# data[].attributes.body
The principle mentions that their teaching philosophy is learner first. She then says their practice is guided by four key questions.

I think these four questions are a good guideline for us to follow throughout the whole planning process. We can then link our decisions, such as learning strategies, back to the 4 questions and explain why we chose it.

Jordan

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In entering this site, you agree to be bound by the Terms of Use below, noting the restrictions specified, particularly in relation to creating lists of comparative school performance from the content for a commercial purpose.
Please accept the terms of use by clicking the 'Accept' button at the end of the page to continue browsing the website. Last updated: July 2020
1. Binding agreement
1.1 All use of the My School website(this site)is subject to these terms of use(terms)as updated from time to time. By using the site, you agree to be bound by these terms and you acknowledge that your agreement to these terms constitutes a legally binding agreement between you and the Australian Curriculum, Assessment and Reporting Authority(ACARA). If you do not agree to be bound by any of these terms, you are not authorised to use the site and must refrain from accessing it.

2. Terminology
2.1 In these terms, the following terms have the meanings set out below:
a) Content- anything, including information, data, text, tables, compilations, emails, photographs, graphics and films:
created by or on behalf of ACARA; or
licensed or otherwise provided to ACARA for inclusion on the site.
b) Derivative work- material in any form that is derived from, or created by changing, editing, modifying or adapting any content from this site;
c) Distribute- to publish, communicate to the public (make available online or electronically transmit) or otherwise distribute;
d) Reproduce- to make a copy of the content from this site or part thereof in any form (including but not limited to downloading, printing or storing in electronic form);
e) we, us and our- references to ACARA and, where applicable, any staff or independent contractors who may act on behalf of, or for, ACARA in connection with the Site from time to time; and
f) you - you, the user of this site, and your principal (if you are acting as an agent)

3. Use of this site
3.1 By using the site, you acknowledge and agree that:
a) you have read, understood and agree to be bound by these terms (as amended from time to time), and also the Privacy policy, Copyright and any other notices on this site, all of which are hereby incorporated into these terms;
b) your access to and use of this site is on an 'as is, as available' basis;
c) any content we communicate using this site is communicated in good faith as general information only, and is not in the nature of advice. We derive our content from sources we believe to be accurate and current as at the date of publication, but we reserve the right to correct or update content at any time; and
d) you will indemnify us against any loss or damage we may suffer, howsoever caused (including through negligence), as a result of, or in connection with, the use or misuse of this site or its content by you.

4. Content of this site
4.1 You acknowledge that the content on this site about the performance of a school on any indicator including the National Assessment Program ─ Literacy and Numeracy(NAPLAN)tests is only one aspect of the information that should be taken into consideration when looking at a school's profile.
4.2 You acknowledge that you should also take into account a school's statements, the curriculum on offer and extra-curricular activities, facilities and programs in forming a view about a school. Most schools have links from their My School profile page to their website so you can obtain a better idea of the school community.

5. Intellectual property
5.1 Unless otherwise indicated:
a) you should proceed on the basis that all content on this site is the subject of copyright, and may also be the subject of trade mark, and/or other intellectual property rights; and
b) ACARA asserts copyright in all works and other subject matter created by or on its behalf, which is used on or relation to the site.

6. Grant of rights
6.1 Subject to these terms and ACARA's copyright statement, to the extent that ACARA owns intellectual property rights in content on this site, or is otherwise permitted to grant a licence or consent in respect of third party content, you are permitted to reproduce and distribute content from the site and any derivative work for:
a) your personal, private, non-commercial educational use; or
b) non-commercial educational use within your organisation.
6.2 In doing so, it is a condition that:
a) any content that is reproduced continues to bear, in an unaltered form, all copyright, trade mark and other proprietary notices; and
b) you acknowledge that the material is provided by ACARA in the following way: 'Source: Australian Curriculum, Assessment and Reporting Authority (ACARA)'.
6.3 For the purposes of this agreement, a use of content from this site under clause 6.1 by a non-government school or affiliated institutions that represent or run non-government schools is deemed to be a non-commercial educational use.
6.4 Unless otherwise indicated, the permission in clause 6.1 does not extend to the reproduction or distribution of content from this site (in whole or in part) on a publicly accessible website, intranet site or any other media.
6.5 Where you breach any of these terms, the permission granted under clause 6.1 is immediately and automatically revoked.
6.6 You must not use this site, any content from this site, or derivative work outside the scope of these terms without obtaining our prior written consent to do so. We may agree to provide our written consent for such use (including subject to conditions) or decline to provide our written consent in our absolute discretion and without giving reasons. Any requests in relation to written consent should be addressed to:

Intellectual Property Officer
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[email protected]

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generate advertising, subscription or other revenue from any such content or derivative work;

reproduce or distribute any such content or derivative work on, or in connection with, an external website, intranet site or equivalent media that has a commercial purpose; and

create lists of comparative school performance from such content, or anything derived from such content, for a commercial purpose.

c) use any content from this site or any derivative work to compete with or displace the market for or use of, this Site, including as the source of NAPLAN data;
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f) sub-license or otherwise permit others to use the content from this site or any derivative work.

