Daniel Colley 17660772 Secondary Curriculum History 1A

Assignment 2

Daniel Colley 17660772

Secondary Curriculum History 1A

Contents

Part One

Pre-Site Lesson Plan Pages 2-11

Post-Site Lesson Plan 1 Pages 12-18

Post-Site Lesson Plan 2 Pages 19-23

Justification Pages 24-30

Part Two

Appendix A Pages 31-32

Appendix B Page 33

Appendix C Page 33

Appendix D Pages 34-37

Appendix E Pages 38-44

Website URL: http://colleyhistory.weebly.com

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Daniel Colley 17660772 Secondary Curriculum History 1A
Pre-Site Lesson

Topic area: Migration Stage of Learner: Stage 5 Syllabus Pages: 98 & 102 (pdf)
Experiences Year 10
Date: Location Booked: Classroom Lesson Number: 6 / 30

Time: 50 minutes Total Number of students: 25 Printing/preparation: Graph &

Questions to project onto
board, 30x Jigsaw Task Sheets,
5x Jigsaw Source Sheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Discussions on graph The main waves of migration Research migration waves and
HT5-3 and collaborative task to Australia in the 40 years present findings orally and in
HT5-4 following World War II writing
HT5-10 Completion of Jigsaw Identify numbers of migrants,
Life Skills outcomes Task Sheet countries of origin and
HTLS-5 motivations
HTLS-8 How the students Identify trends and changes
HTLS-10 research and present over time
findings
CCP & GCs Subject specific concepts
Critical and Creative Thinking Continuity and Change Students study the development and
Asia and Australias change of migration rates and migration waves, identifying trends
engagement with Asia and changes
ICT Research Students research and present findings on a main
Numeracy migration wave between 1945-80
Difference and Diversity Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Substantive The greater majority of this class is collaborative and requires students to converse with
Communication one another to find, interpret and collect research into a coherent summary that meets the

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Daniel Colley 17660772 Secondary Curriculum History 1A
criteria presented. Students also have to communicate consistently in expert groups so
everyone can complete the task and then participate in discussions.
Social Support Students support one another in their learning through group work that allows students to
offer understanding, research findings and points of view in a comfortable peer space and
then offer possibly risky ideas in a whole class space during the beginning and end
discussions. All ideas are validated and students helping one another is strongly
encouraged through strategic group allocation centred numeracy and research skills.
Inclusivity All students in the class, from all cultural and social backgrounds, participate both
individually and collaboratively in the tasks with their contributions essential to each task
in order for the expert groups to function.

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Daniel Colley 17660772 Secondary Curriculum History 1A
Time Teaching and learning actions Organisation Centred
T/S
5 Project the Migration Rates Since 1945 graph and Teacher: Marking roll and organising T
Questions for Graph onto the smartboard/projector students
screen.
When students come in, have them place their bags at the Student: In five separate expert
front then split them into five separate groups (for later groups
jigsaw task), rearranging the room into combined desks to
fit the group (if you didnt have an opportunity to re- Resources: Migration Rates Since
arrange the room prior). Ask the expert groups to discuss 1945 graph and questions, classroom
this graph and the questions while you mark the roll. computer and projector
Consider being strategic with forming the groups to place
those who excelled in previous lessons with those who
struggled and explain how to read stacked column graphs if
the numeracy skills of your class are relatively low.
10 Discuss these questions and graph with the class ensuring Teacher: At front S
that at least one person from each group presents a point
and hearing a few ideas about answers to each question. Student: In expert groups
Dont give the students answers, but do assist them,
particularly those unfamiliar with stacked column graphs Resources: none
and how to read them
15/25 JigSaw Research Activity: Teacher: Hovering around room S
Quickly state that students are going to be researching organising and assisting students
migration waves today and that a migration wave is a
sudden spike or shift in migration for a period of time. Student: In Focus groups

Count students 1 to 5 in their expert groups, reminding Resources: Jigsaw Task Sheet, Jigsaw
them theyll need to reform their expert groups later. Have Source Sheet, Student
them go to the desk cluster that fits the number they Laptops/devices
received. Each focus group is assigned a migration wave
(See Jigsaw Task Sheet) and a single source for each wave
(see Jigsaw source sheet) that theyre to supplement with
research on their laptops/devices.

Focus groups are to write a summary of their migration

wave including when it occurred, the numbers of migrants,
origins of migrants, percentages of migrants and refugees,
reasons for the waves occurrence (events), and how
Australia was involved. This summary will be written in the
section of the Jigsaw Task Sheet that corresponds with their
migration wave. They also have to present their findings to
the teacher after some time and then individually to their
expert groups later. They can choose to have a presenter
for their focus group or do it as a team.

During this activity, hover about the room checking

progress and providing assistance to the group (such as
possible search terms and sites). Dont take any
presentations just yet but hear out ideas and guide
students and groups that are struggling or getting stuck on
research.
30 Move from group to group hearing their presentations for Teacher: Moving between groups S
each wave. Offer adjustments where needed.
Student: In focus groups

Resources: none
35/40 Once done, have students return to their expert groups. Teacher: Moving about groups S
One at a time, students are to tell each other about their
focus groups findings from their sources and research, Student: In expert groups
listeners taking notes on the Jigsaw Task Sheet, which will
eventually be completed once everyone has presented to Resources: Jigsaw Task Sheet
each other. Students are not to simply copy each others
notes and should use their notes as a reference (if needed)
rather than read it out. Further, expert groups are to

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Daniel Colley 17660772 Secondary Curriculum History 1A
complete the timeline on the second page of the task sheet
together.
Hover about the room listening in on the expert groups
discussions.
40 Remaining in expert groups, open a discussion to the class. Teacher: Up front S
Ask if they noticed any trends, changes or connections
between the waves, their causes and Australia Student: In expert groups discussing
reactions/involvement? Did they find it difficult at times to
find the motives for the waves? Resources: None
45/50 Conclusion: Teacher: At computer giving quick T
State that the next four lessons will be spent in the navigation tutorial
computer labs using an interactive website about
Australias changing immigration policies, practices and Student: In expert groups viewing
treatment of different groups of people (British and quick navigation tutorial
Europeans vs Eastern Migrants in particular). Open the
home page of the site (http://colleyhistory.weebly.com) Resources: Interactive Website,
and quickly go through some of the navigation tips, classroom computer, projector
recommending that they navigate the sites time periods
chronologically. Return the tables and furniture to normal
arrangements.

