People of Australia

Inquiry Question:
Who are the people in Australia and how do they contribute to our society?

Big Ideas:

People in Australia come from diverse backgrounds

Some of these people come to Australia for many different reasons
Some people have existed in Australia for thousands of years before modern Australia was created
Different people in our community contribute to the way we live in many positive ways
We as individuals have a responsibility to protect our planet and its people

Teaching Proposal:

Understandings:
At the end of this unit, students will understand that:
There are many different people in our community
Discover how we as individuals are uniquely Australian
That Australias ATSI peoples are unique and significant to our country
Understanding the influences of people coming to or leaving Australia
Recognise that there are people/entities that dictate certain aspects of
our everyday lives
Acknowledge that there are people and groups who try to improve the
world around us
Become agents of change and understand how to make our own positive
impact on people and the planet

For this humanities sequence, we are exploring all the domains under the heading The People of Australia. This scope and sequence is specifically tailored for and aligned with
the curriculum for Level 5/6 students.
The overarching idea present in this sequence is for students to investigate, understand and acknowledge that there are many different people in our world. The big ideas include
that Australia is very diverse, that people come to Australia for many different reasons and that people have done and will continue to do many different things which have an
effect on Australia today and into the future.
The flow and effect from this scope are positively endless, with students being given the opportunity to investigate these questions, learning from each other and extending their
knowledge and understandings to each other, within the school, home and the wider community. Through inquiry, students will more deeply explore the topic by using skills to
evaluate and develop social skills that are democratic in nature and are characterized by reflective reasoning, free expression of ideas and mutual respect (Canuto 2015, p.4).
Webster and Ryan (2004) also suggest that inquiry allows students to take their own path in learning, rather than be taken down a passageway that has little to no interest to
them.
Using this notion students, will firstly explore the diversity of Australia. Whilst doing this, children begin to understand the complexities of our society and begin to break down
preconceptions about what makes someone Australian. They will understand that as well as people who colonised and migrated to Australia more recently, that Aboriginal and
Torres Strait Islander have an extensive history that dates back tens of thousands of years. It is very important for students to acknowledge the importance of all the people who
make up Australia and be particularly respectful to the original custodians of the land who have a very specific identity in Australia. Gilbert & Hoepper (2014) describe how
valuing others helps build students empathy, tolerance and open-mindedness to those around them, despite their varying views and beliefs. Aside from that students will also
begin to appreciate the uniqueness of our country and our own individual identities. Gilbert & Hoepper (2014) address that identity for non-dominant cultures in our society may
be misrepresented or stereotyped in mainstream messages. Even within the one culture, students may struggle to understand how they form fall into the category of Australian
or even how they fit into a certain group. The issues above affirm the importance of this topic and how it can allow students [to] have access to a range of perspectives (Gilbert
& Hoepper 2014, p.348).
Following on students will begin to consider the push pull factors that influence why people come to Australia. Students will learn that there are many factors as to why people
leave their home countries to visit or resettle in another. Gilbert & Hoepper (2014) list various reasons for migration including global problems such as conflict and environmental
disasters. They describe how some move willingly and enthusiastically; others reluctantlyothers driven by desperation (Gilbert & Hoepper 2014, p.25). It is important for
students recognise that there are both positive and negative influences for people to migrate and those are shaped by the historical context.
The conclusion to the unit will look into the way that students understand their role as citizens, by looking at their morals and ethics and how they work towards sustaining and
improving the world around us. Students will begin by looking at those who have a powerful voice in our community and discover the ways in which people take action to help
society. Students will then begin to look at ways they can take action and begin vying for what they believe in. By learning how to take responsibility students begin to take
accountability for their actions whilst gaining a sense of power (Alexander 2001, sighted in Gilbert & Hoeppler 2014, p.229). Within this area, the final summative assessment
will involve looking at sustainability in their school and a focus on plastic packaging and its effect on the environment. This again will look at the way students can be responsible
for the livability of our world (Gilbert & Hoeppler 2014, p.397).
As an overall unit students will have experienced a variety of new perspectives on people in our society, their responsibilities and understand that they are agents of change in
creating a better world.

References for this section:

Canuto, Abigail 2015, Reflections on Theory and Pedagogy of Challenges in Facilitating Childrens Dialogues in the Community of Inquiry, International Journal of Whole
Schooling. Vol. 11, No. 1, 2015, Faculty of Education, University of the Philippines.
Gilbert, R & Hoepper, B 2014, Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5th ed.), Cengage Learning Australia, South Melbourne.
Webster & Ryan 2014, Chapter 5- Reconceptualising curriculum work, Cambridge University Press, Port Melbourne, Australia.

