FORWARD PLANNING DOCUMENT
TERM/WEEKS: 3 Week 2 YEAR LEVEL: Year 6
General Capabilities
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom: Students will require 1 IPad each for this lesson.
WEEK/ West Australian Curriculum
LESSON LINKS
Lesson 1 Stories of groups of people
who migrated to Australia
(including from one Asian
country), the reasons they
migrated (e.g. push–pull
factors) and their
contributions to society
ACHASSK136 ACHASSK137
Skills:
Participate in and contribute
to discussions, clarifying and
interrogating ideas,
developing and supporting
arguments, sharing and
evaluating information,
experiences and
opinions ACELY1709
Translate collected
information and/or data to a
variety of different formats
(e.g. create a timeline, draw
maps, convert a table of
statistics into a graph)
WAHASS58
LEARNING AREA/TOPIC: Humanities and Social Sciences:
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
As a result of this lesson
students will:
- Listen to 3 migrant
stories and reflect on
their reasons for
migrating
- Create brainstorm on
Popplet with a partner
that explores a minimum
of 5 push/ pull factors of
migration.
History
Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Sustainability
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
(what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
-Brainstorm will be Introduction: QR Scanner:
assessed by their 1. Acrostic poem of IMMIGRATION will be displayed on the board http://qrcode.kaywa.com
understanding of 2. Activate students’ prior knowledge about human migration and / (Website to create QR
the push/ pull what Push/ Pull factors are. scanner. Students will
factors of migration. (These have been discussed prior to commencing this area of have a QR reader on their
The brainstorm study). Ipad).
should include 3. Students will be using IPad to scan QR codes that will directly
some content from bring them to a video link. (QR codes will be placed and different YouTube: Migrant videos
the migration spots in the classroom) Vietnam War:
videos and their 4. Students will rotate listening to the stories of the migrants https://www.youtube.co
own knowledge to individually m/watch?v=vjshmaU5eR
why people s
migrate. Teacher Body: Italian Migration Story:
will use a checklist, 5. Students will return to desks and with partners reflect on some of https://www.youtube.co
students should the differences/ similarities within the migrant stories. m/watch?v=QcU2Ytpvw
include a minimum 6. On Popplet students will create an easy to read and visually wA
of 5 push, and 5 pull exciting brainstorm that will explore the Push/ Pull factors of Young refugee from
factors. (Summative migration- they will draw from their own knowledge and also Afghanistan:
Assessment). information learnt from listening to the migrant stories. https://www.youtube.co
m/watch?v=SenVqBEmL9
Conclusion: g
7. Students will Airdrop their finished brainstorm to classroom
teacher where teacher will use for assessment purposes Popplet:
8. Allow for class discussion to re inforce what push/pull factors are https://popplet.com/
and explore some.

TERM/WEEKS: 3 Week 3
General Capabilities
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom: Students will require 1 IPad each for this lesson/ or they could use desktop devices.
WEEK/ West Australian Curriculum
LESSON LINKS
Lesson 2 Stories of groups of people
who migrated to Australia
(including from one Asian
country), the reasons they
migrated (e.g. push–pull
factors) and their
contributions to society
ACHASSK136 ACHASSK137
Skills:
Use criteria to determine the
relevancy of information
(e.g. consider accuracy,
reliability, publication date,
usefulness to the question)
(WAHASS55)
Locate and collect
information and/or data
from a range of
appropriate primary
sources and secondary
sources (e.g.
museums, media, library
catalogues, interviews,
internet) (WAHASS52)
YEAR LEVEL: Year 6
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
As a result of this lesson
students will:
- Research the impact of
an event in history that
created an influx of
migrants to Australia.
- Create an interactive
poster on Canva,
showcasing this event
and what it meant for
Australia.
FORWARD PLANNING DOCUMENT
LEARNING AREA/TOPIC: Humanities and Social Sciences:
History
Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Sustainability
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
(what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
Teacher will rotate Introduction: Image website(copyright
room to ensure 1.Have The gold Rush, Vietnam War and WW2 images):
students are using Displayed on the interactive white board with a title and picture for https://quest.eb.com/
appropriate each.
Poster Creator:
websites. Teacher 2. Students will research one major event that spiked migration
https://www.canva.com/
will also ensure numbers to Australia with a partner of their choice and create an
students are abiding online poster. QR Scanner:
copyright laws by 3. Students are to collect a range of facts on the event including http://qrcode.kaywa.com
rephrasing - Dates / (Website to create QR
information and - What the event was scanner. Students will
using copy right - How long it went for have a QR reader on their
images (formative IPad).
- Pictures ( copy right images online: Britannica Image quest)
assessment).
- Statistics (How many people came, where did they go?)
Teacher will collect - What happened after the event List of websites for
poster. Poster will information (Starting point
be assessed against Body: for students, they can also
a criteria and should 4. Provide a range of websites for students can explore as a starting research themselves):
point- provided as QR codes. https://kids.britannica.com
include all the listed
5. Teacher will circle room throughout this to help students guide /
areas appointed by
their researching and poster production. http://www.kidcyber.com.
the teacher during au/
the explanation of  Copy and pasting not aloud.
http://waves.anmm.gov.au
the task /Immigration-
(Summative Conclusion: Stories/Immigration-history
Assessment) 6. Students will share their posters on their class blog where other http://www.prepareforaus
students can view all posters. tralia.com.au/living-
australia/facts/history-
migration.aspx