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8.2 In particular, you must not use any of our registered or unregistered trade marks:
a) in, or as a whole or a part of, your own trade marks;
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10. Linked websites
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11. Disclaimers
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11.2 We are not liable for any loss or damage, howsoever caused (including but not limited to negligence), which you may directly or indirectly suffer in connection with your use of this site or any linked site or facility, including through use of a third party intellectual property (including but not limited to copyright material). Nor do we accept any responsibility for any such loss arising out of your use of, or reliance on, content accessed or communicated via this site.
11.3 We are not liable for any loss or damage resulting from any action you take, or any reliance by you, on any content communicated using the site, by us or any other person. You should make your own inquiries and seek independent advice before acting or relying on any content you access using this site.
11.4 We do not accept liability for any losses arising directly or indirectly from a failure to access the site, or any linked site or facility, any corruption or loss of data, errors or interruptions arising in relation to use of this site or any suspension or discontinuance of this site by us.
11.5 We are not liable for viruses, malicious computer code or other forms of interference that may damage your equipment. You must take your own precautions to ensure that the process you employ to access this site does not expose you to such risks.

12. Amendments to terms and conditions
12.1 We reserve the right to change these terms from time to time as we see fit and your continued use of this site will signify your acceptance of any adjustment to these terms. If there are any changes to our Privacy policy, such changes will be posted on this site and you agree to be bound by those changes immediately from their posting on this site.

13. General
13.1 If we waive or fail to enforce any rights available to us under these terms on any particular occasion, this does not mean that those rights will automatically be waived or not enforced on any other occasion.
13.2 If any of these terms (or a part of any of these terms) is held to be invalid, unenforceable or illegal for any reason, it shall be severed from these terms and the remaining terms (or a part of any of these terms) shall continue in full force.

14. Governing law and jurisdiction
14.1 These terms are governed by the laws in force in the state of New South Wales(NSW). You agree to submit to the non-exclusive jurisdiction of the courts of NSW.

# data[].attributes.attachment_link.description
In entering this site, you agree to be bound by the Terms of Use below, noting the restrictions specified, particularly in relation to creating lists of comparative school performance from the content for a commercial purpose. Please accept the terms of use by clicking the 'Accept' button at the end of the page to continue browsing the website.

# data[].attributes.body
what types of diversity would we like to include in class?

I was thinking with 10% EAL/D students we could say they are on the lower level of the spectrum from immigrating to Australia recently and their speaking and reading English levels are low. We could also cater for gifted and talented with literacy extension.

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Students were well below writing averages in 2016-2018 with improvements in 2017-2019. Obviously the school planned towards improving writing scores.

But, then the reading scores fell from 2016 to 2019.

we could try to make an even distribution of reading and writing skills.

# data[].attributes.attachment_link.readable_text
In entering this site, you agree to be bound by the Terms of Use below, noting the restrictions specified, particularly in relation to creating lists of comparative school performance from the content for a commercial purpose.
Please accept the terms of use by clicking the 'Accept' button at the end of the page to continue browsing the website. Last updated: July 2020
1. Binding agreement
1.1 All use of the My School website(this site)is subject to these terms of use(terms)as updated from time to time. By using the site, you agree to be bound by these terms and you acknowledge that your agreement to these terms constitutes a legally binding agreement between you and the Australian Curriculum, Assessment and Reporting Authority(ACARA). If you do not agree to be bound by any of these terms, you are not authorised to use the site and must refrain from accessing it.

2. Terminology
2.1 In these terms, the following terms have the meanings set out below:
a) Content- anything, including information, data, text, tables, compilations, emails, photographs, graphics and films:
created by or on behalf of ACARA; or
licensed or otherwise provided to ACARA for inclusion on the site.
b) Derivative work- material in any form that is derived from, or created by changing, editing, modifying or adapting any content from this site;
c) Distribute- to publish, communicate to the public (make available online or electronically transmit) or otherwise distribute;
d) Reproduce- to make a copy of the content from this site or part thereof in any form (including but not limited to downloading, printing or storing in electronic form);
e) we, us and our- references to ACARA and, where applicable, any staff or independent contractors who may act on behalf of, or for, ACARA in connection with the Site from time to time; and
f) you - you, the user of this site, and your principal (if you are acting as an agent)

3. Use of this site
3.1 By using the site, you acknowledge and agree that:
a) you have read, understood and agree to be bound by these terms (as amended from time to time), and also the Privacy policy, Copyright and any other notices on this site, all of which are hereby incorporated into these terms;
b) your access to and use of this site is on an 'as is, as available' basis;
c) any content we communicate using this site is communicated in good faith as general information only, and is not in the nature of advice. We derive our content from sources we believe to be accurate and current as at the date of publication, but we reserve the right to correct or update content at any time; and
d) you will indemnify us against any loss or damage we may suffer, howsoever caused (including through negligence), as a result of, or in connection with, the use or misuse of this site or its content by you.

4. Content of this site
4.1 You acknowledge that the content on this site about the performance of a school on any indicator including the National Assessment Program ─ Literacy and Numeracy(NAPLAN)tests is only one aspect of the information that should be taken into consideration when looking at a school's profile.
4.2 You acknowledge that you should also take into account a school's statements, the curriculum on offer and extra-curricular activities, facilities and programs in forming a view about a school. Most schools have links from their My School profile page to their website so you can obtain a better idea of the school community.

5. Intellectual property
5.1 Unless otherwise indicated:
a) you should proceed on the basis that all content on this site is the subject of copyright, and may also be the subject of trade mark, and/or other intellectual property rights; and
b) ACARA asserts copyright in all works and other subject matter created by or on its behalf, which is used on or relation to the site.

