Eeo410 Assessment 2 Tori Mason and Stacey Mclaren

EEO410 Assessment 2 Tori Mason & Stacey McLaren
EEO410 Learners learning about and for their world Human Disciplines
Inquiry Unit on Our Community Year Level: 3/4 Duration: 10 weeks (1 school term)
EEO410 LEARNERS INQUIRING IN AND ABOUT THEIR WORLD: HUMAN Our Community - People, history, family, immigration history (yellow
DISCIPLINES. branch)
Stacey Mclaren & Tori Mason
INQUIRY FOCUS STATEMENT
By the end of this unit, students will inquire and understand their own personal family histories, the history of Australia and its settlement, and the
reasons why people immigrate to Australia. As well as exploring the history of Aboriginal Australians.
INQUIRY FOCUS QUESTIONS

Where does my family come from?
How and why did my family come to Australia?
What is the immigration history of Australia?
Why do people immigrate to Australia in the 21st century?
CONCEPTS SESSION FOCUS KEY SKILLS

UNDERSTANDINGS
These concepts are developed At the end of this unit, students Throughout this unit, students will have developed these skills (with
throughout this unit: will understand example)
Belonging and identity 1. Australian settlement Timelines and chronology - studying Australian history timeline
Personal history 2. Immigration concepts and Navigate family history - through family tree inquiry
Multicultural Australia definitions Public speaking - oral presentation for summative assessment
Australian History 3. Personal family history Research skills ie: dictionary, website - for class tasks and oral
Immigration 4. Australian Indigenous assessment
history Inquiry - oral presentation
5. Australian Indigenous Analyse immigration stories/people to Australia - oral
culture presentation
6. Australia is a multicultural Bibliography and citations - oral presentation
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society
7. Reasons people immigrate
8. Responsibilities involved in
working independently
9. Responsibilities involved in
working in a group
SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Oral presentation Family trees
Australian history timeline Dreamtime stories
Reflective piece on picture Flag and celebration day design
Group work in class
TEACHING PROPOSAL
The benefits of using inquiry within the curriculum encourages students to engage with the content by having more choice as to what they study within the
unit. The inquiry pedagogy allows students to research and discover things of personal relevance and significance, thus creating more interest in the unit of
work. Hoepper (2014a, p.48) concurs that Inquiry gives students a role in addressing their own learning in planning, carrying out investigations and
provides many opportunities for them to reflect on their own personal beliefs, opinions and values relating to the topic. The integration of inquiry within
the history curriculum supports student independence and group collaboration and assists students to develop their capacity for self-management.
(2014a).
By the end of this unit, students have inquired and understood their own personal family histories, the history of Australia and its settlement, and the
reasons why people immigrate to Australia as well as exploring the history of Indigenous Australians. The inquiry focus statement is important in regards to
the current curriculum as history provides students with an understanding of the world around them. The teaching of history in the Victorian Curriculum
promotes the understanding of societies, events, movements and developments that have shaped humanity over time, (Hoepper 2014b). This assists
students understanding of the continuity and change that has occurred in Australia over time. This furthermore encourages students to develop personal
opinions related to values, and perspectives on current issues (VCAA 2017).
A key learning component integrated within the Victorian History curriculum is the understanding of Indigenous history and its importance to Australia as a
nation. Teaching students about Indigenous histories links directly to the history of European settlement and develops students understanding of the
effects of this on past and present Indigenous Australians within our country. Promoting students awareness of the identities and characteristics that
Indigenous Australians have contributed towards shaping present and future Australia is a significant point within the curriculum (Preston, L). It is important
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for students to be mindful of the moments that have shaped the country and consider how these communities are developing and what this means for
Australia as a nation. The aptitude for students to understand their own personal family history, encourages interest in inquiring about their own personal
life and thus ignites their interest to inquire in future lessons of this unit.
The focus statement for this unit summarises the vast range of Victorian curriculum standards that are met throughout this unit. Students will develop
historical concepts and skills such as chronology through the creation of a timeline; use historical sources as evidence by discussing and analysing
Indigenous perspectives; analysis of the continuity and change cause from European settlement; understanding the cause and effect from European
settlement and exploration through independent and group research; and learning about the historical significance of Australian celebrations, symbols and
emblems through creation of a flag and national celebration day (VCAA 2017).
It furthermore addresses the historical knowledge required for Level 4 students through learning about community, remembrance and celebrations
(dreamtime stories), Australian celebrations, commemorations and national days, and the contributions that multiculturalism has made to Australia; as well
as discussing first contacts in Australia through understanding the significance of the land to Indigenous Australians, and stories of the First Fleet and
journeys of explorers to Australia (VCAA 2017).
This unit of inquiry reflects The Melbourne Declaration on the Educational Goals for Young Australians throughout its content, tasks, and assessments for
students. The goals that the Declaration discusses are: students should be successful learners, confident and creative individuals, and active and informed
citizens (MCEETYA p.7). Through learning about the history of Australia, students become active and informed citizens through their knowledge of their
country. The tasks devised for this unit explores students creativity and encourages their confidence through researching and presenting their own work.
The formative and summative assessment tasks throughout this unit reflect the curriculum, and draw on a combination of the professional judgment of
teachers (MCEETYA p.16), thus ensuring the successful learning of students.
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References:
Preston, L, EE0410 Learners Inquiring In And About Their World: Human Disciplines, Deakin University, Lecture 2, 13th March 2017.
Hoepper, B, 2014a, Planning for teaching through critical inqury, Teaching Humanities And Social Sciences, 5th edn, Cengage Learning Australia Pty
Limited, South Melbourne, Vic.
Hoepper, B, 2014b, History in the Australian curriculum,Teaching Humanities And Social Sciences, 5th edn, Cengage Learning Australia Pty Limited,
South Melbourne, Vic.
Minestrial Council on Education, Employment, Training and Youth Affairs 2008, The Melbourne Declaration on the Educational Goals for Young
Australians, The Minestrial Council on Education, Employment, Training and Youth Affairs Carlton South.
Victorian Curriculum and Assessment Authority 2017, History, State Government of Victoria, retrieved 12 May 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=3-4>.
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Victorian Curriculum HUMANITIES areas covered in this inquiry unit

