My ILA was conducted with a year 6 class. The theme is “Investigating the development of Australia’s migrant story”.
Subject : History
Class : Year level 6. Class size is 25
Time Frame : 6 weeks
My role : Observation of the classroom teacher
Inquiry Topic : Investigate reasons for the migration of a group of people. What historical events caused them to leave their home country and what was life like for them before migrating to Australia? Were they assisted migrants (given help from the government) or were unassisted immigrants? Research Push factors (e.g. famine, poverty, force) or Pull factors (e.g. availability of land, religious freedom) on why they came to Australia.
Students will research and present an historical inquiry to investigate the following questions:
1. Who were the people who migrated to Australia? Why did the come?
2. Where did they settle?
3. What were their cultural beliefs and values?
4. What were the migrant’s experiences of Australia’s lifestyle, democracy and language? (What problems or difficulties did they face?)
5. What contribution have significant individuals and groups made to the development of Australian society?
To understand the significance of the contribution of migrants to Australian society, students will plan and research a selected migrant group’s:
- history – reasons for migration of a group to Australia
- experiences – the experiences of migration for an individual from this group
- contribution – the contribution of this migrant group to the development of Australian society.
Researched information will be recorded in note form in the historical inquiry booklet. Students will then organize information onto a poster and present their information to the class.
Australian Curriculum Learning Outcomes
The ILA aligns with the Australian History Curriculum.
By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.
General capabilities including literacy, critical and creative thinking, intercultural understanding, ethical understanding and personal and social capability are further achievable outcomes for students participating in this ILA.