6. Grant of rights
6.1 Subject to these terms and ACARA's copyright statement, to the extent that ACARA owns intellectual property rights in content on this site, or is otherwise permitted to grant a licence or consent in respect of third party content, you are permitted to reproduce and distribute content from the site and any derivative work for:
a) your personal, private, non-commercial educational use; or
b) non-commercial educational use within your organisation.
6.2 In doing so, it is a condition that:
a) any content that is reproduced continues to bear, in an unaltered form, all copyright, trade mark and other proprietary notices; and
b) you acknowledge that the material is provided by ACARA in the following way: 'Source: Australian Curriculum, Assessment and Reporting Authority (ACARA)'.
6.3 For the purposes of this agreement, a use of content from this site under clause 6.1 by a non-government school or affiliated institutions that represent or run non-government schools is deemed to be a non-commercial educational use.
6.4 Unless otherwise indicated, the permission in clause 6.1 does not extend to the reproduction or distribution of content from this site (in whole or in part) on a publicly accessible website, intranet site or any other media.
6.5 Where you breach any of these terms, the permission granted under clause 6.1 is immediately and automatically revoked.
6.6 You must not use this site, any content from this site, or derivative work outside the scope of these terms without obtaining our prior written consent to do so. We may agree to provide our written consent for such use (including subject to conditions) or decline to provide our written consent in our absolute discretion and without giving reasons. Any requests in relation to written consent should be addressed to:

Intellectual Property Officer
Australian Curriculum, Assessment and Reporting Authority
[email protected]

7. Restrictions on use of this site and content
7.1 Unless permitted under clause 6, you must not, without our prior written permission, do any of the following things:
a) reproduce or distribute the whole or part of the content from this site for any purpose;
b) without limiting a), use in any manner any content from this site or any derivative work for any commercial purpose(s), including but not limited to:

directly or indirectly sell or license any such content or any derivative work;

directly or indirectly sell access to any such content or derivative work including via a website;

generate advertising, subscription or other revenue from any such content or derivative work;

reproduce or distribute any such content or derivative work on, or in connection with, an external website, intranet site or equivalent media that has a commercial purpose; and

create lists of comparative school performance from such content, or anything derived from such content, for a commercial purpose.

c) use any content from this site or any derivative work to compete with or displace the market for or use of, this Site, including as the source of NAPLAN data;
d) use any content from this site or any derivative work, in a manner that is likely to be misleading or deceptive, or otherwise conveys inaccurate or incomplete information to the public;
e) without limiting (d), in using content from this site or a derivative work, falsely or inaccurately represent either directly or indirectly that:
you, your organisation, your website or your goods or services; or
any other person, their website or goods or services,
are connected with, or sponsored or approved by, us or any of our partners or associated entities or bodies; and
f) sub-license or otherwise permit others to use the content from this site or any derivative work.

8. Trade marks
8.1 You must not use any of our registered or unregistered trade marks without our prior written consent, except where you are using the trade marks to correctly describe or refer to our goods or services.
8.2 In particular, you must not use any of our registered or unregistered trade marks:
a) in, or as a whole or a part of, your own trade marks;
b) in connection with activities, products or services that are not ours; or
c) in a manner that may be confusing, misleading or deceptive.

9. Monitoring and security of information
9.1 Your use of this site is not private. We adhere to our Privacy policy but no data transmitted over the internet can be guaranteed as totally secure. We use cookies and other technologies on this site.

10. Linked websites
10.1 This site may contain links to other websites (linked sites). Those links are provided for convenience only and may not remain current or active. We are not responsible for the content or privacy practices of linked sites.

11. Disclaimers
11.1 To the extent permitted by law, any condition or warranty that would otherwise be implied into these terms are hereby excluded.
11.2 We are not liable for any loss or damage, howsoever caused (including but not limited to negligence), which you may directly or indirectly suffer in connection with your use of this site or any linked site or facility, including through use of a third party intellectual property (including but not limited to copyright material). Nor do we accept any responsibility for any such loss arising out of your use of, or reliance on, content accessed or communicated via this site.
11.3 We are not liable for any loss or damage resulting from any action you take, or any reliance by you, on any content communicated using the site, by us or any other person. You should make your own inquiries and seek independent advice before acting or relying on any content you access using this site.
11.4 We do not accept liability for any losses arising directly or indirectly from a failure to access the site, or any linked site or facility, any corruption or loss of data, errors or interruptions arising in relation to use of this site or any suspension or discontinuance of this site by us.
11.5 We are not liable for viruses, malicious computer code or other forms of interference that may damage your equipment. You must take your own precautions to ensure that the process you employ to access this site does not expose you to such risks.

12. Amendments to terms and conditions
12.1 We reserve the right to change these terms from time to time as we see fit and your continued use of this site will signify your acceptance of any adjustment to these terms. If there are any changes to our Privacy policy, such changes will be posted on this site and you agree to be bound by those changes immediately from their posting on this site.

13. General
13.1 If we waive or fail to enforce any rights available to us under these terms on any particular occasion, this does not mean that those rights will automatically be waived or not enforced on any other occasion.
13.2 If any of these terms (or a part of any of these terms) is held to be invalid, unenforceable or illegal for any reason, it shall be severed from these terms and the remaining terms (or a part of any of these terms) shall continue in full force.

14. Governing law and jurisdiction
14.1 These terms are governed by the laws in force in the state of New South Wales(NSW). You agree to submit to the non-exclusive jurisdiction of the courts of NSW.

# data[].attributes.attachment_link.description
In entering this site, you agree to be bound by the Terms of Use below, noting the restrictions specified, particularly in relation to creating lists of comparative school performance from the content for a commercial purpose. Please accept the terms of use by clicking the 'Accept' button at the end of the page to continue browsing the website.

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starting to write down everything in my head.
would love to see others ideas

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Mind Mapping Online - Bubbl.us - EDP333 ass 2 brainstorm

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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school is a supporter of children playing, exploring and enjoying nature and have nature play Fridays.