Key Skills:
At the conclusion of this unit students will be able to:
Identify the very diverse cultures, beliefs and background of the
people that make up our community.
Analyse the complex reasons for why people migrate to Australia.
Find and describe connections between themselves and people in the
wider community both historically and presently.
Relate to the influences that the ATSI peoples have contributed to
Australia.
Discuss the types of influences higher entities (government, school,
police etc) have on our daily lives and to speak up when they believe that
changes should be made.
Construct ways to solve problems that affect their community.
Identify issues at both a local and wider community level and take
appropriate action.

Assessment evidence:
Week 4, Lesson 2: Students will submit a video where they apply their
new understandings and interpretations of a selected Australian identity
in response to the Australian Values. (VCGGK091, VCGGK092,
VCGGC088, VCGGK093, VCGGC089, VCCCC017)
Week 7, Lesson 1: Students will generate a list of questions that are
appropriate for an interview which are strategically used to identify and
clarify information and ideas for an immigrant visitor. Students will
present their findings as a poster which will be presented to the class(
VCHHC082, VCHHC083, VCHHK094, VCHHK095, VCHHK096,
VCHHC084, VCHHC086, VCGGC087, VCGGC088)
Week 7, Lesson 2: The Skrappy task card is designed to connect and link
much of the content in weeks 1-6 and allow students to see this real-life
connection as well as assess their understandings in a variety of ways.
Activity 1: ability to collect relevant data in response to topic. Activity 2:
Make connections between prior understandings and new information
from a timeline. Taking relevant photos using ICT. Activity 3: writing
task. Activity 4: Responding to a question for their pledge for support
in diversity (VCGGK092, VCGGK098, VCCCC017, VCCCTQ021,
VCCCTQ022, VCCCTQ023, VCICCB009, VCPSCSO030)
Week 10: Week long investigation, design and implementation project.
Leading towards a written reflection which sums up the project and
demonstrates students understanding of the units big ideas and
objectives (VCEBE010, VCCCC016, VCCCC017, VCECU010, VCCCTQ022,
VCCCTQ023)
Victorian Curriculum:
History, Geography, Economics & Business & Civics & Citizenship.
Intercultural Capability, Personal and Social Capability, Critical and
Creative Thinking, Ethical Capability and cross curriculum priorities of
Indigenous, Asia & Australias engagement with Asia and Sustainability.
(Please see attached document)

Week 1: WHO ARE WE?

Understandings: 1,2
Activity: Lesson 1: Think about
them selves and create a flip book
about themselves and their family.
Lesson 2: Students looked Students
will explore where all students in the
class and their families are from. A
world map will be displayed on the
interactive whiteboard. Students will
decorate a small flag which identifies
their family name and country. This
will be stuck on the country that
applies to their heritage.
Resources:
World map on interactive screen
Victorian Curriculum:
VCCCC016, VCCCC017, VCGGK091, VCGGK092,
VCGGC089

Week 2: WHO AUSTRALIANS?

Understandings: 1, 2, 3
Activity: Lesson 1; students discuss
what makes someone Australian.
Lesson 2; Students will engage with
the concept that ATSI people have
lived in Australia for more than
60,000 years and their culture is
strongly connected to the land we
call Australia. The students will look
at how Indigenous communities are
made up of tribes, bands and cans
and how each group uses and is
connected to the land. Using a
template, students will illustrate this
flow and connection.
From the outside, in: TRIBES,
BANDS, CLANS, FAMILIES
Resources:
Template (4 circles on top of each
other)
Victorian Curriculum:
VCGGC087, VCHHC084, VCHHK096,
VCICCB009, VCPSCSO030

Week 3: WHAT DOES IT MEAN TO

BE AUSTRALIAN?
Understandings: 1,2 3, 4
Activity: Lesson 1; students discuss
significance of Australia Day.
Discuss Sovereignty Day poster
below. Students get into groups and
discuss the implications of Australia
Day on certain citizens
Is Australia Day an inclusive celebration?
What can we do to make all people feel included?

In their groups, students create new

concepts for how and when we can
celebrate Australia Day. Then on
iPads they film an ad for a proposal
of the new celebration. Students
present their ads to the class Lesson
2; Looking at rights using the United
Nations Declaration of Human
Rights poster
Resources:
Sovereignty Day Poster, United
Nations Declaration of Human
Rights poster, iPads, Poster paper
Victorian Curriculum:
VCHHK094,VCHHK096,VCHHC084,VCHHC086,
VCICCB009,VCPSCSO030 VCCCTQ022VCCCC016
,

