Rationale
This Stage Three unit of work focuses on the impacts of migration on Australian society. The unit of work serves to deepen student’s understanding of Australia as a nation, by specifically looking at Vietnam and its contribution to the development of Australian society. It has been adapted from the Stage 3 HSIE syllabus outcome: “Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)” (Board of Studies NSW, 2012). Thus, this unit seeks to provide opportunities for students to enhance their global perspective, as they consider and explore other cultures, identities and historical influences throughout time and relating that to the shared experience of Australia. Students explore through ‘observable’ elements such as Vietnamese food, trades, language and celebrations, as well as implicitly learn about ‘unobservable’ elements, such as values, beliefs, perceptions, economy (Browett & Ashman, 2008, p.50). Students will also investigate the migration of the Vietnamese people in Australia through various historical inquiries and activities. Thus, the learning activities seek to enable students to develop positive attitudes towards the cultural identities of others and towards a shared identity with the local, national and global community (Browett & Ashman, 2008, p.50).
Throughout the unit, students will engage in a range of different activities, which will provide rich contexts for learning and opportunities to explore and communicate their ideas (Taylor, Fahey, Kriewaldt & Boon, 2012, p. 168). This is made evident by the lessons which encourage students to actively engage in meaningful discussion related to the topic. For example, students are able to explore similarities and differences between their culture and the Vietnamese customs and culture. The teacher will identify students’ preconceptions and existing knowledge, and use the activities to build on this and assist students to link this to new knowledge (Donovan & Bransford, 2005, p.79). Therefore, each lesson has been designed to build upon the previous and ultimately prepare students for the culminating assessment.
In addition to this unit of work, an online website has been developed using Weebly (http://vietnamunitofwork.weebly.com) as an accompanying resource that can be accessed and utilized from home. On this site, students are able to access worksheets and resources to enhance their historical understanding of the topic. Embedded within the Webbly resource, there is an online discussion forum where students can progressively reflect on their learning, during class or for homework. This has been included to provide the teacher with an opportunity to measure and assess their ongoing learning and understanding. It also beneficial as it gives the students the chance to self-regulate, reflect and have a sense of power over their learning in an interactive setting.
At the conclusion of the unit, in groups students will produce an IMovie presentation about the Migration of the Vietnamese people to Australia, which will provide them with more opportunities to utilize ICT. This group work will enable social interaction and cooperative learning (Taylor, et.al, 2012, p.168). As well as this, ICT enables students to construct their collective knowledge and understanding of the topic. The variety of resources will enable students to access data and information to assist in developing deep knowledge and understanding. This will provide students with conceptual structures with which to organise and understand factual knowledge (Donovan & Bransford, 2005,pp.79-80). In addition, students will have the opportunity to develop positive values and critical thinking skills through the different activities that are planned for them i.e. (forming class debates and learning about the history of the Migration of the Vietnamese people) (Rae et.al, 2008, p.4).
Throughout the unit, students will engage in a range of different activities, which will provide rich contexts for learning and opportunities to explore and communicate their ideas (Taylor, Fahey, Kriewaldt & Boon, 2012, p. 168). This is made evident by the lessons which encourage students to actively engage in meaningful discussion related to the topic. For example, students are able to explore similarities and differences between their culture and the Vietnamese customs and culture. The teacher will identify students’ preconceptions and existing knowledge, and use the activities to build on this and assist students to link this to new knowledge (Donovan & Bransford, 2005, p.79). Therefore, each lesson has been designed to build upon the previous and ultimately prepare students for the culminating assessment.
In addition to this unit of work, an online website has been developed using Weebly (http://vietnamunitofwork.weebly.com) as an accompanying resource that can be accessed and utilized from home. On this site, students are able to access worksheets and resources to enhance their historical understanding of the topic. Embedded within the Webbly resource, there is an online discussion forum where students can progressively reflect on their learning, during class or for homework. This has been included to provide the teacher with an opportunity to measure and assess their ongoing learning and understanding. It also beneficial as it gives the students the chance to self-regulate, reflect and have a sense of power over their learning in an interactive setting.
At the conclusion of the unit, in groups students will produce an IMovie presentation about the Migration of the Vietnamese people to Australia, which will provide them with more opportunities to utilize ICT. This group work will enable social interaction and cooperative learning (Taylor, et.al, 2012, p.168). As well as this, ICT enables students to construct their collective knowledge and understanding of the topic. The variety of resources will enable students to access data and information to assist in developing deep knowledge and understanding. This will provide students with conceptual structures with which to organise and understand factual knowledge (Donovan & Bransford, 2005,pp.79-80). In addition, students will have the opportunity to develop positive values and critical thinking skills through the different activities that are planned for them i.e. (forming class debates and learning about the history of the Migration of the Vietnamese people) (Rae et.al, 2008, p.4).