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Daniel Colley 17660772 Secondary Curriculum History 1A
Reflection
Whilst preparing this lesson I had to consider how to effectively utilise use the classroom
space in terms of collaboration and collective research. I designed the research task first to
imitate my Classroom Ready Assessment Tasks (see appendix D) need for group research
as a scaffolding measure and had to manipulate the student organisation around it. I
decided on the jigsaw method to cover large amounts of content in a shorter span of time
as well as to encourage communication between group members. I still struggled with time
management though.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-3 Within the summaries of the Jigsaw task sheet, students
have to provide the reasons for the migration waves
occurrence as well as Australias involvement. Doing so
requires them to analyse and research information as well
as explain the actions and perspectives of migrants and
Australia
HT5-4 Students complete a series of summaries for significant
waves of migration as well as analyse migration rates. In
doing so they must explain the reasoning behind the waves
and draw connections to trends and changes between data
and migration waves
HT5-10 Students are required to present their work to each other
and the teacher both in writing and orally in order to
complete the collaborative tasks

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 Students are placed strategically into groups in order to support each
(Differentiate other and move through content together, allowing more advanced
Teaching) students to help those with lower ability, particularly in numeracy.
Further, the research task allows students to work at their own pace in
order to contribute to the focus groups
2.3 The lessons group research task is designed to imitate the research
(Curriculum, section of the classroom ready assessment task (see appendix D) in order
assessment to scaffold how to effectively research as a team. Further, the
and presentation section of focus groups and expert groups to one another
reporting) requires students to consider how to effectively communicate written
information in a verbal way
2.6 (ICT) The teacher and students utilise ICT to expand learning through the
graph, research task and navigation tutorial

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Daniel Colley 17660772 Secondary Curriculum History 1A

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Risk of tripping or hurting self whilst arranging furniture Students are to move their
bags at the front of the class prior to moving any furtiture. When moving furniture
the teacher should tell students to only move one item at a time and take notice of
those around them.

References (In APA)

Department of Immigration and Boarder Protection (DIBP). (2016). Historical Migration
Statistics. Retrieved from https://www.border.gov.au/about/reports-publications/research-
statistics/statistics/live-in-australia/historical-migration-statistics

Resources Attached:

Migration Rates Since 1945

2,500,000

2,000,000

1,500,000
Remainder
Europe Remainder
1,000,000 United Kingdom & Ireland

500,000

0
1945-59 1959-75 1975-95 1995-2008 2008-15

(DIBP, 2016)
Questions for Graph
What trends do you notice between categories and totals across the years?
Why do you believe these time periods were chosen?
Do any important events from yesterdays lesson match these periods?
Why do you believe these group categories were chosen?
When do the categories make sense and when dont they?

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Daniel Colley 17660772 Secondary Curriculum History 1A
Jigsaw Task Sheet

Using the spaces below, write a summary of your focus groups migration wave. Your
summary must included:
Approximate time period of the wave
The number of migrants, their origin and percentages of those that were refugees
and regular migrants
What set off the migration wave and what was Australias involvement

1. Post-WW2 European Migration

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2. Bring Out a Briton Campaign

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3. Snowy Mountains Scheme

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4. Fall of Saigon

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5. Mainland Turkish Migration (Cyprus Conflict)

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Daniel Colley 17660772 Secondary Curriculum History 1A

[Page 2 of Task Sheet]

Place Waves on timeline:

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Daniel Colley 17660772 Secondary Curriculum History 1A
Jigsaw Source Sheet

1. Post-WW2 European Migration

We would bring one shipload with nobody under fifteen and nobody over thirty-five, all of
whom had to be single Many were red-headed and blue-eyed. There was also a number
of natural platinum blondes of both sexes. The men were handsome and the women
beautiful. It was not hard to sell immigration to the Australian people once the press
published photographs of that group.
Arthur Calwell (Minister of Immigration 1945-9)
https://www.border.gov.au/CorporateInformation/Documents/immigration-history.pdf

2. Bring Out a Briton Campaign

The campaign, designed among other things to help British migrants who can't find an
Australian nominator, is one which brings in the whole community. It is part of the challenge
to every Australian to help people[populate] this immense and isolated country during the
greatest migration period in modern history.
The Australians Women Weekly (Wednesday 13th of March 1957)
http://trove.nla.gov.au/newspaper/article/48201920

3. Snowy Mountains Scheme

For the first few days I was worried (about hostility towards Germans) but you could see
almost straight away there was nothing to worry about. Everyone just seemed to be glad to
be hereIt was a happy time. The war was behind us we were all starting again.
Hein Bergerhausen (Snowy Mountains Worker)
http://www.migrationheritage.nsw.gov.au/exhibition/newaustralia/the-workers/

4. Fall of Saigon
Just as our group of 50 prepared to leave, that rule was changed to make way for more
passengers: the Marine at the door shouted, No baggage! Suitcases and bags were ripped
open as evacuees fished for their passports, papers and other valuables. I said goodbye to
my faithful Olivetti, grabbed my tape recorder and camera and got ready to run like hell.
The door opened. Outside I could see helmeted, flak-jacketed Marineslots of them

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Daniel Colley 17660772 Secondary Curriculum History 1A
crouched against the building, their M16s, M-79 grenade launchers and mortars all at the
ready.
Roy Rowan (In TIME Magazine, April 30, 2015)
http://time.com/3838802/fall-of-saigon-memories/

5. Mainland Turkish Migration (Cyprus Conflict)

Turkish migrants came steadily during the 1970s and 1980s. They were drawn from diverse
backgrounds, including teachers, academics, doctors, engineers and architects. For each of
them Australia now is their home and their adopted mother land.
[]
This is a land of immigrants. So all of us can spare a thought for the difficulties and
hardships that these first generations of Turks arriving here encountered, just as people
arriving in a new land always do. They suffered the pangs of being so far away from their
original home. Yet they struck root and prospered in the sunshine and blessings of their
new home.
Ahmet Vakur Gkdenizler (Turkish Ambassador, at the National Museum of Australia,
2009)
http://canberra.emb.mfa.gov.tr/ShowSpeech.aspx?ID=575

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Daniel Colley 17660772 Secondary Curriculum History 1A
Post-Site Lesson 1

Topic area: Migration Stage of Learner: Stage 5 Syllabus Pages: 98 & 102 (pdf)
Experiences Year 10
Date: Location Booked: Classroom Lesson Number: 11 / 30

