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HASS FORWARD PLANNING DOCUMENT

TERM: 3 STRAND: History CONCEPT/S: Continuity and change, cause and effect,
Lesson: 1 Integration: Geography perspective, and empathy
TOPIC: Immigration
YEAR LEVEL DESCRIPTION
Students inquire into the factors that shape the diverse characteristics of different places and how people, places and environments are interconnected, including a study of the world's cultural, economic, demographic and social diversity.
Students are given the opportunity to develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the
historical context of the development of Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian society changed throughout the 20th century.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTEGRATION TEACHING AND LEARNING EXPERIENCES INTO OTHER RESOURCES
Knowledge and Skills N/A LEARNING
understandings AREAS
History: • Questioning and 1. Motivation/Introduction: The Arrival by Shaun Tan English The Arrival
(ACHASSK136) researching • Reveal book cover: Students make post-it predictions in pairs with justification. Make by Shaun Tan
(WAHASS50) Share predictions and place on whiteboard. Read the blurb: Does this change connections
• Analysing (WAHASS57) your prediction/ideas? between Copies of
HASS INTEGRATION • Read The Arrival and pose key questions, for example: Why do you think there students’ own particular
are no words? What is the theme of the book? Can you make comparisons to experiences images from
Geography:
other known texts? and characters The Arrival
(ACHASSK141)
2. Explicit teaching: Examining the messages in The Arrival in The Arrival with room
• Model analysing and questioning one particular image in the text by annotating (ACELT1613) for
LESSON OBJECTIVES the image on the whiteboard. Draw attention to migration theme and the Question and annotations
As a result of this lesson, students will be able to: experiences of alienation, hope and freedom. Ask students for their thoughts analyse visual
1. Question and analyse visual language in The Arrival. and input. language in The Large world
2. Connect stories of migration to own family’s histories. 3. Activities Arrival map
3. Contribute to discussion by drawing on own experiences and • Inner and Outer Circle exercise: Students inquire and discuss particular images (ACELY1801)
perspective. from the book in pairs; both circles rotate to their left after a minute on each 3 different
image. Have guiding questions written on whiteboard: What is happening in Digital coloured pins
ASSESSMENT Technologies (student,
the image? What message does the image convey? How do you think the
Diagnostic assessment: character feels? Students annotate/add to the image copy with their thoughts. Use the digital parent,
• Whole class observations and anecdotal notes (template • Mapping ancestry: Students place pins on a class world map of their country of platform grandparent
attached) of: birth and if known, where their parents and grandparents were born. Discuss Answer Garden colour
- Conversations/discussions the diversity within the classroom – provide example of own migrant to coded) x30
- Answer garden question: Record what the students already background, link class world map to Australia’s diversity as whole in today’s communicate
know regarding migrants and common misconceptions. society. Key question: How has Australia’s people and culture become so information Answer
diverse? (ACTDIP022) Garden on
• Defining migration: On the ICT tool Answer Garden students answer a question: iPads
What is migration? Asia and
4. Closure: Burning questions: exit ticket Australia’s Post-it notes
• Students write one burning question they have concerning the immigration engagement
topic on a post-it note: What do you want to know/find out? with Asia
Discuss
LEARNER DIVERSITY students’
• Support students: Allow wait-time when discussing, provide students with migration
additional guidance and prompting questions when analysing images. backgrounds
• Extension students: Probe and prompt advanced students to elaborate when (may have
Asian relatives
discussing, provide students with more complex images to analyse.
or know Asian
migrants now
living in
Australia).
HASS FORWARD PLANNING DOCUMENT
TERM: 3 STRAND: History CONCEPT/S: Continuity and change, cause and effect,
Lesson: 2 Integration: Geography perspective, and empathy
TOPIC: Immigration
YEAR LEVEL DESCRIPTION
Students inquire into the factors that shape the diverse characteristics of different places and how people, places and environments are interconnected, including a study of the world's cultural, economic, demographic and social diversity.
Students are given the opportunity to develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the
historical context of the development of Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian society changed throughout the 20th century.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills N/A AREAS
understandings
History: • Analysing (WAHASS56), 1. Motivation/Introduction: Foreign language Maths Choose Your
(ACHASSK136) (WAHASS57) • Begin talking in another language to the students. Discuss how difficulty in Interpreting Own
(ACHASSK137) • Evaluating (WAHASS60) understanding what was being said felt – draw connections to how migrants and evaluating Statistics
• Communicating and might feel when moving to an unknown country. data presented website
reflecting (WAHASS63) 2. Explicit teaching: Where do Australia’s migrants come from? in media
HASS INTEGRATION • Examine the Country of Birth: Where were Australians born? data on the (ACMSP147), Class
Choose Your Own Statistics website on the smart board. (ACMSP148). ancestry map
Geography:
(ACHASSK141) • Interpret the choropleth map with the class, and identify the 10 major
countries for settler arrivals in Australia in 1901, 1947, 1981 and 2006. Asia and Suitcases
Australia’s with letters,
Compare statistics with class ancestry map.
LESSON OBJECTIVES engagement photos and
• Extension questions: How do you think these statistics have changed? Do you
As a result of this lesson, students will be able to: with Asia artefacts of
think Australia is continuously growing in migrants? Do world events have an
1. Investigate the stories, challenges and contribution of migrants Students migrants
effect on immigration rates?
to Western Australian society by interpreting letters, photos identify Asian
3. Activities: Suitcase Stories*
and artefacts. countries India, Group role
• Explain that in groups, students will explore individual narratives using primary China and tags
2. Work collaboratively in a group. sources placed in suitcases. Explain key questions on worksheet (attached).
3. Develop perspective and awareness for migrants arriving in a Malaysia as
• Allocate groups and roles: director, describer, scribe, and sketcher. Rotate major settler Suitcase
new country. group roles with each suitcase rotation. arrivals when Stories
ASSESSMENT • Students discover some of the reasons people have migrated to Western analysing data. worksheet
Formative assessment: Australia by using the items inside to piece together the migration story of one X30
• Checklist with anecdotal notes (template attached) of lesson person or a particular group. Some suitcases
objectives by assessing: • Students consider what challenges those migrants would have faced upon concern HASS
- Conversations/discussions arrival, and how they went on to contribute to Western Australian life and migrants from reflection
- Suitcase Stories worksheet responses culture. Asia. journals
- Group collaboration 4. Closure: Reflection
- Journal responses • In HASS journals students reflect on the question: How might it feel arriving in a
new and unknown country?
Use progressive triangle as a symbol for checklist:
- Not demonstrating . *Alternative: Excursion to State Library of WA: Suitcase Stories (provides real
primary sources for students to explore).
- Experimenting /
- Consolidating /_ LEARNER DIVERSITY
- Extending /_\
• Support students: provide students with additional guidance and prompting
questions when investigating suitcases.
• Extension students: pose extension questions to elicit critical and higher order
thinking.
HASS FORWARD PLANNING DOCUMENT
TERM: 3 STRAND: History CONCEPT/S: Continuity and change, cause and effect,
Lesson: 3 Integration: Geography perspective, and empathy
TOPIC: Immigration and Refuge
YEAR LEVEL DESCRIPTION
Students inquire into the factors that shape the diverse characteristics of different places and how people, places and environments are interconnected, including a study of the world's cultural, economic, demographic and social diversity.
Students are given the opportunity to develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the
historical context of the development of Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian society changed throughout the 20th century.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills N/A AREAS
understandings
History: • Analysing (WAHASS56), 1. Motivation/Introduction: The Little Refugee by Ahn Do English The Little
(ACHASSK136) (WAHASS57) • Read The Little Refugee and pose key questions, for example: What is the Make Refugee by
(ACHASSK137) • Evaluating (WAHASS60) theme of the book? What messages can you take away from this book? Can connections Ahn Do
• Communicating and you make comparisons to other known texts or your own experiences? between
reflecting (WAHASS63) 2. Explicit teaching: Push and pull factors students’ own World Vision
• Explain the concept of push-pull migration using a visual PowerPoint. Include experiences, Get
HASS INTEGRATION an introduction to the terms refugee and asylum seeker. the characters Connected:
3. Activities: in The Little Issue 8 –
Geography: • Refugee, and
Identifying push and pull factors Migration 