HISTORY
Historical Concepts & Skills Content Descriptions

VC code
Chronology Sequence significant events in chronological order to create a narrative about one navigator, explorer (VCHHC066)
or trader and Australian settlement.
Historical sources as evidence Identify the origin and content features of primary sources when describing the significance of (VCHHC067)
people, places and events.
Describe perspectives of people from the past. (VCHHC068)
Continuity & change Identify and describe continuity and change over time in the local community, region or state and as a (VCHHC069)
result of the effects of European exploration
Historical significance Describe the significance of Australian celebrations, symbols and emblems (VCHHC071)
Historical Knowledge Content Descriptions

VC code
Community, remembrance, and Who the people in their family are, describe where they were born and raised and how they are (VCHHK058)
celebrations related to each other and how their stories are communicated and shared
(VCHHK060)
How the present, past and future are signified by terms indicating and describing time
(VCHHK061)
Differences and similarities between students' daily lives and perspectives of life during their parents
and grandparents childhoods, including family traditions, leisure time and communications
First contacts Identify and explain the causes and effects of European settlement and exploration (VCHHC070)
How they, their family, friends and communities commemorate past events that are important to (VCHHK062)
them
(VCHHK063)
The history of a significant person, building, site or part of the natural environment in the local
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community and what it reveals about the past (VCHHK064)
The significance today of an historical site of cultural or spiritual importance (VCHHK078)
The diversity and longevity of Australias first peoples and the significant ways Aboriginal and Torres (VCHHK079)
Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the
effects on their daily lives (VCHHK080)
The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, (VCHHK081)
including their contacts with and effects on other societies
Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and
their experiences and perspectives following arrival
The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example,
the Macassans and the Europeans, and the effects of these interactions
GEOGRAPHY
Geographical concepts & skills

Content Descriptions VC code
Place, space & interconnection
Data & information
Geographical knowledge
Diversity and significance of places
and environments (3/4)
Factors that shape places and

influence interconnections (5/6)
6
ECONOMICS & BUSINESS (5/6) Content Descriptions