Time: 50 minutes Total Number of students: 25 Printing/preparation: 30x

Video Worksheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The responses of Critically analyse sources
HT5-5 Australians, including the
HT5-7 Participation in Australian media, to Discuss a critical response
discussions changing migration
Life Skills outcomes policies Draw meaning from implicit
HTLS-4 Completion of Video The structure of newsreels motivations and metaphors
HTLS-9 Worksheet and documentaries

CCP & GCs Subject specific concepts

Critical and Creative Thinking Perspectives the lesson seeks to both draw from student
Personal and Social perspectives as well as have them analyse and reconstruct past
Capability perspectives
Contestability the lesson has a strong focus on critical analysis of
sources and opinions
Analysis of Sources Centred around a single, rich text that
discusses many sources (plus a newspaper caricature)
Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Problematic The entirety of the lesson is concerned with developing and using critical skills to discuss
Knowledge and argue a position. The students are made to problematize all forms of media in order to
analyse for bias and implied perspectives

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Daniel Colley 17660772 Secondary Curriculum History 1A
Students Self Due to the larger majority of the lesson being spent on discussion in opinion groups,
Regulation students are required to regulate themselves and delegate speakers for their groups in
order to discuss and debate their points effectively
Background The discussion questions draw on the Populate or Perish period as studied in prior lessons
Knowledge as context. Question 8 of the worksheet likewise draws on English skills (metaphor and film
techniques) as a method of pulling meaning. The discussions also draw on students
opinions and ability to argue their point with reasoning

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Daniel Colley 17660772 Secondary Curriculum History 1A
Time Teaching and learning actions Organisation Centred
T/S
5 Discussion Sides: Teacher: At front, taking roll S
Ask students to get out their pencil case and workbooks and place and organising students
them on the table then move their bags to front of the room. Write
the following on the board: The Media is a fair representation of Student: In Opinion groups
public opinion and ask students to arrange themselves on the left
side of the room for yes, right side for no and middle for mixed or Resources: Student
sometimes and then discuss amongst groups. This grouping style workbooks
will be used throughout the lesson.
Take the roll while they discuss then open the discussion to the class
as a whole, hearing from each opinion group
10/20 Video Presentation: Teacher: Instructing students T
Before playing the video, have students return to seats and hand out
the Video Worksheet. Whilst they watch the extract and fill out the Student: At desks
worksheet. Tell the student they should take into considerations
what they learnt from the Populate or Perish section of the Resources: Video Extract,
interactive website from the previous four lessons as its the context Classroom computer,
of the historical events discussed in the video projector, Video Worksheet

Present an extract from episode 2 of SBSs Immigration Nation

(11:30 22:05) from
http://www.sbs.com.au/immigrationnation/videos/25/immigration-
nation-episode-2

This extract describes media reactions and subsequent public

opinion towards the first ship of European migrants under the
Populate or Perish immigration scheme. It then goes on to describe
the Beautiful Baltics media stunt conducted by Arthur Calwell to
use a media hostile towards him to put forward his immigration plan
25/30 Discussion on Australias Past Immigration Perspectives: Teacher: At front S (T
Allow extra time for students to complete the questions (particularly directed)
question 8) and then open the questions to discussion, as many are Student: Discussing from
opinion based. You may also add questions related to the video that desks
arent present on the sheet such as if the media stunt reminds them
of any current strategies or advertisements? Resources: Video Worksheet
This discussion likely wont utilise the opinion grouping but be
discussed as a class.
35/45 Discussion of Mediatisation: Teacher: At front S
For each of these discussion questions (excluding the last), use the
left of room (agree), right (disagree) and middle (somewhat) opinion Student: Moving about room
groupings to structure and collect student opinions as they discuss as into various Opinion Groups
groups.
Questions: Resources: None
Does media always have a bias or agenda?
Did the two media examples from the 50s presenting in the
video have an agenda?
Do you believe current media is the same as it was back then?
Does this documentary that you viewed have a bias?
What are some of the immigration issues currently discussed by
media and do notice differences between the way different
news stations approach the same story or topic? (discussed as a
class)
50 Conclusion: Teacher: At front T
Conclude the class by stating todays lesson was intended to get
them thinking critically about media sources as to whether theyre Student: Back at desks
putting forward opinion or not, as well as to demonstrate how
media and particularly news reels of the time functioned. Inform Resources: None
them that next lesson theyll receive their Assignment Information
Sheets, which strongly involves newsreels and documentaries.
[Whilst the newsreels they saw today were from the 50s, this lessons
starts to give them an idea of what their assignments will look like
and the effect it could have]

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Daniel Colley 17660772 Secondary Curriculum History 1A
Reflection
In trying to create and organise a lesson centred around critically, I found considerable
difficulties. I found creating large, complex resources only took away from the students
critical engagement and that it was best to give them a single rich source (which discussed
many sources) and draw deeply from that. I also found that simply presenting these from
desks would become boring and unengaging quite quickly. By using the Opinion groups in
different sides of the room and changing the subject, I found that having students move
about the room and spatially represent their opinions, as well as discussing the topic as a
group, would make the lesson far more engaging. I did find it difficult to differentiate
learning in this lesson and it does strongly rely on a collaborative effort so that while those
with difficulty being critical and low English speaking skills (such ESL) may not be the
primary speakers, they are still able to participate in meaningful ways to open discussions
and topics within particular resonance for individual students. Particularly, the video
worksheet was made to be scaffold the later, more broad discussion.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-5 The levels of critically with which the students analyse the
sources to enter into a discussion of bias as well as
complete the questions on the worksheet
HT5-7 The ability of students to derive public and media
perspectives from past actions and sources and apply this
to their discussions and worksheet

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
3.1 (Establish Students are presented with the challenging goal of critically analysing
Challenging and problematizing a source and type of source. Students are organised
Learning collaboratively to make this goal achievable and allow all students to
Goals) contribute to the discussions. Further, the worksheet aims to scaffold the
later discussion by directing student focus
4.2 (Manage Activities are designed to be simple but engaging, allowing students to
Classroom move about the room and represent different opinions individually and as
Activities) a group

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Tripping over bags and furniture Bags were moved to the front of the room to

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Daniel Colley 17660772 Secondary Curriculum History 1A
avoid tripping. Students will be instructed to push their chairs in before moving into
opinion groups

Cluttering and collisions of students when moving between groups Students must
be encouraged to move carefully and remain aware of one another as they transition
between groups. Depending on table spacing, it may be more suitable to move all
tables to the edges of the room

References (In APA)

SBS Network. (2011). Immigration Nation [Video file]. Retreived from
http://www.sbs.com.au/immigrationnation/videos/25/immigration-nation-episode-2

Resources Attached:

Video Worksheet
1. What is bias and what is an agenda? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
2. What was the news reaction to the arrival of the Meeza? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
___________________________________________________
3. Did the newsreel use any particular language or film techniques to put forward an
agenda? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
4. Who was Arthur Calwell? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
5. What is propaganda and what is a media stunt? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
6. Do you believe Calwell was justified in bypassing parliament to begin his Displaced
persons immigration scheme? Why? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
___________________________________________________
7. Do you believe the immigration scheme would have had the same popularity if Calwell
hadnt conducted the Beautiful Baltic media stunt? Why? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. The following newspaper caricature was released when the very first boat of Immigrants
(before the Meeza) arrived. The ship contained over 300 Jewish Holocaust survivors.