(ACHASSK141) - In pairs students sort cut-out cards of negative push factors and possible the migrants in
positive pull factors under the relevant headings on a T-chart (attached). the case studies
Push-pull
LESSON OBJECTIVES - As a class discuss reasons for sorting factors as a push or pull. Develop (ACELT1613)
migration
class definitions for push factors and pull factors. PowerPoint
As a result of this lesson, students will be able to:
• Case stories Asia and
1. Identify and compare common push and pull factors that have Australia’s
- In pairs students read one of the case studies presented in Get Connected: Cut-out cards
contributed to people migrating to Australia. engagement
Migration. Students identify the push and/or pull factors that influenced of push
2. Identify challenges migrants may have faced and how they went with Asia
that person; consider what challenges those migrants would have faced factors and
on to contribute to Western Australian life and culture. The Little
during the migration process and upon arrival; and how they went on to pull factors
3. Reflect on personal views on the migration topic. Refugee
contribute to Western Australian life and culture (worksheet attached). x15
4. Closure: Reflection concerns
ASSESSMENT migrants from
• In HASS journals students reflect on the question: What was one thing that Push and Pull
Formative assessment: struck you today about those who have migrated to Australia? Vietnam.
Factors T-
• Checklist with anecdotal notes (template attached) of lesson
chart x15
objectives by assessing: LEARNER DIVERSITY Some case
- Conversations/discussions • Support students: provide students with additional support in identifying push studies concern
- T-chart sorting activity migrants from Migration
and pull factors. Case Study
- Case stories worksheet responses Asia.
- Journal responses • Extension students: pose extension questions to elicit critical and higher order worksheet
thinking, provide students with more complicated case studies (more than one x30
Use progressive triangle as a symbol for checklist: push/pull factor) to analyse.
- Not demonstrating . HASS
reflection
- Experimenting / journals
- Consolidating /_
- Extending /_\
HASS FORWARD PLANNING DOCUMENT
TERM: 3 STRAND: History CONCEPT/S: Continuity and change, cause and effect,
Lesson: 4 Integration: Civics and Citizenship perspective, and empathy
TOPIC: Immigration and Refuge
YEAR LEVEL DESCRIPTION
Students examine Australian citizenship, and reflect on the rights and responsibilities that being a citizen entails. Students are given the opportunity to develop their historical understanding through the key concepts of
sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the historical context of the development of Australia as a nation, particularly after 1900; the factors that led
to Federation; and how Australian society changed throughout the 20th century.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills N/A AREAS
understandings
History: • Questioning and 1. Motivation/Introduction: Refugee Journeys program English Roads to
(ACHASSK136) researching • Watch an extract of Refugee Journeys program provided on the Roads to Refuge Make Refuge:
(ACHASSK137) (WAHASS52), website. connections Refugee
(ACHASSK135) (WAHASS53) • Ask the class key questions in relation to the video, for example: What challenges between Journeys video
• Analysing did the refugees go through? What type of living arrangements did the refugees students’ own
(WAHASS56) have? Where do displaced children get education? experiences World Vision
• Evaluating 2. Explicit teaching: Timeline – Australia’s immigration story and the Get
(WAHASS60) • As a class, examine the timeline on p. 4-5 of Get Connected: Migration. Ask the migrants in Connected:
• Communicating and class key questions to prompt inquiry thinking: What are the patterns that can be the video Issue 8 –
reflecting seen? What are some of the significant events that have contributed to an increase (ACELT1613) Migration 