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THE NATURE PLAY MISSION

Nature Play Australia is made up of four state-based not for profit organisations dedicated to supporting the health, wellbeing, and development of Australian children through outdoor play and learning. We work with families, early learning centres, schools, local governments, and partner organisations.

​

Find resources, professional development opportunities, programs, and partnership opportunities in your area by clicking on the link to your state below.

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THE NATURE PLAY MISSION Nature Play Australia is made up of four state-based not for profit organisations dedicated to supporting the health, wellbeing, and development of Australian children through outdoor play and learning. We work with families, early learning centres, schools, local governments, and partner organisations.

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Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618

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Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522

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There can be a great opportunity to have a writing task that links them with the story of their school and school life in Indonesia

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science has a good link too with earthquakes, tsunami's and volcano's
Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096

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Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

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Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800

# data[].attributes.body
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713

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Analyse strategies authors use to influence readers (ACELY1801

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Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714

# data[].attributes.headline
As we have to look at another learning area as well as English, are we all happy to pick HASS?  I think it makes sense as we are wanting to implement Indonesian culture into the learning?

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As we have to look at another learning area as well as English, are we all happy to pick HASS?  I think it makes sense as we are wanting to implement Indonesian culture into the learning?

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Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715

# data[].attributes.body
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717

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fables, myths and fairy tales. good for non fiction narratives

# data[].attributes.body
Understand the uses of commas to separate clauses (ACELA1521

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The 'Land to Sea; Unity in Diversity' project has been focussed on developing students understanding of how all environments are interconnected and yet each have their own unique features. These bilingual interpretative trails are a collaboration between Lansdowne Crescent Primary School and its Indonesian BRIDGE partner school SDN1Kaliasin, Taroona High School, Mount Nelson Primary School, Sandy Bay Infant School and the Taroona Environment Network.

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The 'Land to Sea; Unity in Diversity' project has been focussed on developing students understanding of how all environments are interconnected and yet each have their own unique features. These bilingual interpretative trails are a collaboration between Lansdowne Crescent Primary School and its Indonesian BRIDGE partner school SDN1Kaliasin, Taroona High School, Mount Nelson Primary School, Sandy Bay Infant School and the Taroona Environment Network.

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Walk in our shoes, see through our eyes and journey alongside us... the Tasmanian Aboriginal Community.

- From Gumnuts to Buttons
About
The Orb celebrates Tasmanian Aboriginal people and the interconnections between Country, culture, identity, and Community.

The Orb features interviews with Tasmanian Aboriginal Community members. It provides teachers with Australian Curriculum aligned resources to assist the teaching of Tasmanian Aboriginal histories and cultures.

Contact: aboriginal.education@decyp.tas.gov.au

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From Gumnuts to Buttons About The Orb celebrates Tasmanian Aboriginal people and the interconnections between Country, culture, identity, and Community. The Orb features interviews with Tasmanian Aboriginal Community members. It provides teachers with Australian Curriculum aligned resources to assist the teaching of Tasmanian Aboriginal histories and cultures. Contact: aboriginal.education@decyp.tas.gov.au

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Collaborative learning activities

The key to BRIDGE school partnerships is the opportunities provided for students to connect and communicate with their peers overseas. Learning about each others' country and culture, and collaborating on mutual topics of interest provides students with the chance to develop language skills, establish life-long friendships and learn more about life in their partner school's nation.

Explore the activities below:

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Collaborative learning activities | Asia Education Foundation

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The key to BRIDGE school partnerships is the opportunities provided for students to connect and communicate with their peers overseas. Learning about each others' country and culture, and collaborating on mutual topics of interest provides students with the chance to develop language skills, establish life-long friendships and learn more about life in their partner school's nation.

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Ryan has suggested Lansdowne Crescent PS because of the literacy links we can make with the Indonesian sister school.

I have been looking at the ICSEA value for the school and notice they are high socio-economic advantaged with only 1% indigenous and 10% EAL/D students. Giving us an opportunity to explore Indonesian, indigenous and low socio-economic culture as comparisons of how other live.

Advantages include there student-first approach with enquiry based learning incorporating the land to sea: Unity to Diversity Project with the sister school and local schools. I can't find much information about the project but maybe we can make up a hypothetical project.

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Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123 - Scootle )

Analysing

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127 - Scootle )

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Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133 - Scootle )

I think this could be applied well to narrative writing

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diagnostic assessments completed prior to unit beginning to establish a baseline for students needs and differentiation needs.

we just need some examples for differentiation needs.

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Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036

# data[].attributes.headline
what is it we want our children to learn?

# data[].attributes.subject
what is it we want our children to learn?

# data[].attributes.headline
How will they learnt it (how will we teach it)

# data[].attributes.subject
How will they learnt it (how will we teach it)

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What will we do if they don't learn it or they already know it?

# data[].attributes.subject
What will we do if they don't learn it or they already know it?

# data[].attributes.body
Develop and apply techniques and processes when making their artworks (ACAVAM115 )

# data[].attributes.headline
EAL/D resource for differentiation the learning modes

# data[].attributes.subject
EAL/D resource for differentiation the learning modes

# data[].attributes.body
Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)

# data[].attributes.body
Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)

# data[].attributes.body
picture book

# data[].attributes.body
adapt to journal writing. incorporate ICT via podcast or video diaries

# data[].attributes.headline
A success criteria should be created which will allow us to ensure all students are reaching the objectives and goals we have set for them throughout the four weeks

# data[].attributes.subject
A success criteria should be created which will allow us to ensure all students are reaching the objectives and goals we have set for them throughout the four weeks

# data[].attributes.body
Building Relationships through Intercultural Dialogue and Growing Engagement (BRIDGE)

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Our flagship teacher professional development program for over 10 years, the Australia-Asia BRIDGE School Partnerships Program offers an unique opportunity for schools to equip their students to be ready for the world.