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Daniel Colley 17660772 Secondary Curriculum History 1A

http://4.bp.blogspot.com/_dEMVONHYexw/TQpOoPNG_GI/AAAAAAAAAts/D8VRn5sdgjk/s1600/antisem_syd
neybulletin_dec1946.jpg

What metaphor is being used here and what messages is it trying to send to the public? _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _
___________________________________________________
What does it suggest about media and public opinion of the time? _ _ _ _ _ _ _ _ _ _ _ _ _ _
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

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Daniel Colley 17660772 Secondary Curriculum History 1A
Post-Site Lesson 2

Topic area: Migration Stage of Learner: Stage 5 Syllabus Pages: 98 & 102 (pdf)
Experiences Year 10
Date: Location Booked: Classroom Lesson Number: 12 / 30

Time: 50 minutes Total Number of students: 25 Printing/preparation: 30x

Assignment Sheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The impact of the Vietnam Discuss perspectives and
HT5-1 Prior learning War motivation empathetically
HT5-7 discussion The response of Australians,
Vietnam Powerpoint including the Australian
Life Skills outcomes notes and discussion media, to the arrival of
Perspectives refugees from Indochina in
discussion the 1970s and 1980s
participation
CCP & GCs Subject specific concepts
Asia and Australias Empathetic Understanding Students are asked to emphasis with
engagement with Asia Vietnam veterans and refugees during the powerpoint discussions
Intercultural understanding Significance students are asked to relate the refugee crisis of the
Difference and diversity time with the current Syrian refugee crisis and how that series of
Boat People influenced Australian perspective on current Boat
People

Discipline specific skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

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Daniel Colley 17660772 Secondary Curriculum History 1A
Deep Content is strongly focused on the content of the Vietnam War and its subsequent refugee
Knowledge crisis. In addressing this content, the lesson keeps the key concept of Empathetic
Understanding and refugee experiences as a constant component and discussion point. It
also discusses the connects of content to related topics (present day boat people and
refugees)
Engagement Powerpoints are designed in such a way as to represent information both in writing and a
visual as well as being broken up by discussions, engaging different learning styles
(linguistic, visual, intrapersonal). Further, the source video chosen to encourage the next
activity and discussion is comedic and about a well-known Australian celebrity to lighten the
mood following striking photos from the Vietnam War
Background The Prior-Learning Discussion is directly intended to allow students to present their
Knowledge background knowledge. Further, the lessons discussions draws from prior learning from the
interactive website lessons and knowledge of current immigration debates.

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 Daniel Colley 17660772 Secondary Curriculum History 1A

Time Teaching and learning actions Organisation Centred

T/S
5 Introduction: Teacher: At desk or front of room T
Give out assignment information sheet and allow students taking roll
to look through it as you take the roll.
Answer any questions and tell students that groups will be Student: At desks
decided next week so be sure to be present for that class
or organise to be part of a group if you know youll be Resources: Assignment Sheet (See
absent. Emphasize that todays lesson on the Vietnam appendix D)
Wars effect on Australian policy will likely help with
theyre assignment notes and content, as could examples
from the interactive website.
10/15 Prior Learning Discussion: Teacher: At front S
Based off the Asylum Seekers page in the
Multiculturalism section of the interactive website and Student: At desks
student background knowledge, ask students what they
already know about the Vietnam War and subsequent Resources: none
refugee crisis. Use some or all of the following questions:
Who fought against whom in the war?
Why did Australia become involved in the war?
What was Australias initial response to the Vietnam
Refugee Crisis?
Was the war popular in Australia? Why/why not?
What effect did the war and subsequent refugees
have on Australian perspectives and migration policy?
20/30 Vietnam War Powerpoint: Teacher: At computer delivering T(
[How the students discussed the discussion questions presentation and then moving to presentation)
concerning the war itself will determine how much time front for discussion sections &S
should be devoted to this activity] (discussions)
Present The Vietnam War powerpoint to the class and ask Student: At desks
that students take notes of key terms and points. This
powerpoint also contains three sets of discussions at Resources: Vietnam War
different sections. Some of the topics are quite sensitive PowerPoint
and should be treated sensitively
35/45 Perspectives Discussion Teacher: At front S
Drawing from the interactive website again, discuss initial
reactions being quite fearful towards refugees due to the Student: At desks
sudden appearance of Boat People on Australian shores.
However, following the initial shock and the instalment of Resources: Youtube clips
the off-shore refugee camp in Malaysia, public opinions
gradually shifted and were remarked as rather gracious if
not still cautious and unsure. Particular support for these
refugees came from the Salvation Army and St Vincent
DePaul charities.

Play the 7min comedic video of an interview of Anh Do

(comedian and author of The Happiest Refugee) who was
a boat person at the age of 2 and came to Australia as a
refugee alongside his family in 1979 [start at 0:50].
https://www.youtube.com/watch?v=WhGETRI81DE
Discuss with students how refugees and particularly boat
people were received then and how they are received in
Australia today. Ask what are some of the stances within
debates around boat people and refugees today and if they
are similar at all to in the 70s and 80s. Do students believe
current debates are affected by this event?
50 Conclusion: Teacher: At front T
Inform the students that next lesson theyll be working on
their assignments utilising what they learnt about news Student: At desks
reels and mediating wars in the previous lesson and what
they learnt today on the Vietnam War as well as their own Resources: None
research. Remind them that theyll also allocate groups for
the assignment tomorrow.

