/pdfs/audio_transcripts.pdf
students.
News Article
Article is added to portfolio. This activity allows • http://www.nla.gov.au/apps/cdview/
students to explore a push factor that has ?pi=nla.pic-vn3300297
contributed to people migrating to Australia • http://stories.anmm.gov.au/tudo/
(ACARA, 2016, ACHASSK136). Further, it
introduces the topic of Asia and Australia’s
engagement with Asia. The photographs are a
useful primary source to prompt students to
develop compelling questions to guide their
inquiry for the article (ACARA, 2016,
ACHASSI123).
Timeline
Timeline is added to portfolio. This demonstrates • http://www.nma.gov.au/interactives
student’s skills to sequence events in /tlf/hong_hai/
chronological order (ACARA, 2016, ACHASSI125).
 EDUC5170: Assignment 2 Karly Neoh #110234311

• Students follow the journey of the Hong Hai

and the experience of Vietnamese asylum Diary Entry/Letter
seekers who travelled on board on the Diary entry or letter is added to portfolio. This
National Museum of Australia website activity enables students to explore different
• Students create a timeline of the journey as points of view from which they see and
they interact with the website understand a past event, linking it to perspective
• Students then imagine they are a passenger and empathy concepts (ACARA, 2016).
on the Hong Hai and write a diary entry or
letter home detailing how they feel on the
journey over and/or arrival to Australia
• At the end of the lesson students add new
ideas and information to their concept map
Week 4:
(60 minutes)
• Lesson focuses refugees today, and how they Media Analysis • http://iview.abc.net.au/programs/yo
are represented in the media This activity develops the general capability of u-cant-ask-
• Begin by asking students if anybody in this critical thinking and allows students to explore that/LE1617H006S00#playing
class watches the news or reads the similar stories from different perspectives
newspaper? Has anyone seen any stories (ACARA, 2016), and may even challenge their own
about refugees recently? beliefs and understandings about migration.
• As a class students find articles which
represent refugees in both positive and
negative ways
• Class is then divided and each group is given
two or more articles to analyse and discuss
whether the report is accurate
 EDUC5170: Assignment 2 Karly Neoh #110234311

• Explain to students that sometimes news is

biased and sensationalized Biography
• Watch part of ABC’s You can’t say that: Biography is added to portfolio. This task allows • http://www.abc.net.au/tv/talkinghea
Refugees students to explore the different contributions ds/txt/s3022815.htm
(60 minutes) individual migrant’s have made to the • http://docs.wixstatic.com/ugd/2a63e
• Show students photograph of Ahn Do, ask if development of Australian society (ACARA, 2016, 8_401d042d2c9b4a0ba15475a60c7e
anyone knows who this person is? ACHASS137) 1bf2.pdf
• Students are split up into small groups and
each group is given a different area (e.g.
Education, Politics, Entertainment, Sport)
• Students must then find an individual migrant
who has made an impact in this area in
Australia and write a short biography on their
chosen individual
• Students share their research with the class
• At the end of the lesson students add new
ideas and information to their concept map
Week 5:
(60 minutes)
• Students will explore Australia’s current List of Values • http://www.sbs.com.au/news/article/2
migration policies and what migrants must do List is added to portfolio. This activity allows 015/05/28/could-you-pass-australias-
today to become an Australian citizen students to explore the values of Australian citizenship-test
• Students attempt the sample citizenship test citizenship (ACARA, 2016, ACHCK038), and • http://www.theaustralian.com.au/nati
on SBS website requires them to use their critical and creative onal-affairs/citizenship-changes-
• Read news article – ‘”Australian citizenship thinking. revealed-fluent-english-four-years-of-
must reflect Australian values” – What do you residency-australian-values/news-
 EDUC5170: Assignment 2 Karly Neoh #110234311

think Australian values are? story/47a5be9d81ba98145673cfd65fa

• Students in small groups then come up with 44c85
the rules/tests they think people should go
through
• At the end of the lesson students add new
ideas and information to their concept map
(60 minutes)
• In the final lesson students explore what it is Self Reflection • http://splash.abc.net.au/home#!/me
like for refugees arriving in Australia today by This is a form of formative assessment where dia/85690/new-arrivals-to-australia
watching the short video clip from the ABC students can reflect on and judge the progress of
website their own learning (Tuttle, 2014, pg. 109).
• In small groups students write some of the
challenges new migrants face in Australia
today
• As a class discuss things you could do to
welcome a new migrant to the
school/community
• Students complete a self reflection of how
they think they went in the unit, and what
they learnt
• At the end of the lesson students hand up
their portfolios, concept map and self-
reflection
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Learning Activities Rationale