BRIDGE is an international program that establishes school partnerships between students, teachers and school communities. BRIDGE students collaborate on projects, practice language skills and develop life long friendships with students at their partner school.

Through the use of a blended model of teacher professional learning, face-to-face, online learning and an international homestay program with partner schools BRIDGE supports teachers to use technologies to open their classrooms to the world.

BRIDGE develops students to be global citizens who have:

deeper intercultural understanding

real-life digital capability

new knowledge of Asia and Australia

strengthened language skill

Core phases of BRIDGE

1. Establishing partnerships

2. Building teacher capacity

3. Supporting partnerships

AEF partners with education jurisdictions across the region to identify and partner schools and teachers.

Online and face-to-face professional learning comprises webinars, reciprocal in-country workshops (in Australia and Asia), school visits and homestays.

Ongoing support to school partnerships is provided through access to AEF, BRIDGE community of practice and curriculum resources to support classroom collaboration.

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BRIDGE School partnerships | Asia Education Foundation

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Our flagship teacher professional development program for over 10 years, the Australia-Asia BRIDGE School Partnerships Program offers an unique opportunity for schools to equip their students to be ready for the world. BRIDGE is an international program that establishes school partnerships between students, teachers and school communities.

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History learning is crucial to the primary school classroom. History informs and reminds us of the past. Subsequently, history learning provides an avenue for inquiring between past and present and the relationships between. Likewise, history learning challenges personal context and meaning. During this process, students develop the ability to think critically, creatively, and responsively in regards to their place within society. The Australian Curriculum (AC) history rationale outlines that historical knowledge is fundamental to understanding ourselves and others (ACARAa, 2014). Furthermore, primary years are largely influential in creating a sense of community and cohesion of its diversity. The following unit is centred on understanding and appreciating that diversity within the classroom, school and broader community is a result of migration throughout various periods within Australia's history. A variety of teaching and learning strategies are used.

Inquiry:

Students are presented with the AC year 6 inquiry question "Who were the people who came to Australia" and "Why did they come?" (ACARA). The inquiry question is presented during the first lesson and lays the basis for learning. To ensure learning is relevant, students begin by considering the diversity around them. All lessons cover the inquiry topic to some degree; however, the question is re-visited by the students in a more intimate way in lessons 5 and 6, when students undertake a personal investigation of a migrant's life.

Discourse and dialogic teaching:

The unit pursues high student engagement and input through the use of dialogic teaching. Dialogic teaching is an interactive teaching approach where teachers create space for multiple voices and discourse. Aligned to social-constructivism, students' discussion and the exchanging of ideas is encouraged throughout all lessons. Within a social-constructivist's classroom, this provides stepping-stones for students to construct knowledge and understanding. In lesson 1, students discuss key terminology for the unit. Although this may lead to random and possibly incorrect answers, the activity exposes students' understanding, thought processes, and any possible misconceptions, creating a valuable resource for diagnostic and summative assessment. Discourse and dialogic teaching is also used to develop historical literacies. Immersion in literature and discourse is necessary for students to become historically literate. Unit lessons are centred on students reading, analysing, sharing and responding to a variety of historical texts.

Questioning:

A variety of questioning skills are used throughout the unit. Open-ended questioning allows students to think critically about their learning. Ultimately, effective questioning should result in students producing a reasoned, thoughtful and detailed response that testifies to deep understanding of concepts. Questions are outlined throughout the program. Questions are used throughout the unit manipulate students to empathise for others and respect diversity.

Values and citizenship learning:

Empathy and respect for others are values taught implicitly throughout the unit. Although unexposed, the role-play, readings, and overall nature of the learning presents students with the emotional and physical struggles of migrants throughout Australia's history. The portfolio task for lesson 3 seeks to extract the opinions and empathetic values of each student, making empathy understanding an assessable learning objective.

Visual forms and role-play:

Visual forms play an important role in history learning. Photographs, portraits, and paintings of a time can assist students in developing a concept of a given period in time. Likewise, photographs and personal stories are used to develop historical skills such as explanation and communication. Explanation and critical analysis skills are developed when students are encouraged to examine sources and draw their own inferences of a source. Role-play is used in lesson 3 to engross students in the life of a post-war migrant. Role-play is an authentic learning strategy that involves students in exploring associated feelings and perceptions. Although the teacher is the primary facilitator, if dramatised correctly, the role-play will help elucidate the difficulties and feelings of migrants.

Information and communication technologies (ICT) are used throughout each lesson. The AC outlines that access, use and skills with ICT allows students to participate effectively in a knowledge-based society (ACARA). Particularly relevant when partaking in research, the development of historical skills can be enhanced through the multimodal use of ICT. Throughout the unit video clips, interactive games, EWB, and software are used to enhance the learning experience and to contribute to students' ICT capabilities.

By the end of the unit students will understand that migration throughout Australia's history contributes to the diversity within their class, school, and community. Australia has undertaken many migration schemes for many different reasons. Learning will encompass three migration schemes: migration during Australia's Gold Rush, Post-war migration and Child migration.