20
Daniel Colley 17660772 Secondary Curriculum History 1A
Reflection
I learnt that in trying to present a comprehensive summary of the Vietnam War, my
powerpoint become quite heavy on content. To break up the content, I decided to
add visuals and discussions so as to segment or chunk information and engage
students empathetically with the war.
In searching for an appropriate refugee story, I found many to be affected by the
current refugees and decided to incorporate that into my lesson rather than isolate
the Indochina Refugee Crisis from the Syrian Refugee Crisis.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT5-1 Students discussion of forces and factors around and
within the Indochina Refugee Crisis, with particular focus
on connections drawn between that crisis and present day
crises
HT5-7 Students discussion of perspectives and the contexts of
those perspectives surrounding the Indochina Refugee
Crisis

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.2 Materials are designed with attention to engagement and empathetically
(Understand involving themselves with the content by asking them to interpret
how students feelings and thoughts of a group of people. Activities are also designed
learn) with written, spoken and visual content to diversify interaction
3.4 (Select ICT is used extensively and resources were chosen for their engagement
and use and relevance for year 10 students (eg. Comedic Video)
resources)

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
If students wish to leave the room in order to not view the confronting photos of the
Vietnam War, they must remain under the supervision (and in view) of the teacher

References (In APA)

ABC TV. (2011). Adam Hills IGST: Anh Do Episode 4 [Video File]. Retrieved from
https://www.youtube.com/watch?v=WhGETRI81DE

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Daniel Colley 17660772 Secondary Curriculum History 1A
Resources Attached:

Vietnam War PowerPoint Slides

22
Daniel Colley 17660772 Secondary Curriculum History 1A

23
Daniel Colley 17660772 Secondary Curriculum History 1A
Justification

The interactive website Welcome to Australia and three lesson plans centred around

it were designed to provide students with an engaging, provoking and interactive

series of activities and content that addressed outcomes, historical knowledge and

skills, and broad historical capabilities across the Stage 5 History syllabus. Under the

Depth Study: The Globalising World Migration Stories, the lessons strongly commit

themselves to collaboration, empathetic learning, research and inquiry as the

primary models of learning and meeting diverse student learning needs. This short

report will go through the interactive website, its surrounding lessons and their

activities in order to justify their methodology against pedagogical models, theories

and research. In doing so, this report will also outline the interplay of syllabus

outcomes, concepts, skills and assessment within these theories, models and

activities.

Each lesson, whilst engaging in other models and strategies, centres itself around

Collaborative Learning. Tilwaldi et al (2012) broadly describes Collaborative Learning

as the collection of students into either small group/whole class activities in order to

problem-solve, achieve tasks, create and/or discuss concepts and develop skills

(2012). Although often championed as an essential teaching strategy for every

teacher (Gershon, 2014), collaborative learning is frequently misused, poorly

understood and performed outside of evidence-based praxis (Papanikolaou & Gouli,

2013). This research, according to Papanikolaou and Gouli (2013), suggests that

effective collaborative activities are those that promote peer-peer teaching and

mentoring, problem-solving, challenging or problematic discussions, and allows all

24
Daniel Colley 17660772 Secondary Curriculum History 1A
students to participate equally, meeting diverse student needs (Ross, 2015). Further,

collaboration is built on a foundation of explanation and communication (Normaliza,

Jusoff & Aliaa, 2011), developing skills of description and social capacities as well as

aiding students to understanding appropriate means of communication (BOS, 2012,

Outcome HT5-10).

Each lesson has elements of collaboration through discussion; however the primary

example of collaboration appears in the pre-site lesson. This lesson is entirely

structured around the Jigsaw model, whereby students first focus on group inquiry

and research, correlate their findings together for presentation and then have to

individually present information to other student groups relying on them for

information and assistance. In this way, all students are expected to participate,

promoting active engagement through social responsibility (Ross, 2015); although

not in identical ways across students. Gunderson and Moore (2008) argue that

Criterion-Selection of groups can be utilized to strategically establish support

networks and areas of leadership, especially in task-based work and discussion such

as the Opinion Groups in Post-Site Lesson One. This leadership and assistance is

particularly pertinent to gifted students assisting struggling students (such learning

difficulties) (Ross, 2015), and fluent students assisting students with English as a

second language or poor English literacy (Puzio at al, 2013). Likewise, collaboration is

itself a general skill (Tilwaldi et al, 2012) and one crucial to the students classroom

assignment [see appendix D], with the lesson seeking to scaffold both collaborative

research and presentation. Throughout the lessons, collaboration is used as a

strategy for not only meeting professional practice but as a way to encourage

students to take on leadership rolls as well as be supported in their learning by

fellow peers.

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Daniel Colley 17660772 Secondary Curriculum History 1A

As alluded to above, discussion, research and source analysis are prevalent

throughout lessons as well as the interactive website. These activities are particular

examples of Inquiry-Based Learning (IBL). Love et al. (2015) defines IBL as a method

of teaching that engages students in sense-making activities. (Love et al, 2015, p.

746), and further states that IBL is centred on problem-solving and critical thinking.

Within the history syllabus in particular, inquiry is strongly favoured as the centre of

many of its central concepts, skills and outcomes as well as assessments (BOS, 2012).

Particular activities that operate under the IBL teaching strategies and models are

most-highlighted in the first Post-Site Lesson, although more directly followed in the

research task in the Pre-Site lesson and Interactive Website activities. These specific

activities directly ask students a series of questions and then present students with

sources they will supplement through research in order to solve the problem

positioned to them, an activity argued to promote higher-order thinking (Madhuri,

Kantamreddi & Goteti, 2012) and develop skills in inquiry and knowledge acquisition

(Florian & Zimmerman, 2015).

Less directly following this teaching model of inquiry and research, the first Post-Site

lesson focuses on developing critical thinking and analytical skills that are involved in

the inquiry process (Love et al, 2015). Setting the discussions into collaborative

opinion groups, the lesson focuses on presenting students with a problematic topic

(on contestability) for inquiry and a rich source to analyse, drawing on opinions,

background knowledge and prior conceptualisations. Questions are designed to

challenge students to construct meaning from the text, reinterpret and reconstruct

that meaning and challenge prior understandings under an Understanding by Design

model (Florian & Zimmerman, 2015) to transition students into critical meaning

26
Daniel Colley 17660772 Secondary Curriculum History 1A
makers (Maab & Artigue, 2013). In doing so, they analyse media very closely,

developing an understanding of the newsreel and documentary text forms as they

do so (Bridges & Eckford, 2015), and gauge how perspectives are used in media;

skills essential for their group classroom assignment. Through the use of discussion,

research and inquiry, students are central to the meaning making process and

engage in numerous concepts, outcomes and skills for History.