TERM/WEEKS: 3 Week 3
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Notes about device access in the classroom: Students will require 1 IPad each for this lesson.
WEEK/ West Australian Curriculum
LESSON LINKS
Lesson 3
Stories of groups of people
who migrated to Australia
(including from one Asian
country), the reasons they
migrated (e.g. push–pull
factors) and their
contributions to society
ACHASSK136 ACHASSK137
Skills:
Develop and refine a range
of questions required to plan
an inquiry (WAHASS51)
YEAR LEVEL: Year 6
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
As a result of this lesson
students will:
-Design an interview that
explores the migration
story of a peer. (max time
5 min)
- Use garage band to
record and edit interview.
FORWARD PLANNING DOCUMENT
LEARNING AREA/TOPIC: Humanities and Social Sciences:
History
Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Sustainability
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
(what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
** Prior to this lesson students have been asked for homework to Garage Band: (students
Personal ask/ look into their family history. They will use this information to must have previously
assessment take part in the interview process. Students whose family have not worked with garage band
(summative): migrated have been asked to research a person of interest who has. prior to this lesson).
Students will be
required to fill out a Introduction:
personal feedback 1. Introduce Interviews, why we use them and how they are
form on their structured.
interview which will 2. Inform students of today’s task: Design an interview to find out
explore their about the migration story of an individual in your class.
Enjoyment factor, if 3. Pull names from a hat (2 at a time) and that will be your interview
they think the partner. This allows students to find out more about students who
interview was clear they may not always be drawn to.
and enabled the
subject to explain Body:
the migration 4.Students will have time to design their interview
history, and their 5. Record the interview on the app garage band on the IPad.
ability to use and 6. Students are able to edit and add introductory and conclusion
manage garage music. Interview max time is 5 min.
band.
Conclusion:
7. Interviews will be uploaded to class blog and students will have
time to listen to a few interviews about different peers’ migration
stories and histories to Australia.
8. Fill in personal feedback responses.
 References

Prepare for Australia. (n.d). History of Australian Immigration. [Website]. Retrieved from http://www.prepareforaustralia.com.au/living-australia/facts/history-
migration.aspx

National Maritime Museum. (N.d). Australia’s Immigration History. [Website]. Retrieved from http://waves.anmm.gov.au/Immigration-Stories/Immigration-
history

Welcome to Australia. (2014). My Name is Marziya. [Video file]. Retrieved from https://www.youtube.com/watch?v=SenVqBEmL9g

Gwapseinr. (2012). The story of Italian Migration to Australia. [Video file]. Retrieved from https://www.youtube.com/watch?v=hGJGEdCFVtA

Megan Nguyen. (2013). Digital Story of my Parent’s Migration from Vietnam to Australia. [Video file]. Retrieved from
https://www.youtube.com/watch?v=vjshmaU5eRs