(WAHASS61), in migration? What are some the government's major policies on immigration? 

(WAHASS63) • As a class, read the information on p. 18-19 Get Connected: Migration about the Digital
Technologies QR codes
HASS INTEGRATION role of government and Djibril Ly’s story. Discuss how the Australian government
aided Djibril Ly and his family. Use the digital
Civics and Citizenship: Showbie:
3. Activities: Australian government’s policies on immigration over time platform
(ACHASSK144, (ACHASSK147)
• Students explore the QR codes provided to investigate policies on immigration, Showbie to
LESSON OBJECTIVES create and HASS
refugees and asylum seekers throughout Australian history. reflection
As a result of this lesson, students will be able to: • Students write and/or make a voice note of up to 5 facts about Australia’s communicate
information journals
1. Acknowledge the way in which global events contribute to immigration policies on Showbie.
Australian immigration policies. • Select a few students to share to the class one fact they found. (ACTDIP022)
2. Recognise key government policies related to immigration 4. Closure: Reflection
Asia and
over time. • In HASS journals students reflect on the questions: Do you think the Australian
3. Reflect on personal views on the Australian government’s Australia’s
government’s policies on immigration are appropriate? Why/why not? What
immigration polices. engagement
immigration policies would you put in place if you had the authority?
with Asia
Asian
LEARNER DIVERSITY migrants
• Support students: group support students together and provide students with feature in
ASSESSMENT additional support in navigating the QR code websites, identifying government Australia’s
Formative assessment: policies and recording facts on Showbie. immigration
• Checklist with anecdotal notes (template attached) of lesson • Extension students: pose extension questions to elicit critical and higher order story timeline
objectives by assessing: thinking, encourage students to find more than 5 immigration policy facts, have
- Conversations/discussions students add their own point of view on the immigration policies/facts found.
- Researched facts on Australian government’s policies on
immigration
- Journal responses

