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Australia: The Lucky Country.
Transcript of Australia: The Lucky Country.
Integrated Learning Experiences:
How has Australia been shaped as the lucky country?
Integrated Learning Outcomes
Stage 3 Integrated Unit focussing on the history of migrants and their cultural influence on shaping Australian Society.
Outcomes taken from the NSW syllabus to form the integrated unit .
Click on the circle under each outcome for more detailed outcomes.
HT3-3: identifies change and continuity and describes the causes and effects of change on Australian society.
HT3-4: describes and explains the struggles for rights and freedoms in Australia
HT3-5: applies a variety of skills of historical inquiry and communication
EN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features.
EN3-2A: composes, edits and presents well-structured and coherent texts.
EN3-3A: uses a integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.
EN3-7C: thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts.
EN3-8D: identifies and considers how different viewpoints of their world, including aspects of culture are represented in texts.
MA3-1WM: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
MA3-2WM: selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations.
MA3-3WM: gives a valid reason for supporting one possible solution over another
MA3-9MG: selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length.
MA3-13MG: uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
MA3-17MG: locates and describes position on maps using a grid-reference system
MA3-18SP: uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
VAS3-1: investigates subject matter in an attempt to represent likenesses of things in the world
VAS3-2: makes artwork for different audiences, assembling materials in a variety of ways.
VAS3-3: acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
VAS3-4: communicates about the ways in which subject matter is represented in artworks.
DRAS3-1: Develops a range of in-depth and sustained roles
DRAS3-2: Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.
DRAS3-1: Devises, acts and rehearses drama for performance to an audience.
DRAS3-1: Responds critically to a range of drama works and performance styles.
Where have people come from to live in Australia and why?
Reading: factual texts, Novel eg, Mahtab's Story by Libby Gleeson (EN3-7C, EN3-3A)
Speaking and listening: class discussions, migrant stories on youtube clips
Writing: composing informative texts, journal -thoughts
Class blog reflection
(EN3-2A, EN3-7C, EN-8D)
View art work from migrants and communicate the ways subject matter represents their experiences in migrating to Australia.
Data: collecting data and graphing immigration patterns and country of origins. (MA3-18SP)
Position: locates and describes position of countries where people have come from.
Working Mathematically/Position/Length: Problem solving task - mapping and determining length of immigration route. (MA3-1WM, MA3-2WM, MA3-WM, MA3-17MG, MA3-9MG)
Week 3 and 4.
What impact has immigration had on Australian society?
What impact has Australia had on migrants?
Reading: Research using factual texts and Multimodal texts
eg Migrant stories. Share personal stories
depicted in picture books eg, The Little Refugee by Anh Do and Suzanne Do. (EN3-7C, EN3-3A)
Writing: Compose informative text on a famous immigrant person
Compose interview questions. (EN3-2A, EN3-7C, EN-8D)
Speaking and Listening: Interview guest speakers -people of diverse cultures.
Debate the issue of Australia's population growth (EN3-1A, EN3-8D)
Hot-seating - A character is questioned by the group about his or her background, behaviour and motivation to come to Australia and experiences and contribution to Australia. (DRA3-1, DRA3-2)
Students research, discuss and compare the where, how and why people migrate to Australia.
Research migrant artists and examine their contribution to the field of visual arts, music, dance and theatre in Australia.
(DRAS3-4, VAS3-4, MUS3-3, DAS33)
Use census data on immigration and Australia's population growth, interpret and graph results
(MA3-18SP) (iPad app Pointsentation)
Create a timeline of the immigration growth (MA3-13MG)
Pose and solve mathematical problems on Australia's population growth (MA3-1WM, MA3-2WM, MA3-WM)
What is the difference between an immigrant, a refugee and asylum seeker?
What world events determine refugee and asylum seeker migration?
Research the history of refugee and asylum seekers arriving in Australia, Government Programs and human
Reading: picture books eg, Ziba came on a boat by Liz Lofthouse or continue Mahtab's Story by
current media - boat people/Christmas Island (EN3-7C, EN3-3A).
View art work of refugees depicting their experiences in their homeland and communicate the ways
subject matter is represented.
Data: collect data and graph refugee numbers and country of origins. (MA3-18SP)
Position: locates and describes position of countries where people have become refugees.
Working Mathematically: Compare number of refugees to Australia with the rest of the world. Pose problem
solving tasks. (MA3-1WM, MA3-2WM, MA3-WM, MA3-9MG)
Speaking and Listening: discuss the difference between the terms: migrant, illegal immigrant,
refugee and asylum seeker (EN3-1A, EN3-8D).
Writing: compose an informative text about a refugee and what circumstances make someone
become a refugee.(EN3-2A, EN3-7C, EN-8D)
Media - current news, representations of attitudes of Australian and migrant people
Writing: Compose an informative or persuasive text on Australia as a lucky country
Class blog - discuss and debate ideas
(EN3-2A, EN3-7C, EN-8D)
Speaking and Listening: Debate Australia: as a lucky country (EN3-1A, EN3-8D)
How and why do migrants become Australian citizens?
How does this influence Australia as a multicultural nation?
Outline Australia's responsibilities and government democracy and citizenship
Create an advertising poster/song/commercial depicting Australia as a lucky country
(iPads, iMovie, powerpoint etc),
- incorporate music/dance/drama in a multimodal presentation that represents a multicultural nation.
- write a script and perform a play about the experiences of migrants becoming an Australian Citizen (decision and ceremony) and record it.
Board of Studies NSW. (2000). Creative Arts K-6 Syllabus. Sydney, Australia; Board of
Board of Studies, NSW (2012). English K-10 Syllabus. Sydney: NSW Board of Studies.
Retrieved from: http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies, NSW (2012). History K-10 Syllabus. Sydney: NSW Board of Studies.
Retrieved from: http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Board of Studies, NSW (2012). Mathematics K-10 Syllabus. Sydney: NSW Board of Studies.
Retrieved from: http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
Conduct survey with students families to find out the number of migrants who were born overseas, have become Australian citizens, and how many students were born in Australia.
DAS3-1: Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities.
DAS3-2: Explores, selects, organises and refines movement using the elements of dance to communicate intent
DAS3-3: Discusses and interprets the relationship between content, meaning and context in their own and others’ dances.
MUS3-1: Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts.
MUS3-2: Improvises, experiments, selects, combines and orders sound using musical concepts.
MUS3-3: Notates and discusses own work and the work of others.
MUS3-4: Identifies the use of musical concepts and symbols in a range of musical styles.
(Refer to Ceative Arts outcomes)