VC code
Resource Allocation and Making
Choices
Consumer and Financial Literacy
The Business Environment
Work and Work futures
Enterprising Behaviours and

Capabilities
Economic and Business Reasoning
and Interpretation
CIVICS & CITIZENSHIP
Government and Democracy
Laws and Citizens
Citizenship, Diversity and Identity
CROSS CURRICULUM PRIORITIES & PERSPECTIVES

Indigenous and Torres Strait Islander Histories & Cultures
This unit identifies Indigenous Australians as the traditional custodians of this land. Students will learn about the way of life for Indigenous Australians prior
to settlement and how Indigenous Australians culture is embedded within society today. In week 3 session 2 an Aboriginal elder will come in and share their
knowledge about indigenous histories.
Asia and Asias engagement with Australia
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This unit addresses why there is a large amount of immigration from Asia into Australia through discussion about immigration in the 21st century.
Sustainability
NA
Worldviews & Religions

This unit of work educates students about how people from different backgrounds and religions from around the world have immigrated to Australia to
form the multicultural society we have in 21st century Australia.
CAPABILITIES
INTERCULTURAL CAPABILITY
Cultural practices Compare their own and others cultural practices, Cultural Explain the role of cultural traditions in the development of
showing how these may influence the ways people diversity personal, group and national identities(VCICCD007)
relate to each other (VCICCB005) Identify how understandings between culturally diverse
Describe what they have learnt about themselves groups can be encouraged and achieved(VCICCD008)
and others from intercultural experiences including
a critical perspective on and respect for their own
and others cultures (VCICCB006)
ETHICAL CAPABILITY
Understanding Explore the contested meaning of concepts Decision Explore how apparently wrong actions can sometimes lead
concepts including fairness and harm and how they can seem Making & to good outcomes and the reverse (VCECD007)
to differ in different situations (VCECU004) Actions Discuss the role of personal values and dispositions in
Explore the extent to which particular acts might be ethical decision-making and actions (VCECD008)
regarded by different people as good or bad, right
or wrong, better or worse, and explain why
(VCECU005)
Discuss the ways to identify ethical considerations
in a range of problems (VCECU006)
PERSONAL & SOCIAL CAPABILITY
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Self-Awareness and Management

Recognition & Identify and explore the expression of emotions in Development
expression of social situations and the impact on self and of resilience
emotions others(VCPSCSE016)
Social Awareness and Management
Relationships & Describe the ways in which similarities and Collaboration Demonstrate skills for effective participation in group tasks
diversity differences can affect relationships (VCPSCSO021) and use criteria provided to reflect on the effectiveness of
the teams in which they participate(VCPSCSO023)
CRITICAL & CREATIVE THINKING
Questions & Construct and use open and closed questions for Meta-Cognition Consider concrete and pictorial models to facilitate
Possibilities different purposes (VCCCTQ010) thinking, including a range of visualisation
Investigate different techniques to sort facts and strategies(VCCCTM018)
extend known ideas to generate novel and Examine an increased range of learning strategies, including
imaginative ideas (VCCCTQ012) visualisation, note-taking, peer instruction and incubation,
and reflect on how these can be applied to different tasks
to reach a goal(VCCCTM019)
Investigate a range of problem-solving strategies, including
brainstorming, identifying, comparing and selecting
options, and developing and testing hypotheses
(VCCCTM020)
Reasoning
9
Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Week/ Session Focus Resources Whole class learning Independent/small group task Knowledge
session Understanding experience sharing
(2,3,8 etc.) (students
feedback their
learning)
Week 1 3. Personal family Whoever you are - Mem Fox Read book together as a class Give students family tree Contribution to
session history Source: (Amazon, 2006) and discuss if students know template to fill out in class (as class discussion
1 6. Australia is a where their family originated much as they know). Students
multicultural from. to then take home to inquire Beginning to fill
society *Brainstorm on board about unknown family history out family tree,
8. Responsibilities with their own family. Family demonstrating
involved in working Discuss family trees. tree to be filled out to bring to knowledge of
independently the next session. session focus
understanding.
Family tree template
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Source: (Thoughtco, 2007)
Week 1 3. Personal family World map Pin on world map where Students create their own Family tree
session history students have found out family tree on A3 card based poster ready to
2 6. Australia is a where there families are from. off design template with display around
multicultural Discuss as a class what they coloured card and paper. This classroom
society found out about their own will be displayed around the
8. Responsibilities family trees. classroom.
involved in working
independently
Source: (Jimapco, 2017)

