2.+Curriculum+Context

=**MIGRATION - A BRAVE JOURNEY!**= An Integrated Inquiry Unit Examining Personal/National Identity

This unit of work is planned for students in Year 5 or 6, VELS Level 4, and is a 2 week course of work embedded within a larger 10 week unit of study. Although there is a focus on humanities, there are many strands that are integrated into this unit, indicated below.

=__**Victorian Essential Learning Standards:**__=

//Historical knowledge and understanding//
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history. They demonstrate an understanding of the histories of some cultural groups which make up Australia today. They make links and appropriate comparisons with contemporary Australia. They explain the values important to other societies and their own and links between other countries and Australia. They compare and contrast the values and beliefs of Australians and people of other cultures. They compare aspects of different cultures and countries, in both the past and present, and ask questions about their own society. They sequence events and describe their significance in bringing about particular developments. //**Historical reasoning and interpretation**// At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.

//Economic knowledge and understanding//
At Level 4, students describe the nature of an economic problem (scarcity of work, natural resources) and its impacts on people. Students describe the difference between needs and wants, and their own roles as producers and consumers of goods and services. They explain the role of work in society and distinguish between paid and unpaid work.

//Economic reasoning and interpretation//
At Level 4, students use the inquiry process to plan economics investigations about economic issues that affect the home, school or local community and form conclusions supported by evidence.

//**GEOGRAPHY**//

**//Geographical knowledge and understanding (5-8)//**
In these years with increasing cognitive development and experience, students begin to develop a breadth of understanding about natural processes and human activities beyond their immediate environment. Students apply their spatial awareness in a more sophisticated way to more complex questions and issues through the use of additional core concepts such as spatial interaction, movement, region and scale. Students identify patterns and processes in natural environments and human activities to understand increasingly complex interactions of physical and human phenomena within Australian and other environments and to generalise from particular contexts. They learn to use a process of inquiry that asks: What? Where? How? Why? What ought?

**//Geospatial skills//**
In the //Geospatial skills// dimension students read and interpret maps of different kinds and at different scales, including street directories, atlas maps, ordnance survey maps and topographic maps. Students identify and collect information from maps, plans, photographs, satellite images, statistical data, and information and communications technology based resources; and record and represent data in different types of maps, graphs, tables, sketches, diagrams and photographs. Students develop skills in gathering information first-hand from fieldwork studies. They make observations, take field measurements, conduct surveys and interviews, map and record phenomena in a range of settings.

OTHER SUBJECTS:
At Level 4, students identify and discuss the validity of the ways in which people define their own and other people’s identity. They analyse and explain physiological, social, cultural and economic reasons for food choices.
 * //HEALTH AND PHYSICAL EDUCATION //**
 * //Health knowledge and promotion//**

**//INTERPERSONAL LEARNING//** At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying (in the context of being a push factor for migration). They accept and display empathy for the points of view and feelings of their peers and others.
 * Building social relationships**

 //**CIVICS AND CITIZENSHIP**// At Level 4, students explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity.
 * Civic knowledge and understanding**

At Level 4, students present a point of view on a significant current issue (boat people) and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.
 * Community engagement**

//**ENGLISH**// Standards in the English domain are organised in three dimensions://Reading,// //Writing//, //Speaking and Listening.// All of these dimensions will be taught and practised throughout the duration of the unit. //Some of the skills to be taught/practised include: reporting and report writing, persuasive text and// //debate, interviewing and recount to name but a few.//