A portfolio will be created for this unit. Students will submit tasks as directed in each lesson. Portfolios may be written (in a project book or folder) or presented digitally using Word, InDesign, PPT or any other suitable software. A marking rubric will be given to students at the start of the unit (Appendix). Students are encouraged to view the rubric to ensure they are aware of expectations. Encourage students to use the Class Blog to ask questions regarding learning or assessment tasks.
Historical Knowledge and Understanding:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)
Historical Skills: Historical questions and research:

Identify questions to inform an historical inquiry (ACHHS119)

Identify and locate a range of relevant sources (ACHHS120)

Analysis and Use of Sources:

Locate information related to inquiry questions in a range of sources (ACHHS121)

Compare information from a range of sources (ACHHS122)

Explanation and Communication:

Develop texts, narratives and descriptions, which incorporate source materials (ACHHS124)

Use a range of communication forms: oral, written, graphic (ACHHS125)

Cross Curriculum:

Asia and Australia's engagement with Asia.

Aboriginal and Torres Strait Islander histories and culture

General Capabilities:

Intercultural understanding

Literacy

ICT capability

Critical and creative thinking

Numeracy

Personal and social capability (empathy and understanding for others)

Week 1 - Introduction to Migration

Lesson Outcome:

By the end of the lesson students will reflect on the diversity around them and propose reasons for migration into Australia. Key terminology for the unit will be introduced.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Use historical terms and concepts (ACHHS118)

Identify questions to inform an historical inquiry (ACHHS119)

Asia and Australia's engagement with Asia.

Critical thinking

Intercultural understanding

Literacy

Learning Progression:

Lesson Introduction:

Introduce the topic for unit: Diversity in Australia today

Introduce Inquiry Question:

Allow students to reflect on: "Why is Australia home to so many different nationalities?" (AC year 6 key inquiry questions: Who were the people who came to Australia and why did they come?)

Share personal story (appendix), or Migrant Stories to share a migration story. Before viewing, consider:

Key Learning Activities:

Introduce key terminology for this unit: migration, displaced person, free migration, immigration schemes, and assimilation into a new community. Short activity (15 min):

Return to desks. Teacher guides discussion as students share definitions. Teacher elaborates where necessary. Record main ideas and correct definitions on EWB. Students record terminology and definition into their own mind map (Appendix). Mind map will be completed individually in students' SOCE books.

Closing Activity/reflection:

Ask students to reflect on and discuss the diversity of nationalities within this classroom, school, and community. Ask students to share first-hand experiences.

Extension Activities:

Complete a table providing information showing backgrounds and nationalities within the class and possibly school.

Assessment:

Informal formative: Prompt all students to participate in critical thinking regarding the cause for diversity within Australia. Ensure all students participate in class discussion.

List of Resources:

Electronic White Board (EWB)

Personal SOCE exercise/work books

Mind Map Template (Appendix)

Stories for lesson introduction Migrant Stories

Scrap paper for brainstorming activity

Week 2 - Migration during the Gold Rush

Lesson Outcome:

By the end of the lesson students will define free immigration in relation to the Australian Gold Rush migration scheme.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Use historical terms and concepts (ACHHS118)

Locate information related to inquiry questions in a range of sources (ACHHS121)

Critical thinking

Literacy

ICT capability

Intercultural understanding

Asia and Australia's engagement with Asia

Aboriginal and Torres Strait Islander histories and culture

Literacy: Analyse and evaluate similarities and differences in texts on similar topics (ACLET1615)

Learning Progression:

Prior to the lesson:

Introduce students to assessment task for this unit (information below). This is an ongoing portfolio that will be added to throughout the unit and the final mark will contribute to term grade.

Lesson Introduction:

Refresh terminology covered in previous lesson. Explain that today's learning covers one of Australia's many free immigration schemes. Introduce and explain that learning will include:

Exposure to the Gold Rush (A time in Australia's history which encouraged free immigration.) Share a few pictures from Gold Rush Photos website to capture students' interests. Give a brief background of images and the Australian Gold Rush.

Students will be using the Class Website to collate information regarding immigration during Australia's Gold Rush years from two readings

(Remind students that this topic may be familiar to some as it is covered in year 5 ( ACHHKO96)).

Key Learning Activities:

Students work with a partner. Each student reads one of the stories provided on Class Website

1. The Australian Gold Rush

2. Gold Rush Colony

3. Objects Through Time

Students are given reading time. Students share and discuss their understandings, interpretations, and main points of their reading with partner. Students prepare an overview of migration during the gold rush for their portfolio a minimum of one page of information including:

The Gold Rush Years (dates)

Where migrants came from and where they went.

On a map (appendix), mark and annotate the states that people flocked to (students may like to use Gold Splash)

In your own words, write a paragraph to answer "Why did the Australian Government encourage immigration during the Gold Rush?"

Students prepare information in any format - see details below.

Closing activity/reflection:

Give students a few moments to ponder the excitement of new immigrants and their joy as they arrived to dig gold! But - how do you think the Aboriginal communities felt as they looked on? Ask students to share their thoughts.

Extension Activities:

Option 1 - In response to readings, ask students to share some thoughts on the following statement: "The Gold Rush stirred Australia as a nation". Consider the diggers as they worked side by side with Chinese, English, and other European Migrants. How did they feel? What were they thinking? Record these thoughts as thinking bubbles and add to your portfolio.

Option 2 - Read the biography of Edward Hargraves. Write a reflection in your journal his life. Consider: Did Mr Hargraves deserve the wealth and lifestyle endowed on him by the Government?