Teachers are increasingly being expected to engage students in new and creative ways (Groundwater-Smith, Ewing & Le Cornu, 2015, pg. 264).
Cognitive learning and development theories provide guidance in planning effective lessons and offer useful strategies to apply in classrooms The
constructivist theory is widely used by many teachers (Groundwater-Smith, Ewing & Le Cornu, 2015, pg. 265). This unit encourages high student
engagement and input through the use of constructive teaching. Lessons are interactive, and create a space where students work together, discuss
and exchange ideas, and solve problems together. Teachers need to effectively scaffold students’ past knowledge and experience when introducing
new concepts (Groundwater-Smith, Ewing & Le Cornu, 2015, pg. 264). Student’s past knowledge and current understanding is taken into
consideration at the beginning of each lesson by asking students questions about what they already know on the topic, this allows me to build on
their current understanding (Woolfolk & Margetts, 2013, pg. 99). Central to constructivism is the idea that students play an active role in
‘constructing’ their own understanding of the world, rather than simply accepting information through rote learning (Le Cornu & Peters, 2005, pg.
51). Learning activities in this unit encourage students to find out information for themselves and develop their own understanding. For example, in
week one students attempt to place events in chronological order with only a description to help them, and their peers to help solve the problem,
rather than just giving them an already constructed timeline.

In constructivist classrooms students are challenged to solve problems and use inquiry methods to ask lots of questions, investigate topics, and use
appropriate resources to find answers (Woolfolk & Margetts, 2013, pg. 99). A variety of inquiry skills are encouraged and developed throughout this
unit, in particular questioning, researching, analyzing and communicating (ACARA, 2016). For instance, in week three students are presented with
photographs with no background information, this encourages students develop critical questions to help them understand what is happening in this
photographs and why. These questions then guide students to make further inquiries into the photographs and conduct their own research, and
locate and analyse relevant information to answer these questions.

Constructivist classrooms also rely heavily on collaborative activities (Woolfolk & Margetts, 2013, pg. 99). This unit requires students to work
together in pairs or small groups, and exchange ideas in groups or as a whole class. This teaches them to communicate their ideas effectively,
interact with others with respect, and consider different points of view and opinions. In this way, students learn not just from themselves, but also
from each other (Le Cornu & Peters, 2005, pg. 58). Group work is also linked to the general capability of personal and social capability, as students’
abilities to work collaboratively, aspects of interpersonal skills, leadership and effective communication (ACARA, 2016).
 EDUC5170: Assignment 2 Karly Neoh #110234311

Assessment Rationale
Students are given opportunities to demonstrate their knowledge, skills and understanding across a range of assessments. Both formative and
summative assessments are used throughout this unit to provide feedback to students and promote effective learning.
The first formative assessment requires students to create an ongoing concept map, in which they add new ideas and understandings in each lesson.
It gives insight into students’ initial understandings, which allows me to identify any gaps in students’ knowledge (Tuttle, 2014, pg. 41). It also
provides a visual representation for the students to see the relationships between ideas, as well as for the teacher to see how students are
progressing and visualize the changes in their thinking (Tuttle, 2014, pg. 41).

Next students are required to create an ongoing portfolio as a form of summative assessment (Gilbert & Hoepper, 2014, pg. 109). The portfolio is a
useful collection of student’s work from throughout the unit. The purpose of the portfolio is to document the wide range of work students create,
and to demonstrate their developing understanding of the topic of migration (Gilbert &Hoepper, 2014, pg. 109). This is assessed as a whole at the
end of the unit against the Australian Curriculum Achievement Standards using clear criteria set out in a rubric to ensure students are fulfilling the
curriculum requirements (ACARA, 2016).

The final assessment is a self-reflection completed individually by each student. This is a formative assessment, which allows students to reflect on
their own learning and encourages them to think about what they have learnt and make connections to their own lives (Hoepper, pg. 109). While
this does not go towards their grade, the information provided by student can be used for planning future lessons and goals for students.
 EDUC5170: Assignment 2
Portfolio Rubric – Australia as a diverse nation
Student Name:
Exceeds expectation
Explain the significance of Excellent understanding of the role
an event/development, and of specific cultural groups,
individual/group individuals and events in forming
Australia’s multicultural society
today.
Describe the causes and Excellent understanding of the
effects of change on society Snowy Mountain Scheme as a
positive pull factor and the
Vietnam War as a negative push
factor for migration to Australia.
Able to describe and compare the
impacts these had on Australia.
Compare the experiences Found outstanding primary and
of different people in the secondary sources when
past and present and investigating individual stories of
identify different migration. Excellent descriptions
perspectives and comparisons of migrant’s
experiences from the Snowy
Mountain Scheme, Vietnam War
and today’s refugees.
Explain what it means to be Excellent understanding of how
an Australian citizen people become Australian citizens.
Outstanding exploration of values
and dispositions that characterize
Australian citizenship.
Due Date:
Meets Expectation
Good understanding that specific
cultural groups and events,
particularly the Snowy mountain
scheme and Vietnam war, in
forming Australia’s multicultural
society today.
Good understanding of the
Snowy Mountain Scheme as a
pull factor and the Vietnam War
as a negative push factor for
migration to Australia. Good
descriptions of the impact and
able to make some comparisons.
Good exploration of primary and
secondary sources of migrant
stories. Good comparison of
individual migrant’s experiences
from the Snowy Mountain
Scheme, Vietnam War, and
today’s refugees.
Good understanding of how
people become Australian
citizens. Adequate exploration
into the values and dispositions
that characterize Australian
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Needs Improvement
Basic understanding of the
influence particular cultural
groups and events had in
forming Australia’s
multicultural society today.
Basic understanding of the
push and pull factors that
drove people to migrate to
Australia.
Basic understanding and
comparison of individual’s
experiences of migration from
the past and present.
Basic understanding of how
people become Australian
citizens and the values that
underpin Australian
citizenship.
Inadequate
Does not demonstrate an
understanding of
migration and the
influence specific groups
and events had on today’s
society.
Shows no understanding
of the push and pull
factors that drove people
to migrate to Australia.
Shows no understanding
or comparison of
individual’s experiences of
migration from the past
and present.
Does not demonstrate an
understanding of how
people become Australian
citizens and the values
that underpin Australian
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Students develop
appropriate questions to
frame an investigation
Excellent understanding of how to
generate appropriate questions at
all stages of an inquiry. Able to
develop different types of
questions for different purposes, to
guide research to useful sources.
citizenship.
Good understanding of how to
generate appropriate questions
to guide the identification and
location of useful sources for an
inquiry.
Basic understanding of how to
develop appropriate questions
to guide an inquiry.
citizenship.
Shows no understanding
of how to generate
appropriate questions to
guide an inquiry.