Family tree design template
Coloured card, paper, scissors,

glue, A3 card, pencils & textas.
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Week 2 3. Personal family Continuing on from the Students write a paragraph on Students
session history previous session, students will a piece of card about where demonstrate
1 6. Australia is a continue to work on their their family originates. from learning
multicultural family trees and start and why they came to through their
society preparing for the class model. Australia (if known) and attach personal family
8. Responsibilities it to 3D tree display leaf on the
involved in working class tree.
independently
9. Responsibilities
involved in working
in a group
Source: (Melbourne Immigration

Museum, 2017)
3D plywood tree
Coloured card, string & pens
Week 2 1.Australian - Blurred picture slide. Class watch Blurred picture Students return to table Students share
session settlement slides and hypothesise as a groups and work together to answers with
2 9. Responsibilities class what they think the answer Questions and answer class from
involved in working picture might be as the slides, prompted by teacher question and
in a group teacher slowly unpacks what answer slides
the picture represents.
Watch YouTube video on Students to watch Youtube

Immigration history to video as a class.
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- Question and answer sheet only Australia as a class.

provided for the teacher.
- Youtube video
https://www.youtube.com/watch?v
=6QuJXv-aapU.
Source: (YouTube, 2016)
Week 3 1.Australian -Computers/Ipads Discuss Australias Students to research and Class

Session Settlement -Example/image of a timeline. immigration history. Explore develop their own Australian collaboration
1 8. Responsibilities significant moments in history immigration history timeline. and reflection
involved in working that impacted on Australia's at the
independently immigration. conclusion of
the lesson.
Source: (Template.net, 2017)

Week 3 2.Immigration Immigration terminologies Discuss worksheet as a class. Students to work in groups of Completion of
session concepts and worksheet. The worksheet provided 2-3 and fill out worksheet. Can worksheet and
2 definitions includes the terms related to use books, computers, ipads discussing
9. Responsibilities immigration. Students need and other forms of researching terms with class
involved in working to find out the definition of tools.
in a group each term.
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Ipads/computers/
books
Week 4 7.Reasons people -The Little Refugee by Anh Doh Read book together as a class. Students to be reading the Adding to class
session immigrate book as a whole class. brainstorm/clas
1 9. Responsibilities Source: (Allen and Unwin, 2011) Discuss questions in story s reflection and
involved in working time section of Immigration Students return to table discussion.
in a group Museum worksheet - model groups and continue to
brainstorm on board (eg: 4 brainstorm on the story time
ideas in sections) activity. Students to write their
ideas on the board and share
with the class.
14
-Story time
https://museumvictoria.com.au/me
dia/2018/pyb_preandpostactivities.
pdf
Source: (Melbourne Immigration

