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Rationale
Throughout their exploration into the following unit of work, students at level 5 of the
Victorian Curriculum will explore a variety of concepts, knowledge, understandings and skills
associated with Australia’s refugee crisis and the essential inquiry question “does Australian have
enough room for refugees?” By being active participants in this unit, students are able to meet
the Civics and Citizenship requirements at level 5 of the Victorian Curriculum (VCCCC014,
VCCCC015, VCCCC017) (Victorian Curriculum and Assessment Authority (VCAA), n.d.c).
Furthermore, students will also be given the opportunity to develop their critical and creative
thinking skills (VCAA, n.d.a) through their investigations into the essential and significant inquiry
questions of the unit, as well as their own inquiry questions. Through students’ exploration into
these questions, they will develop an understanding of various perspectives in regards to
Australia’s refugee crisis, as well as develop their own viewpoint, and thus a potential solution. As
a consequence of this, students are able to further build on their critical and creative thinking
skills as they are required to take charge of their own learning (Reynolds, 2014).
Moreover, Kath Murdoch’s Inquiry Cycle (Murdoch, 2010b) was used in the planning of
this unit of work in order to build a sense of responsibility into students in regards to their
learning, as well as real-life issues. By incorporating Kath Murdoch’s Inquiry Cycle into the
planning of the unit, it allows students to develop their own learning and construct their own
research/inquiry questions, while still having teacher-directed aspects to their learning (Murdoch,
2010a). By undertaking an inquiry approach to learning and teaching, students are able to take
charge of their learning, attempt to solve the essential inquiry question/s, and thus engage in
deeper-level learning (Reynolds, 2014). In addition to utilising Kath Murdoch’s Inquiry Cycle as a
method on inquiry learning and teaching, this unit of work also uses a cross-curricula approach
(Barnes, 2015). Through its incorporation of literacy through the reading of picture and chapter
books, as well as mathematics through interpreting and presenting data, students are able to
deepen their understanding of the overarching learning outcomes for the unit, as well as
developing their skills and knowledge for literacy and numeracy.
Ethical Behaviour:
(VCECU009)
(VCECU010)
(VCECU011)
Intercultural Understanding:
(VCICCB010)
(VCICCD011)
Enduring Understandings: (Key Concepts) Significant Inquiry Question:
Students will understand/understand that….. - What is a refugee and why do asylum seekers want to come to Australia?
- How many refugees come to Australia every year and where do they live
- The concept of human dignity
once they arrive?
- Australia is obligated to care for the human rights of all people - What is Australia’s population growth every year and what problems
does it cause?
- Australia has a responsibility to care for refugees
- What does it mean to be an Australia citizen and how do you become
one?
- Are refugees Australia’s/our responsibility?
Essential Inquiry Questions:
- Does Australia have enough room for refugees?
- How can Australia’s treatment of refugees affect their human dignity?
- How does where we live effect our quality of life?
Knowledge: Skills:
Students will know… Students will be able to…
- The definition of a refugee and asylum seeker - Interpret data in relation to Australia’s population growth
- Interpret data in relation to the number of refugees that come to
- Why refugees come to Australia
Australia every year
- Where asylum seekers and refugees live once in Australia - Present data in the most appropriate way (eg/ graph, table, etc.)
- Research using ICT
- Media controversy about asylum seekers and refugees
- Present findings/understandings using ICT (iPads, iMovie app)
Assessment Evidence
Achievement Standard: (summarized from VC Humanities’ strand page)
By the end of the level 5 students will… identify various ways people can participate effectively in groups to achieve shared goals, explain what it
means to be an Australian citizen and how people can participate as global citizens. Students will analyse contemporary issues and use evidence to
support a point of view about civics and citizenship (refugee) issues. Finally, students will identify possible solutions to an issue as part of a plan for
action.
(VCAA, n.d.)
Diagnostic Assessment Formative Assessment Summative Assessment
At the commencement and conclusion of the unit - At the conclusion of each ‘phase’ of the Students will showcase their learning,
of work, students will participate in a quizziz as a unit, students will be given an ‘Exit understanding and solutions in a way that best
form of pre and post testing. Ticket,’ in which they will answer represents their learning style and that they
questions regarding the learning deem is most appropriate to them. Students’
Pre-test: student prior and gaps in knowledge outcomes for each ‘phase’ of the unit. presentations must discuss solutions to
Post-test: student knowledge, skills and Students will complete Exit Tickets Australia’s refugee crisis.
understandings at completion of unit through Google Forms on their iPads.
Some ways to present this may include:
Students must achieve a score of at least 50% the - Students will add information found - News report using iMovie app on iPads
post-test quizziz to demonstrate adequate throughout the unit onto their digital - Writing piece (persuasive, narrative, etc.)
learning and understanding of the concepts, portfolios on the class/student iPads. - Drama presentation
knowledge and skills of the unit. - Painting/drawing
Assessment for students with special needs: - Debate
Assessment for students with special needs: This assessment piece will be marked against a
- EAL students may have the questions read to - For EAL students, the teacher will take rubric.
them, or be provided with a scribe observational notes throughout each
phase of the unit of work to see if these Assessment for students with special needs:
students have met the learning
outcomes (in addition to Exit Tickets) - Students are given the opportunity to
present their understandings and solutions
in a format which they deem as most
appropriate.