Assessment:

Resources:

Week 3 - Migration as a result of War

Lesson Outcome:

By the end of the lesson students will justify reasons for migration to Australia to escape the devastation of war - in particular the Vietnam War. Students will understand that emigration has physical and emotional implications.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Use historical terms and concepts (ACHHS118)

Identify and locate a range of relevant sources (ACHHS120)

Compare information from a range of sources (ACHHS122)

Use a range of communication forms: oral, written, graphic (ACHHS125)

Asia and Australia's engagement with Asia

Critical and creative thinking

Literacy

Numeracy

ICT capability

Intercultural understanding

Personal and social capability (empathy and understanding for others)

Interpret and use timetables (develop timelines) (ACMMG139)

Learning Progression:

Lesson Introduction:

Revise previous learning: free immigration

Provide overview of today's learning: throughout Australia's History, many people have migrated and made Australia their home to find peace and protection from the violence, turmoil and wars of their homeland.

Key Learning Activities:

Teacher directed / role-play: Students are to sit comfortably at desk. They are to have pen and paper ready to take notes and to record any questions that might arise.

Teacher provides background to Vietnam War:

Between 1955 and 1975, Vietnam was at war. (Display area on map using EWB). The government of the South and the communists' regime of the North fought for power. The United State allies supported the government of the South and the North Vietnam communists were supported by USSR, China and North Korea. Conflict was great and the jungles of Vietnam proved a difficult place to fight war. It is estimated that millions of Vietnamese died in battle as well as in crossfire.

Teacher's Role: Teacher paraphrases or reads to the class the story of the 1975 Tu Do Refugee Boat Story. Teacher should place emphasis on the devastation of living in post-war Vietnam.

At the close of the monologue, share video - a child's view of leaving a disturbed and oppressed Vietnam A Child's Account. Teacher directs class discussion using the notes taken during monologue. Ask a variety of open-ended questions to prompt for deeper thinking:

Student tasks:

Students will analyse pictures and video clips of migrant testimonials to determine feelings, emotions and physical details of their stories. Students work individually to examine the life of a post-war migrant using the links provided on Class Website

Portfolio Task:

Write up a short profile entry for the individual's life you examined. Include:

Students may choose to present this information as a voice recording.

Lesson Closing:

Call students together. Ask a few students to share a little background of their chosen individual.

Extension Task:

Students plot the story of their chosen migrant on a map and on a mini timeline. This task can be added to portfolio.

Assessment:

Observation: ensure students are listening and engaged during role-play. After role-play, check understanding by asking questions. Prompt students to expose deeper understanding by asking open-ended questions.

Teacher provides summative assessment to portfolio task prior to next lesson. Students are opportunity to make corrections.

Resources:

Week 4 - Child Migration

Lesson Outcomes:

By the end of the lesson students will understand the term displaced persons by reflecting on the physical strains, feelings, and emotions associated with child migration. Students will create a table showing the conflicts and consequences of child migration.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Use historical terms and concepts (ACHHS118)

Compare information from a range of sources (ACHHS122)

Critical thinking

Intercultural understanding

Literacy

Personal and social capability

English: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including digital texts (ACELY1713)

Learning Progression:

Lesson Introduction:

Revise previous learning

Australia Gold Rush (an example of free-immigration)

Post-war migration (migrating for refuge and freedom)

Introduce learning - child migration

Introduce terminology: displaced persons / forced migration

Explain: child migrants were sent from Britain over approximately 100 years from the 1860's to the 1960's. Many of these children had lost parents during wars and were sent alone over vast oceans to make a new, fresh start whilst helping to populate Australia. Although they were promised a happy future, the anxiety and fear that accompanied them was inevitable. Such child migrants are known as forced migrants or displaced persons.

Teacher's task:

Read or paraphrase overview of child migration: Fact Sheet 124. Show photographs (primary sources) of child migrants to stimulate students interest and engagement: Page 18 - 28 of On their own: Britain's Child Migrants. Give students background of photos (A short transcript is provided with each file.). Explain that child migrants were sent without families and had no means to contact families.

Inquiry and open-ended questions to prompt deeper-thinking:

Key Learning Activities:

Student-controlled learning: Students will read the child migration articles provided on Class Website. Students will compare these articles (secondary sources) with the pictures viewed at the start of the lesson (primary sources). Students will analyse the articles against the pictures. Students consider:

Emotions, physical strains, feelings, fears/concerns child migrants endured.

Do the pictures of the children align with the emotions and feelings described in the articles?

Students each complete a table (appendix) that compares conflicts, consequences and benefits of child migration. Table will be added to their portfolio.

Lesson closing/reflection:

Class discussion: in light of readings and the photographs we viewed, do you agree or not agree with the slogan "The child, the best immigrant"

Extension Work:

Option 1 - Create a poster that discourages child migration. Invent a slogan that is creative and challenging.

Option 2 - Download the Report on progress and assimilation of migrant children in Australia. Highlight the positives of child migration in one colour and the negative aspects of child migration in another.

Assessment:

Teacher provides formative feedback throughout the lesson by constantly linking students table to the pictures viewed.

Summative assessment is provided with portfolio task

Resources:
Extra Curricular - Visit the South Australian Migration Museum:
Visiting the South Australian migration museum is a great opportunity for students to support their learning of South Australia's migration history. Likewise, the museum offers a place to discover the diversity of people within South Australia. The museum has a range of primary sources such as photographs and memorabilia on display. Admission is free and school tours are available. The museum is located at 82 Kintore Avenue, Adelaide. More information at SA Migration Museum

Week 5 - Migrants in My World

Lesson Outcome:

By the end of the lesson students will investigate the background of an individual who makes Australia the diverse country it is today. Students will demonstrate understanding of key terminology covered in this unit by completing a quick quiz.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115

Use historical terms and concepts (ACHHS118)

Identify and locate a range of relevant sources (ACHHS120)

Locate information related to inquiry questions in a range of sources (ACHHS121).