Use progressive triangle as a symbol for checklist:


- Not demonstrating .
- Experimenting /
- Consolidating /_
- Extending /_\
HASS FORWARD PLANNING DOCUMENT
TERM: 3 STRAND: History CONCEPT/S: Continuity and change, cause and effect,
Lesson: 5 Integration: Geography perspective, and empathy
TOPIC: Immigration and Refuge
YEAR LEVEL DESCRIPTION
Students inquire into the factors that shape the diverse characteristics of different places and how people, places and environments are interconnected, including a study of the world's cultural, economic, demographic and social diversity.
Students are given the opportunity to develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the
historical context of the development of Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian society changed throughout the 20th century.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION


INTO OTHER
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
Knowledge and Skills N/A AREAS
understandings
History: • Communicating and 1. Motivation/Introduction: Q&A migrant role play English World Vision
(ACHASSK136) reflecting (WAHASS62), • Teacher acts as a migrant from Vietnam, students are to ask questions Make Get
(ACHASSK137) (WAHASS63) concerning the migrant’s journey. Encourage students to ask open-ended connections Connected:
questions that are relevant to the concepts explored throughout the unit, for between Issue 8 –
HASS INTEGRATION example: Why did you migrate to Australia? How did you get to Australia? students’ own Migration 

What living arrangements did you have before arriving in Australia? What experiences
Geography: process did you go through to get to Australia? What do you do in Australia and migrants
(ACHASSK141) Book Creator
now? (ACELT1613) app
LESSON OBJECTIVES 2. Explicit teaching: Stages of the Migrant Journey
As a result of this lesson, students will be able to: • As a whole class examine ‘The Journey’ diagram on p. 12 of Get Connected: Creating an Showbie
1. Identify the four stages of the migration journey. Migration. Identify and label the four main stages. 
 imaginary text
2. Create a written piece that explores the migrant journey, the 3. Activities: Students create a multimodal text on Book Creator* by using HASS
challenges faced by migrants, the feelings of the migrants, and • Students use the journey diagram and the stories that they have seen/read to software reflection
their contribution to Australian society. write a story of an imaginary migrant family. Students are to: (ACELY1714), journals
3. Reflect on the experiences of migrants of Australia. - Take the story through the four stages. (ACELY1717)
- Think about the challenges that the migrants might face along the way.
- How the migrants would feel through the different stages of the journey. Digital
- How the migrants would go on to contribute to Australian life and culture. Technologies
• Students are to use a graphic organiser to plan their text into the four stages Use the digital
initially. platform Book
• Students upload their migrant story to Showbie to share with others. Students Creator to
comment/provide feedback on another peer’s story. create and
*This activity may need an additional lesson/or be integrated into an English communicate
writing session. information
4. Closure: Reflection (ACTDIP022)
• In HASS journals students do an overall reflection on immigration and refuge:
What have you learnt about the experiences of migrants of Australia? Asia and
ASSESSMENT Australia’s
Summative assessment: LEARNER DIVERSITY engagement
• Whole class observations and anecdotal notes (template • Support students: Provide students with a graphic organiser to section their with Asia
attached) by assessing: migrant story into the four stages of the migration journey, provide assistance Q&A of a
- Questions asked during Q&A role play in creating events in each stage. Vietnam
- Conversations/discussions • Extension students: Encourage students to elaborate on the thoughts and migrant role-
- Journal responses (compare student’s answer garden feelings of their imaginary migrant rather than just stating the events they play
response in first lesson and final journal entry to assess went through. During reflection suggest students to identify additional
progression in understanding). questions to be investigated or propose a course of action on the issue of
• Rubric assessing elements of lesson objective 2 (attached) migration/refuge.
- Rubric is projected on smart board to guide students in
completing their imaginary migration story.
• Peer assessment
- Students comment/provide feedback on another peer’s story
on Showbie/Edmodo.