Week 6: ASYLUM SEEKERS

Understandings: 1, 4
Activity: Students will examine Push
and Pull factors relating to Asylum
Seekers. The purpose of this lesson is
for students to begin to understand
and empathise with people who
must flee their homes, promote
understanding of spontaneous
exodus. Students will also create a
mock diary entry which would be
written by an Asylum Seeker similar
to their own age.
Resources: Worksheet (Time to
Flee)
Victorian Curriculum:
VCHHK095, VCHHC083, VCHHC084,
VCHHC086, VCGGC087, VCCCC017,
VCICCB009, VCICCB010, VCCCTQ022

Week 7: MIGRATION
Understandings: 1, 2, 4
Activity: Students will generate a list
of questions which they will use to
interview an immigrant visitor.
Students will find out about the
push/pull factors and history behind
their migration. Poster will be
created to represent findings.
EXCURSION Immigration
Museum
Students will complete a range of
tasks which closely link with the
learnings in Week 1-6. Skrappy Task
Cards: outlines four activities for
students to complete both in small
groups and individually.
Resources: iPad, Poster, Incursion
visitor, interactive whiteboard,
YouTube video
Victorian Curriculum: VCHHC082,
VCHHC083, VCHHK094, VCHHK095,
VCHHK096, VCHHC084, VCHHC086,
VCGGC087, VCGGC088, VCGGK091, VCGGK092,
VCGGK098, VCCCC017, VCCCTQ021,
VCCCTQ022, VCCCTQ023, VCICCB009,
VCPSCSO030

Week 4: WHAT IS UNIQUE

ABOUT
AUSTRALIA/AUSTRALIANS?
Understandings: 1,2 3, 4
Activity: Lesson 1; week 1 task.
Students then go online to the
Australian Bureau of Statistics and
look at the statistics about country
of birth
Using the information, they can
make comparisons:
Which are the top 5 countries for migration to Australia?
How many people come from the same country as people
in our class?
When comparing to the Australian Bureau of Statistics,
do you think our class map gives a good idea of the spread

Add information to class map.

Lesson 2; create a video based on
someone famous using the
Australian Values and Principles.
Resources:
Australian Bureau of Stats Website,
Australian Values and Principles
Print out.
Victorian Curriculum:

WEEK 5: WHY DO PEOPLE COME

TO AUSTRALIA?
Understandings: 1, 4
Activity: Students will investigate
the reasons why people migrate to
Australia. They will look at the first
fleet as the first historical event of
people coming to and settling in
Australia. Focusing on how they
travelled to Australia, unique
journeys and experiences following
arrival, conditions for convicts and
explorers (links to excursion).
Particular focus on finding out how
we became the People of Australia
Resources: PowerPoint
presentation, First Fleet stories
Victorian curriculum:
VCHHC082, VCHHK095, VCHHC083,
VCHHK096, VCHHC084, VCHHC086,
VCGGC087, VCGGK098

VCGGK091, VCGGK092, VCGGC088, VCGGK093,

VCGGC089, VCCCC017

Week 8: WHO/WHAT
CONTRIBUTES TO THE WAY WE
CAN LIVE OUR LIVES IN
AUSTRALIA?
Understandings: 5, 6
Activity: In lesson one, students
examine who, what and how
influences the way we live our lives.
In lesson two, students will
undertake a scavenger hunt about
laws and government. Students will
investigate levels of government,
policies, democracy and link this to
their own lives and how it influences
them.
Resources: posters, scavenger hunt
cards
Victorian Curriculum:
VCCCL013, VCCCG009, VCCCC017, VCICCB009

Week 9: WHO HAS AN IMPACT

OF CHANGE IN OUR WORLD?
Understandings: 6, 7
Activity: Students will look at
individuals who have prompted
change in Australia. Looking at the
Australian of the Year website, they
will use a range of ICT to record
information bout them and present
their findings about what motivated
these people to stand up and achieve
the change they wanted. Students
will then choose an individual/group
to research and create a PowerPoint
presentation.
Resources: Australian of the Year
website, iPad/Laptops, Powerpoint,
Interactive Whiteboard
Victorian Curriculum:
VCEBE010, VCCCC016, VCCCC017, VCECU010,
VCCCTQ022, VCCCTQ023

Week 10: WHAT WE CAN DO AS

INDIVIDUALS TO CONTRIBUTE
TO A BETTER AUSTRALIA?
Understandings: 7
Activity: The project is designed as
an end of unit task which will be
completed over numerous lessons
throughout the week. Students will
investigate problems in their
community, create and implement a
solution and use a range of media to
communicate and share the changes
they have made.
Resources: School policy
documents, Interactive whiteboard,
iPad/Computers
Victorian Curriculum:
VCEBE010, VCCCC016, VCCCC017, VCECU010,
VCCCTQ022, VCCCTQ023