Museum, 2017)
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Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Week/ Session Focus Resources Whole class learning experience Independent/small group Knowledge sharing
session Understanding task (Students
feedback their
learning)
Week 4 1.Australian Immigration museum Prior to excursion, class discuss the Students inquire about Class discussion
session 2 Settlement Sentence starters Immigration museum and things they personal family histories about what
2.Reasons https://museumvictoria.co might discover there. & focal points. students learnt
people m.au/media/2018/pyb_pre Share sentence starters with class throughout the
immigrate andpostactivities.pdf Excursion to Immigration museum. Students select 3 of the excursion.
8. Source: (Melbourne sentence starters and
Responsibilities Immigration Museum, 2017) write them in their
involved in clipboards.
working clip boards and pens Students work on
independently finishing these sentences
throughout the excursion.
Week 5 1.Australian -Documents/images collected As a class, discuss findings and Students to answer Students write on a
Session 1 Settlement from the Museum. information from the Immigration questions provided by the sticky note each
2.Reasons Museum excursion. teacher about the their finished
people Great time for students to pose Immigration Museum. sentences and
immigrate questions which they are unsure of collage them on
8. and want to know more about. whiteboard or
Responsibilities display. Students
involved in can elect to read
working out one of their
independently sticky notes to the
class and share.
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Week 5 1.Australian -Computers/Ipads/ Mini lesson examining European Students to discuss in Students share an
Session 2 Settlement books/literature exploration and colonisation in groups continuity and example from each
2.Reasons Australia. change from past and side of their table
people Discuss continuity and change (things present times referring to the class and
immigrate that the Europeans brought over with back to Australias teacher checks
9. them, compared to what they would settlement. pairs work.
Responsibilities bring over now). Students are to draw up a
involved in table in their books with
working in a one side saying continuity
group and one side saying
change. Students will
work in pairs to complete
this activity and can refer
to computers, ipads and
any forms of literature to
help them.
Week 6 4.Australian Notepads Indigenous elder visits school for Indigenous Australian Students are to
Session 1 Indigenous Pens/pencils incursion. incursion. share what they
history Students are to make wrote down on
5.Australian notes on things they find their notepads
Indigenous interesting and would like during class
culture to discuss as a class after reflection/discussio
8. the incursion during class n of the Incursion.
Responsibilities discussion/reflection
involved in time.
working
independently
Week 6 4.Australian Notepads/pens/pencils Discuss as a class the contact between Students to write down 3 Pair and share and
session 2 Indigenous Indigenous Australians and European things than an Indigenous discuss as a class
history settlers. What impacted on the person at the time of first
17
5.Australian Indigenous Australians and how did contact would be

Indigenous this make them feel? thinking, 2 things they
culture would feel at this point in
9. time and 1 thing they
Responsibilities would see.
involved in Students to then pair and
working in a share as a group their
group thoughts and feelings.
Week 7 4.Australian Ernie dances to the didgeridoo Read book together as a class. Students to read the book Group
session 1 Indigenous by Alison Lester. together as a class. collaboration and
history Discuss Indigenous Australian culture reflection at the
5.Australian as a class as well as significant Students to create a conclusion of the
Indigenous moments in history that have shaped timeline showing the lesson.
culture Australia as a nation. significant moments in
9. Australian history. The
Responsibilities timeline must include
involved in Indigenous history as well
working in a as Australia's general
group immigration history.
Source: (Booktopia, 2006)
Notebooks/pencils
/pens
Week 7 7. Reasons Microsoft Powerpoint. Discuss as a class immigration history Students will compare Students are to
session 2 people by comparing and contrasting the and contrast the stories of work
immigrate stories of immigrants from decades immigrants arriving in the collaboratively
9. ago to those of recent immigrants. past, present & predict with their partners
Responsibilities future immigrants (how and share their
involved in has it changed? what do final presentation
18
working in a they do differently now?). to the class at the

group conclusion of the
Students will complete lesson.
this on powerpoint by
representing one slide as
past immigrants, one slide
as present immigrants,
and one for future
immigrants. Students
must accompany this
presentation with images
and other forms of data.
Activity to be completed
in pairs.
19
Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