Empathetic Understanding is the key component running from the interactive

website on until the second Post-Site lesson. Whilst the specific order of the lesson

plans and site lessons follows the contents points set out by the Stage 5, depth

study: The Globalising World Migration Experiences more-or-less sequentially, it

does so through periodised fictional characters and real immigration stories from a

variety of sources. The intention is to lend students an understanding of the

situations and experiences of different groups of people across time in Australia by

having them experience different features of what it was like to go through the

migration process, particularly focusing on British and Asian migrants. In doing so,

Parish (2016) argues that this Empathetic Learning model of role play/witnessing

connects students closer with the contexts and perspectives of the time and engages

them more strongly with related content (2016). In an attempt to round off this

empathic feeling, the final lesson plan details dense content about the Vietnam War

(interjected with discussions) before jarring students with conflicting topics of

disrespected veterans and the effects of war, playing strongly on empathetic feelings

and social sensitivities (Beard & Wilson, 2013). For here, the lesson concludes with a

hopeful perspective on the refugee experience and students are directed to their

upcoming assignment on the Indochina Refugee Crisis they just learnt about and

27
Daniel Colley 17660772 Secondary Curriculum History 1A
engaged empathetically with. In so, the lessons and site use empathy as a medium

for understanding and perspective whilst achieving related syllabus outcomes.

The interactive website and lesson plans around it utilise a variety of pedagogical

strategies and models in order to meet and teach syllabus outcomes, concepts,

content and skills from the Migration Experiences topic. Through collaborative

learning the students develop communication skills, social awareness, leadership

and peer assistance. Through inquiry-based learning, students learn to effectively

research, evaluate and critique sources of information as well as become more

central to their own meaning making and understanding. In empathetic learning,

students engage strongly with varied perspectives, experiences and contexts to

further their learning and meet state requirements.

28
Daniel Colley 17660772 Secondary Curriculum History 1A

References

Beard, C., & Wilson, J. (2013). Experimental teaching: A handbook for education,

training and coaching. Philadelphia, PA: Kogan Page

Board of Studies (BOS), NSW. (2012). NSW Syllabus for the Australian Curriculum:

History K-10 Syllabus: Vol 2: History Years 7-10. Retrieved from

https://syllabus.bostes.nsw.edu.au/assets/historyk10/downloads/historyk10

_full.pdf

Bridges, A., & Eckford, C. (2015). Higher English for CfE: Reading for understanding,

analysis and evaluation (pp. 1-61). Paisley, UK: Hodder Gibson.

Florian, T., & Zimmerman, J. (2015). Understanding by design, Moodle, and blended

learning: A secondary school case study. Journal of Online Learning and

Teaching 11(1), 120-128.

Gershon, M. (2014). Teach Now! History: Becoming a great history teacher. New

York, NY: Routledge.

Gunderson, D., & Moore, J. (2008). Group learning pedagogy and group selection.

International Journal of Construction Education and Research, 4(1), 34-45.

Love, B., et al. (2015). Inquiry-based learning and the flipped classroom model.

PRIMUS, 25(8), 745-762.

Maab, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-

day teaching: A synthesis. ZDM Mathematics Educations, 45(6), 779-795.

Madhuri, G., Kantamreddi, V., & Goteti, L. (2012). Promoting higher order thinking

skills using inquiry-based learning. European Journal of Engineering

Education, 37(2), 117-123.

29
Daniel Colley 17660772 Secondary Curriculum History 1A
Normaliza, A., Jusoff, K., & Aliaa, R. (2011). Sustaining communication in

collaborative learning environement. Revista de Administraie Public i

Politici Sociale, 2(7), 51-58.

Papanikolaou, K., & Gouli, E. (2013). Investigating influences among individuals and

groups in a collaborative learning setting. International Journal of e-

Collaboration, 9(1), 9-25.

Parish, A. (2016). Using immersion as a teaching method to develop an

understanding, appreciation and empathy for special needs populations.

Strategies, 29(3), 45-47.

Puzio, K., Keyes, C., Cole, M., & Jimnez, R. (2013). Language differentiation:

Collaborative translation to support bilingual reading. Bilingual Research

Journal, 36(3), 329-349.

Ross, M. (2015). Leveraging change by learning to work with the wisdom in the

room: Educating for responsibility as a collaborative learning model. Journal

of Business Ethics, 131(3), 511-518.

Tilwaldi, D., et al. (2012). A method for cooperation support between discussion

space and activity space in collaborative learning and its experimental

evaluation. Electronics and Communication, 95(2), 744-754.

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Daniel Colley 17660772 Secondary Curriculum History 1A

Appendix A: Scope and Sequence

Stage 5 Scope and Sequence

Year 9 (1st Year)

Year 9 The Making of the Modern World

Term 1 Week Week Week Week Week Week Week Week Week Week

10 1 2 3 4 5 6 7 8 9 10

weeks Depth Study 2: Australia and Asia

25 Focus: Asia and the World

hours Outcomes: HT5-1, HT5-2, HT5-4, HT5-7, HT5-9, HT5-10

Site Study: A Heritage Site

Assessment: Multimedia Presentation

Year 9 The Making of the Modern World

Term 2 Week Week Week Week Week Week Week 7 Week Week Week

10 1 2 3 4 5 6 8 9 10

weeks Depth Study 3: Australia at War

25 Outcomes: HT5-1, HT5-2, HT5-4, HT5-5, HT5-7, HT5-9, HT5-10

hours Site Study: N/A

Assessment: Soldier Diary Entries, Half Yearly Exam

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Daniel Colley 17660772 Secondary Curriculum History 1A

Year 10 (2nd Year)

Year The Modern World and Australia

10 Week Week Week Week Week Week Week Week Week Week

Term 1 1 2 3 4 5 6 7 8 9 10

10 Depth Study 4: Rights and Freedoms

weeks Outcomes: HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

25 Site Study: Local Site of Aboriginal Significance

hours Assessment: Rights Speeches Essay

Year The Modern World and Australia

10 Week Week Week Week Week Week Week Week Week Week

Term 2 1 2 3 4 5 6 7 8 9 10

10 Depth Study 5: The Globalising World

weeks Focus: Migration Experiences

25 Outcomes: HT5-1, HT5-3, HT5-4, HT5-5, HT5-7, HT5-9, HT5-10

hours Site Study: Interactive Website

Assessment: News Reel Group Task, Half Yearly Exam

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 Daniel Colley 17660772 Secondary Curriculum History 1A

Appendix B: Concept Map

Appendix C: Assessment Schedule

Year 10

Component Assessment Assessment Assessment Weighting

Task 1: Task 2: Task 3: Half
Rights News Reel Yearly Exam
Speech Group Task
Essay
Objectives

Knowledge and 10 5 20 35
understanding.

