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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 week YEAR LEVEL: 6 LEARNING AREA/TOPIC: Civics and citizenship

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: 1 iPad per two students
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3 The shared Describe reasons people See attached Today we are looking at why people have chosen Ipad
values of have for immigrating to rubric to immigrate to Australia. To begin the students QR code
Australian Australia using the QR code add what reasons there might Padlet
citizenship and be to the padlet on the board for someone to
the formal Use ICT tools to create a immigrate to Australia from what we have learnt so
rights and book describing these
far.
responsibilities reasons
Teacher then reads them out and asks the class to Second QR code
of Australian come up with what they believe the top three Google doc
Find information from a
citizens reasons. Ipad- book creator
variety of sources.
(ACHASSK147)
Teacher explains that in groups of two they use
book creator to share the story of their chosen
migrant. They can find links to the stories from a
collaborative google doc that they access through
a QR code.
Teacher asks the students to come up with what
they think is essential to include in their book
- Where they come from
Information about the country they came from
Immigration numbers from that country can be as a
percentage of total numbers
Links to sources can be found on the google doc
Their chosen migrants’ reason for migration
They then include upload to their book creator the
video they made yesterday to inform the reader of
the process they have gone through or hope to go
through.

Students then swap their book with another pair to


read
They then discuss the differences between the two
migrants’ experiences and reasons for migration
As a class brainstorm the different reasons and
come up with the top three reasons, they believe
people may have to choose to migrate to Australia.