Concluding, reflecting on and responding to the inquiry
Week/ Session Focus Resources Whole class learning experience Independent/small group Knowledge sharing
session Understanding task (Students feedback
their learning)
Week 8 8. Responsibilities Year 4 Inquiry Oral Introduce Year 4 Inquiry Oral Students can begin to Students are to
Session 1 involved in working Presentation handout. Presentation to students and create a character profile report back to
independently Bibliography sheet clarify any questions which arise. individually for their teacher with the
handout Brainstorm students ideas presentation during class. name of their
and explain how to create a character and where
character profile. This will be they are
presented to the class at the end of immigrating from by
the unit (week 10). the end of the
Discuss bibliography and how to lesson.
create bibliographies
Week 8 1.Australian Computers/iPads Explain researching activity to class Students to get into pairs Short class
Session 2 Settlement Books/literature on prominent Australians. and research a prominent reflection/discussio
2.Immigration Australian who came to n at the conclusion
concepts and Australia as a of the lesson.
definitions refugee/immigrant/migran
4.Australian t or an Indigenous
indigenous history Australian and discuss their
5.Australian contributions to the
indigenous culture Australian community.
9. Responsibilities
involved in working in
a group
Week 9 4.Australian Dust Echoes dreamtime Explore and analyse traditional Students to work in groups Students share their
Session 1 Indigenous history story website: Indigenous history with relation to and choose a dreamtime own dreamtime
5.Australian Australia's immigration history as story to elaborate and stories to the class.
20
Indigenous culture http://www.abc.net.au/d well as dreamtime stories. discuss from Dust Echos.
9. Responsibilities ustechoes/dustEchoesFla Show dreamtime story from Dust This is to be presented
involved in working in sh.htm Echos. briefly at the end of class.
a group Source: (Abc.net.au,
2007)
Week 9 4.Australian Notebooks, pencils, pens Discussion of National Sorry day Students work individually Students share their
session 2 Indigenous history and its significance to: Australia, to design their own version work in small groups
6.Australia is a multi- Australia Day, the Australian Flag of Australian flag and what after task is
cultural society and the Indigenous flag. it symbolises. Students can completed. Students
8. Responsibilities create another National can elect to share
involved in working celebration day and discuss with the class.
independently why they celebrate it on
this day, and what and how
they will celebrate.
Week 10 1.Australian Notepads/pens Students will receive a picture of Students are to reflect on Short class
session 1 settlement /pencils their own which will be stuck into the image and write a short reflection/discussio
2.Immigration Images of Australian their books. These images will be reflective piece on what n at the conclusion
concepts and icons, etc on a range of topics that have been the image entails and of the lesson.
definitions discussed throughout the unit. represents. Students are Hand reflective
3.Personal family required to express how piece in to teacher
history the image makes them feel
4.Australian and why. This piece should
Indigenous be at least 1-2 pages long
history for grade 4 level.
5.Australian
Indigenous
culture
21
6.Australia is a
multicultural society
7.Reasons people
immigrate
8. Responsibilities
involved in working
independently
Week 10 8. Responsibilities Assessment rubric Students are asked to present their Students will present their Students will share
session 2 involved in working Bibliography sheet final inquiry oral presentation to final inquiry oral to the class their
independently the class. presentation to the class oral presentation.
individually.
Week 11 8. Responsibilities Assessment rubric Students are asked to present their Students will present their Students will share
session 1 involved in working Bibliography sheet final inquiry oral presentation to final inquiry oral to the class their
independently the class. presentation to the class oral presentation.
individually.
BIBLIOGRAPHY: (Harvard style)