Skills in 10 10 10 30
historical
inquiry

Communicating 10 15 10 35
understanding.

Total 30 30 40 100

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Daniel Colley 17660772 Secondary Curriculum History 1A

Appendix D: Classroom Ready Assessment Task

Researching and Constructing a Period Accurate News Reel: Vietnam War and

Refugee Crisis (1970s and 80s)

Topic: The Globalising World Migration Experiences

Context: Students have learnt about the Vietnam War and the refugee crisis that

broke out in its aftermath. They also learnt about the effect news media had on

public opinion during the European Refugee Crisis in the aftermath of WW2.

Students have also watched numerous current news reports and documentary

segments on Asylum Seekers and the experiences of several migrants between 1901

and current.

Outcomes and Content Points:

HT5-3: Explains and analyses the motives and actions of past individuals and groups

in the historical contexts that shaped the modern world and Australia

HT5-7: Explains different contexts, perspectives and interpretations of the modern

world and Australia

HT5-9: Applies a range of relevant historical terms and concepts when

communicating an understanding of the past

HT5-10: Selects and uses appropriate oral, written, visual and digital forms to

communicate effectively about the past for different audiences

Group Task: Vietnamese War/Refugee Crisis News Reel

Weighting: 30% Due: Week 6 (Storyboard submission due Week 5) Marks: /20

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Daniel Colley 17660772 Secondary Curriculum History 1A
Task Description: You are to form groups of 3 to 4 and design and shoot a 1980s

style newsreel (7 to 8 minutes) on the Vietnam War and the refugee crisis that arose

from its aftermath. This task is split into two parts, reel design and the finished

video.

Reel Design: You must first allocate jobs to each group member including editor,

researcher(s), camera-person, group leader, script writer, etc. Then you must

research and collect sources (secondary and primary) and take notes (or

quotes/photos if relevant) from these sources to inform your newsreel and its

content. [You cannot cut video content from other sources into your newsreel].

From these notes and sources, you are to construct a simple storyboard of your

newsreel that outlines the style (for example; Documentary, News Report,

Interviews, etc), filming locations, characters (and whose playing them) and

important scenes of the video. Present these materials to your teacher in week 6 and

discuss the elements with them for approval.

Two lessons in week 5 will be allocated to group work on activity and discussing your

project with the teacher although groups will be made earlier. The three lessons of

week 6 will be allocated to filming and editing. You will be able to film inside the

school under staff supervision during week 6 using school recording devices. You will

likely need to work outside of school though (particularly research) and your group is

free to do so.

Requirements:

Your groups Reel Design must include:

- A group rolls list detailing which group members will handle which elements

of design and filming

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Daniel Colley 17660772 Secondary Curriculum History 1A
- A source sheet containing at least 6 sources (min 2 primary) with notes,

quotes and/or pictures taken from each chosen source

- A storyboard and detail of actors, filming location and style of video

Your groups Newsreel finished video must include:

- A short summary of the Vietnam War

- A discussion of refugees from this war (who were they) and how they were

fleeing Vietnam

- Australias political response(s) to the refugee crisis

- A series of late 70s/early 80s refugee and Australian perspectives running

through the film (through the narrator, persons interviewed, role played

characters, etc)

- Each group member playing a part in the film

Assessment Marking Criteria

You will be assessed on your ability to:

- Research the Vietnam War and Vietnam Refugee Crisis using a variety of

secondary sources and at least two primary sources

- Incorporate quality research and informed content into your newsreel

- Use historical terms and concepts accurately

- Produce an engaging and creative newsreel

- Demonstrates the perspectives of different persons in the late 70s and early

80s

Criteria for Success Mark

- Outstanding organisation and use of evidence from a range of sources,
including two primary sources.
- Accurately and relevantly uses historical terms and concepts throughout
newsreel

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Daniel Colley 17660772 Secondary Curriculum History 1A
- Newsreel is well produced, engaging and creative 16-20
- Demonstrates a variety of 70s/80s refugee and Australian perspectives in
the film
- Sound organisation and use of evidence from a range of sources, including
two primary sources.
- Occasionally uses historical terms and concepts throughout newsreel
- Newsreel is of a reasonable quality with small errors in production and
medium levels of engagement 11-15
- Demonstrates few 70s/80s refugee and Australian perspectives in the film
- Poor organisation and use of evidence from a range of sources. One or
less primary sources.
- Few uses of historical terms and concepts throughout newsreel
- Newsreel has a moderate amount of production errors and low 6-10
engagement. 7-8min time restriction is not met.
- Demonstrates one 70s/80s refugee or Australian perspectives in the film
- No organisation and use of evidence from a range of sources
- No uses of historical terms and concepts throughout newsreel
- Newsreel is of poorly produced with multiple errors in production. 7-8min
time restriction is not met. 1-5
- Does not demonstrate any 70s/80s refugee or Australian perspectives in
the film

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Daniel Colley 17660772 Secondary Curriculum History 1A

Appendix D: Unit Outline

UNIT OUTLINE
Subject: History Stage: 5 Number of Weeks: 10 (50min lessons)
Unit title: The Globalising World: Migrant Experiences
Key Concepts/ Big The importance of this learning
Ideas
Continuity and Through the study of Migrant Experiences, students will learn the history of Australia from its first legislation to its
Change present. Immigration has always been a strong concern in Australian politics and public debate and this study will
Cause and Effect aid students in forming a critical and informed understanding of the contexts surrounding debates. Further, the
Perspectives unit encourages students to view various different perspectives and form an empathetic understanding of
Empathetic individual stories and lives. By the end of this unit, students will have a stronger understanding of Australian
Understanding legislation through history, viewpoints, the population and cultures of Australia and changing perspectives over
Significance time.
Contestability
Research

Unit context within Targeted Syllabus Outcomes (including life skills outcomes)
Scope and Sequence
Term 2, Week 1 HT5-1, HT5-3, HT5-4, HT5-5, HT5-7, HT5-9, HT5-10
To Life Skills: HTLS-3, HTLS-4, HTLS-5, HTLS-6, HTLS-7, HTLS-9, HTLS-11, HTLS-12, HTLS-13
Term 2, Week 10
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Understands and use Understands chronology and Uses technology ethically and Asia and Australias engagement Unmarked media
historical terms periodization constructively with Asia perspective study
Analyses and uses Utilises time effectively in Utilises ICT through research and Critical and Creative Thinking Group Newsreel Task
sources assignment viewing sources Ethical Understanding
Reads and writes clearly Constructs timeline Records and edits video materials Intercultural Understanding
Civics and Citizenship
Difference and Diversity