Locate and collect useful Excellent collection of information
information from a range of gathered from using digital
sources technology on migration and
individual experiences. Includes a
wide range of sources, including
interviews, maps, photographs,
and personal documents.
Sequence information Excellent understanding of how to
about events and locate key events, ideas,
individuals and represent it movements and lives in
on a timeline chronological order on a timeline,
including the different waves of
migration since Federation, and
individual journeys of migration.
Interact with others with Excellent interaction with others in
respect, identify different group work and class discussions.
points of view and share Communicated ideas across
personal perspectives and effectively and respected other
opinions people’s points of view.
Good collection of information
gathered form using digital
technology on migration and
individual experiences. Includes a
variety of different sources,
including interviews, maps,
photographs and personal
documents.
Good understanding of how to
locate key events, ideas,
movements and lives in
chronological order on a timeline,
including the different waves of
migration since Federation, and
individual journeys of migration.
Good participation in group work
and class discussions. Shared
ideas effectively and respected
other people’s points of view.
Basic collection of information. Obtained no collection of
Some of which is unrelated to useful information that is
the task. useful for the unit.
Basic understanding of how to Does not demonstrate an
sequence events, ideas and understanding of how to
lives in chronological order on sequence events, ideas
a timeline. and lives in chronological
order on a timeline.
Little participation in group Did not participate in
work and class discussions. group work or class
Showed little respect for other discussions. Did not
people’s points of view. respect other people’s
points of view.
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References
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ABC Net, 2017, You Can’t Ask That: Series 2 – Refugees, ABC iview, retrieved from http://iview.abc.net.au/programs/you-cant-ask-
that/LE1617H006S00.

ABC Net 2011, Welcoming a Refugee Family to Australia, Splash ABC, retrieved from http://splash.abc.net.au/home#!/media/85690/new-
arrivals-to-australia.

ABC Net 1960, The Snowy Mountain Scheme, Splash ABC, retrieved from http://splash.abc.net.au/home#!/media/102912/the-snowy-
mountains-scheme-1949.

Australian Curriculum Assessment and Reporting Authority (ACARA) 2016, The Australian Curriculum: Humanities and Social Sciences –
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Gilbert, R & Hoepper, B 2014, Teaching Humanities & Social Sciences: History, Geography, Economics And Citizenship In The Australian
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Lacey, S 2013, They Came, They Conquered, The Age, retrieved from
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National Library of Australia, Jensen Michael 1977, Photographs of Vietnamese Boat People, Darwin, Digital Collections (pictures). Retrieved
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NFSA Digital Learning 2006, Snowy Mountain Scheme, NFSA, retrieved from https://www.nfsa.gov.au/learning/digital-learning.

SBS 2011, Where Australia’s Immigrants were born: Adealde, SBS World News, retrieved from http://www.sbs.com.au/news/map/where-
australias-immigrants-were-born-adelaide.

Tao, K 2012, A Fishing Boat Called Freedom: The Story of Tu Do, Australian National Maritime Museum, retrieved from
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Thomas, J 2017, Could you Pass Australia’s Citizenship Test?, SBS News, retrieved from http://www.sbs.com.au/news/article/2015/05/28/could-
you-pass-australias-citizenship-test.

Thompson, P 2010, From Refugee to Australian Comedian of the Year… Anh Do, ABC: Talking Heads, retrieved from
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Tuttle, H.G. 2014, Formative Assessment Responding to Your Students, Taylor & Francis, Hoboken.

Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edition, Pearson Australia, NSW.
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