Include references AND images if appropriate here from your teaching proposal AND resources used in sessions:
Abc.net.au, (2007), Dust Echoes. [online] Available at: http://www.abc.net.au/dustechoes/dustEchoesFlash.htm [Accessed 14 May 2017].
Allen and Unwin: Book Publishers, (2011), The Little Refugee, [image] Available at:
https://www.allenandunwin.com/browse/books/childrens/picture-books/The-Little-Refugee-Anh-Do-and-Suzanne-Do-illustrated-by-Bruce-
Whatley-9781742378329, [Accessed 14 May 2017].
Amazon, (2006), Whoever You Are- Mem Fox, [image] Available at: https://www.amazon.com/Whoever-You-Reading-Rainbow-
Books/dp/0152060308 [Accessed 14 May 2017].
Booktopia, (2006). Ernie Dances to the Didgeridoo. [image] Available at: http://www.booktopia.com.au/ernie-dances-to-the-didgeridoo-alison-
lester/prod9780733621055.html [Accessed 14 May 2017].
Jimapco (2017), Map of the world for kids, [image] Available at: http://www.jimapco.com/wp-content/uploads/2012/07/WORLD-
placemat4new1.jpg [Accessed 14 May 2017].
Melbourne Immigration Museum, (2017). 1st ed. [ebook], Pack Your Bags; Pre-visit activities, Available at:
https://museumvictoria.com.au/media/2018/pyb_preandpostactivities.pdf [Accessed 14 May 2017].
22
Template.net, (2017), 9+ Timeline Templates for Kids Free Sample, Example, Format Download | Free & Premium Templates, [online] Available at:
https://www.template.net/business/timeline-templates/sample-timeline-template-for-kid/ [Accessed 14 May 2017].
YouTube, (2016), A history of Immigration in Australia, [image] Available at: https://www.youtube.com/watch?v=6QuJXv-aapU [Accessed 14 May
2017].
23
FIELD WORK DAY
IMAGE 1: IMAGE 2:
Annotation: The artefacts and information on this wall demonstrate to Annotation: This display demonstrates the living conditions of immigrants
students numerous reasons why people immigrate to Australia. Students will throughout their voyage to Australia. Students may recall on this for their
need to recall these facts when they are researching for their Oral character creation in their Oral presentation.
presentation final summative assessment in order to create an authentic
character.
24
IMAGE 3: IMAGE 4:
Annotation: This timeline of immigration to Victoria demonstrates the Annotation: This section of the museum addresses what life was like during
reasons why people have chosen to move to Victoria during different times the time of English immigrants between 1840 - 1900. This will be useful for
in history. Students will create a timeline for one of their summative the students to reference in their summative Oral presentation in which
assessments in coming weeks which they can refer too to help inform their students are required to outline living conditions of their character during
work. this (potential) time period.
25
IMAGE 5: Selfie at the Immigration Museum.
26
APPENDIX
Appendix A - Year 4 Inquiry Oral Presentation Handout (1 page)

Appendix B- Year 4 Inquiry Oral Presentation Rubric (1 page)
Appendix C- Year 4 Inquiry Oral Presentation Bibliography sheet (1 page)
Appendix D- Immigration terminology worksheet (1 page)
Appendix E- Blurred image/final image of Australian Settlement activity (1 page)
27
Appendix A - Year 4 Inquiry Oral Presentation Handout
28
Appendix B- Year 4 Inquiry Oral Presentation Rubric
29
Appendix C- Year 4 Inquiry Oral Presentation Bibliography sheet
30
Appendix D- Immigration terminology worksheet
31
Appendix E- Blurred image/final image of Australian Settlement activity
32

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EEO410 Assessment 2 Tori Mason & Stacey McLaren

INQUIRY FOCUS QUESTIONS

CONCEPTS SESSION FOCUS KEY SKILLS

Victorian Curriculum HUMANITIES areas covered in this inquiry unit

Historical Concepts & Skills Content Descriptions

Historical Knowledge Content Descriptions

community and what it reveals about the past (VCHHK064)

The significance today of an historical site of cultural or spiritual importance (VCHHK078)

Geographical concepts & skills

Data & information

Factors that shape places and

ECONOMICS & BUSINESS (5/6) Content Descriptions

The Business Environment

Work and Work futures

Enterprising Behaviours and

Laws and Citizens

Citizenship, Diversity and Identity

CROSS CURRICULUM PRIORITIES & PERSPECTIVES

Worldviews & Religions

Self-Awareness and Management

Family tree template

Source: (Thoughtco, 2007)

Source: (Jimapco, 2017)

Coloured card, paper, scissors,

Source: (Melbourne Immigration

Watch YouTube video on Students to watch Youtube

- Question and answer sheet only Australia as a class.

Week 3 1.Australian -Computers/Ipads Discuss Australias Students to research and Class

Source: (Template.net, 2017)

Source: (Melbourne Immigration

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

5.Australian Indigenous Australians and how did contact would be

working in a they do differently now?). to the class at the

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

BIBLIOGRAPHY: (Harvard style)

FIELD WORK DAY

IMAGE 5: Selfie at the Immigration Museum.

Appendix A - Year 4 Inquiry Oral Presentation Handout (1 page)

Appendix A - Year 4 Inquiry Oral Presentation Handout

Appendix B- Year 4 Inquiry Oral Presentation Rubric

Appendix C- Year 4 Inquiry Oral Presentation Bibliography sheet

Appendix D- Immigration terminology worksheet

Appendix E- Blurred image/final image of Australian Settlement activity

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