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Daniel Colley 17660772 Secondary Curriculum History 1A

Week 1 Period 1 (First Lesson of Term 2) Period 2 Period 3

Key Outcome(s) N/A HT5-1 HT5-3
HT5-9
Key Concept(s) Explanation and Communication Significance Comprehension

Learning Experiences
Evidence of Learning
Resources
Introduction and Overview to Australias Size and Population Defining Migration and Methods
Unit (1945 and now) of Entering Australia
Notes Worksheet Glossary Task Completion
Completion of Activities Discussion Terms present in book
Powerpoint ABS (through laptops) Glossary Task Sheet
Video Worksheet Map of Australia

Week 2 Period 1 Period 2 Period 3

Key Outcome(s) HT5-4 HT5-1 HT5-3
HT5-5 HT5-4
Key Concept(s) Perspectives Significance Continuity and Change
Analysis and use of sources Continuity and Change Research
Learning Experiences Refugees and Crisis Important Events that changed Significant Waves of Migration
Australia (Pre-Site Lesson)
Evidence of Learning Worksheets Timeline Discussion
Discussion Worksheets Jigsaw Task Sheet
Resources Collaborative Worksheet Timeline Sheet Jigsaw task and source sheets
Source Sheets Source Sheets Migration rates graph and Qs

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Daniel Colley 17660772 Secondary Curriculum History 1A

Week 3 Period 1 Period 2 Period 3

Key Outcome(s) HT5-1 HT5-3 HT5-5
HT5-5 HT5-7
Key Concept(s) Perspectives Cause and Effect Analysis and use of sources

Learning Experiences White Australia (Site Lesson) Populate or Perish (Site Lesson) Populate or Perish Cont. (Site
Lesson)
Evidence of Learning Website Activities Website Activities Website Activities

Resources Welcome To Australia Interactive Welcome To Australia Interactive Welcome To Australia Interactive
Site Site Site

Week 4 Period 1 Period 2 Period 3

Key Outcome(s) HT5-5 HT5-5 HT5-1
HT5-7 HT5-7 HT5-7
Key Concept(s) Significance Contestability Significance
Perspectives Empathetic Understanding
Learning Experiences Multiculturalism (Site Lesson) Mediatising Immigration (Post- Vietnam War (Post-Site Lesson 2)
Site Lesson 1)
Evidence of Learning Website Activities Discussion Discussions
Worksheet Powerpoint note
Resources Welcome To Australia Interactive Immigration Nation Excerpt Vietnam War Powerpoint
Site Caricature Anh Do youtube clip

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Daniel Colley 17660772 Secondary Curriculum History 1A

Week 5 Period 1 Period 2 Period 3

Key Outcome(s) HT5-7 HT5-3 HT5-7
HT5-5 HT5-9
Key Concept(s) Perspectives Research Explanation and Communication
Continuity and Change
Learning Experiences Changing Public Perspective Group Task Organisation Group Task Organisation
Allocation of Groups Group Rolls and Research Production and Storyboarding
Evidence of Learning Discussion Group check-ups and advice Project pitch to teacher
Completion of Group Activities
Resources Group Role Sheet Extracting from Research sheet Production & Storyboard Sheets
Powerpoint Shooting Powerpoint

Week 6 Period 1 Period 2 Period 3

Key Outcome(s) HT5-10 HT5-10 HT5-10

Key Concept(s)
Learning Experiences
Evidence of Learning
Resources
Explanation and Communication
Comprehension
Group Task Shooting
Film Styles and Shots
Group check-up
Recording Devices (Cameras,
microphones)
Explanation and Communication
Group Task Shooting
The Editing Process
Filming Review
Post-Production Sheet
Recording Devices
Post-Production sheet
Explanation and Communication
Group Task Editing and
Submission
Submission of Assignment
Assignment Handing In (through
thumbdrive)

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Daniel Colley 17660772 Secondary Curriculum History 1A

Week 7 Period 1 Period 2 Period 3

Key Outcome(s) HT5-5 HT5-3 HT5-3
HT5-7 HT5-7
Key Concept(s) Analysis and use of sources Continuity and Change Significance
Empathetic Understanding
Learning Experiences Refugee Journey Focus (Source Migrant contributions Migrant contributions (With
study) (Individual allocated) industry groups)
Evidence of Learning Source sheet Notes in book Presentation by each group of
Roll Play significance to industry
Resources Source sheet SBS Immigrant Nation Interactive Collaborative Worksheet
Video Source Site Source Sheet

Week 8 Period 1 Period 2 Period 3

Key Outcome(s) HT5-3 HT5-3 HT5-1
HT5-9 HT5-5
Key Concept(s) Perspective Cause and Effect Contestability

Learning Experiences
Evidence of Learning
Resources
Relationships with Nations (the Relationships with Nations (The Current Debates Around
West) East and Pacific) Immigration and Criticality
Discussion Worksheet Completion Source Sheet Completion
Discussion of debates
Powerpoint Source Worksheet Source Sheet & Videos
Relations Worksheet Source Sheet Revision Sheets

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Daniel Colley 17660772 Secondary Curriculum History 1A

Week 9 Period 1 Period 2 (Exam Week) Period 3 (Exam Week)

Key Outcome(s) HT5-1 N/A N/A
HT5-4
Key Concept(s) Continuity and Change N/A N/A

Learning Experiences Summarising Immigration Exam Week (No Scheduled Exam Week (No Scheduled
History in Australia Classes) Classes)
Evidence of Learning Draft study note check N/A N/A

Resources Revision Sheet N/A N/A

Constructing Study Notes Sheet

Week 10 Period 1 (Exam Week) Period 2 Period 3 (Last lesson of Term 2)

Key Outcome(s) N/A HT5-4 HT5-10

Key Concept(s) N/A Significance N/A

Learning Experiences
Evidence of Learning
Resources
Explanation and Communicating
Exam Week (No Scheduled Discussing the Current State of
Classes) Immigration rates and debates
N/A Discussion
Debate
N/A ABS (through laptops)
Debates Source Sheet
Showcasing volunteer Newsreels
from group task
Informal Peer Review
Students Newsreels Assignments
Any Blooper Reels Kept

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Daniel Colley 17660772 Secondary Curriculum History 1A

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