Learning Sequence
Tuning In - The students will complete pre-test Quizizz - Pre-test Quizizz - Class/student iPads
Wk1 - Read ‘Refugees’ by David Miller to the class - Quizizz test link
- Mindmap
- Individually, students will then complete a mind map - ‘Refugees’ by David
about what they know about refugees (specifically in - Exit Ticket Miller
Australia) - Butcher’s paper
- Students will bring their mind-maps to the floor and have - Exit Ticket questions
a discussion about what was written – adding this - Balloon game
information to a large class mindmap on butcher’s paper
- Discuss similarities, connections, gaps in knowledge
- Students play ‘balloon’ game
- Students complete Exit Ticket
- Read ‘The Happiest Refugee’ by Anh Do to the class - Graphic organiser Exit - Graphic organiser
Making - Teacher and students collaborate to look at everything Ticket - Digital portfolios
Connections they learnt so far
Wk4 - Students look back at questions at beginning of unit and
see if they have been answered
- What questions remain?
- What new questions do students have?
- Students will then complete an individual graphic
organiser as a form of Exit Ticket
- Read ‘The Happiest Refugee’ by Anh Do to the class - Exit Ticket - ‘The Happiest Refugee’
Going - Students research new questions from graphic organiser by Anh Do
Further - Digital portfolios
independently/in pairs - Digital portfolios
Wk5-8 - iPads
- All information into portfolio
- Graphic organisers
- The teacher will ask questions such as:
- Where will you go with that question?
- Why have you asked that question?
- Is there a possible solution to your questions/refugee
problem in Australia?
- Students complete Exit Ticket
- Read ‘The Happiest Refugee’ by Anh Do to the class at the - Rubric - ‘The Happiest Refugee’
Reflecting beginning of every session of this phase By Anh Do
and Taking Action - Post-test quizizz - Digital portfolios
- The teacher and students will revisit the essential inquiry
wk9-10 - iPads
question, “does Australia have enough room for refugees?”
- Rubric
- The teacher will ask students questions such as:
- Resources for students
- What do we know now? to successfully present
- How do we feel? their information
- What are some possible solutions? (iMovie app, paper,
- Students apply what they learnt from previous ‘phases’ to paint, stationary, etc.)
try and solve the essential inquiry question, as well as their
own questions
- Students will present their understandings, findings and
solutions in a way that best represents their learning style
- Students complete post-test quizizz at completion of unit
Reference list of Resources:
Al Jazeera English. (2018). What are the facts about Australia Refugee settlement?. Retrieved from https://www.youtube.com/watch?v=-t7Odp9K1f0
Anh, D. (2011). The happiest refugee. Crows Next, NSW: Allen & Unwin.
Doherty, B. (2017). UN official says Australia responsible for ‘inhuman’ treatment of asylum seekers. Retrieved from https://www.theguardian.com/australia-
news/2017/jun/12/un-official-says-australia-responsible-for-inhuman-treatment-of-asylum-seekers
Easlly. (n.d.). Create and share visual ideas. Retrieved from https://easly.ly/
Higgins, C. (2016). How Australia turned its back of the world’s refugee crisis. Retrieved from https://edition.cnn.com/2016/07/01/opinions/australia-refugee-policy-united-
nations/index.html
Karlsen, E. (2016). Refugee settlement to Australia: What are the facts?. Retrieved from
https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1617/RefugeeResettlement
Refugee Council of Australia. (2016). UNHCR global trends 2015 – How Australia compares with the world. Retrieved from
https://www.refugeecouncil.org.au/getfacts/statistics/unchr2015/
The UN Refugee Agency. (2018). The balloon game. Retrieved from http://www.unhcr.org/46a07f8c4.html
Dictogloss Resources
References
Achkovska-Leshkovska, E., & Spaseva, M. S. (2016). John Dewey's educational theory and educational implications of Howard Gardner's multiple
intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 4(2), 57-66.
http://www.nlnw.nsw.edu.au/videos10/7691_2010_edwards_groves/links/edwards-groves.pdf
Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in Action. (4th ed.). South Melbourne, Australia: Cengage Learning
Lewin, R. (Ed.). (2010). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. Routledge.
Milnes, T., & Cheng, L. (2008). Teacher’s assessment of ESL students in mainstream classes: Challenges, strategies, and decision making. TESL Canada
Murdoch, K. (2010a). An overview of the integrated inquiry planning model. Retrieved from
https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b43e4b0cf5cb3c4baa5/1439341379536/murdochmodelforinquir
y2010.pdf
https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9b1de4b0cf5cb3c4b9b1/1439341341409/phasesofinquiry.pdf
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Edition). Oxford: Sydney.
Victorian Curriculum and Assessment Authority. (n.d.a). Critical and creative thinking. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/critical-and-creative-thinking/introduction/rationale-and-aims
Victorian Curriculum and Assessment Authority. (n.d.b.). Curriculum design – Learning areas and capabilities. Retrieved form
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities
Victorian Curriculum and Assessment Authority. (n.d.c). Level 5 – Civics and citizenship. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=CNC