Asia and Australia's engagement with Asis (OI.5; OI.7)

Critical thinking

Intercultural understanding

ICT Capability

Personal and social capability

Literacy

English: Create literary texts that adapt or combine aspects of texts students have experienced (ACELT1618)

Prior to this lesson:

Give students a few days notice to begin considering someone they could interview for a mini biography on migration. They may choose students/teachers in the school or friend/family members. Encourage students to use persons who have experienced migration first-hand. Students should approach these persons and ask for permission prior to lesson 5. Teacher can outline appropriate etiquette and contact strategies.

Learning Progression:

Lesson Introduction:

Ask students to share some interesting findings from the SA Migration Museum visit.

Begin by assessing key learning covered within unit. Use the quick quiz (appendix). Students complete this individually in their history books.

Key Learning Activities:

Students research and write a biography about the life of someone who has migrated into Australia. (Students may choose to work with a partner to share the workload). The presentation will include:

Learning activity for this lesson:

Prepare for the interview

Note: Learning activities in lesson five extend over to lesson six. Teachers can possibly even provide an extra History lesson this week or set homework.

Lesson closing/reflection:

Compulsory Homework: Students perform their interviews at some stage throughout this week. Provide extra classroom time if needed.

Extension Work: Students that have prepared appropriate interview questions can continue working on other aspects of interview. Alternatively students can visit the Class Website to browse the interesting articles on other Australian migrations schemes.

Assessment:

Quiz provides teacher with feedback of each individual's understanding of key terminology covered in the unit.

Teacher provides formative feedback throughout the lesson by contributing to students' interview questions. This is done one on one.

Resources:

Cross Curriculum Opportunities

Learning area: Year 6 Mathematics - Data representation and interpretation

Interpret and compare a range of data displays including column graphs for two categorical variables (ACMSP147)

Students use figures provided to graph Australia's population, categorising the population by migrants from whatever countries. The following websites assist research in this area:
Australian Government Immigration Department Website Australian Bureau of Statistics
Week 6 - Migrants in My World (continued...)

Lesson Outcome:

Continued... By the end of the lesson students will investigate the background of an individual who makes Australia the diverse country it is today.

Curriculum Links:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Use historical terms and concepts (ACHHS118)

Sequence historical people and events (ACHHS117)

Identify points of view in the past and present (ACHHS122)

Develop texts, narratives and descriptions, which incorporate source materials (ACHHS124)

Intercultural understanding

ICT Capability

Personal and social capability

Literacy

Learning Progression:

Lesson Introduction:

Present learning: Today's lesson will continue on the biography started last lesson. However, first we will cover another term important to migration.

Introduce: Assimilation. As we have learnt, there are many reasons for migration into Australia. On the Class Website you will find additional information of other migration schemes that are occurring even today. However, regardless how a person migrated, entering a country is not the final point. Consider the following:

This process is known as assimilation. As you continue with your biographies, consider the individual's journey and his/her assimilation into Australia.

Key Learning Activity:

Students continue with biography

Lesson closing/reflection:

Students are asked to share their progress. Give students extra class time to complete biographies. An extra lesson may also be required if students wish to present their biography orally.

Extension Work:

Option 1 - Finished the portfolio? Why not add to the portfolio a timeline entitled: Migration in Australia's History. Use the www to find key dates and more information on migration schemes in Australia. Use software if you dare... create your timeline using software such as http://www.tiki-toki.com/

Option 2 - Visit the class blog and watch the TED talk by Tan Lee - Class Website. Consider the difficulties Tan Lee endured on her journey. Then consider the challenges of assimilation into Australia. Can you create a comic strip, picture, or write a story that tells of the difficulties Tan Lee went through

Assessment:

Teacher provides formative feedback throughout lesson by contributing to students as they work

Teachers use matrix to mark students' portfolio, providing students with comprehensive feedback on all entries

Resources:

Cross Curriculum Opportunities:

Learning area: Year 6 Geography - Geographical knowledge and understanding:

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)

Significant events that connect people and places throughout the world (ACHGK034)

Recommendations for future learning:

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.(ACHHK116)

This unit could easily be extended to a 10-week program by introducing students to examples of significant individuals (could be migrants) who have played a role in the advancement of Australian society. This would also allow for expansion across other learning areas in the curriculum such as science, the arts, sport and mathematics. Continuity with this aspect of history, in particular acquiring understanding of diverse individuals, develops students' ethical understanding and consideration of others.

For a complete DOC version of the unit and associated printables, please click below:

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Australia is My Home - A History Unit for Years 5/6 on Migration in Australia's History - Australian Curriculum Lessons

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History Unit Summary: History learning is crucial to the primary school classroom. History informs and reminds us of the past. Subsequently, history learning provides an avenue for inquiring between past and present and the relationships between. Likewise, history learning challenges personal context and meaning. During this process, students develop the ability to think critically, creatively, ...

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Engaging with imaginative experience by participating in responding to and creating a range of texts, such as stories, songs, drama and music.

Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions[Key concepts: fact, fiction; Key process: describing; Key text types: story, script, cartoon] (ACLINC040)

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to interpret the students needs and development stage to create the plan following the schools guidelines for learning. Activities can be based on the students developmental stage for EAD/D and gifted and talented.

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First Steps literacy resources comprise comprehensive teaching materials in the four modes of literacy: Reading, Writing, Speaking and Listening, and Viewing as well as a resource - Linking Assessment, Teaching and Learning.

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https://docs.google.com/document/d/1VIyPZfTf_DiCpvFXy7PLN-njFCQHkzgleHcI-Xo8RMU/edit?usp=sharing