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Integrated Inquiry Program: Immigration, Belonging & Freedom through…
Integrated Inquiry Program: Immigration, Belonging & Freedom through "The Arrival" by Shaun Tan
English
Reading & Viewing
Make predictions of the text (ACELT1613)
Make connections between students’ own experiences and characters in the text (ACELT1613)
Question and analyse visual language in the text (ACELY1801)
Choose an image from the text that has the biggest emotional impact personally. Write reasons why (ACELT1615)
Compare and contrast the beginning and end of the text (ACELY1713)(ACELT1616)
Compare and contrast the text to other texts exploring a similar topic/theme (eg. The Little Refugee, My Two Blankets, Ride Ricardo, Ride!, The Journey, Suri's Wall, Teacup) (ACELT1614),(ACELT1616)
Asia and Australia's engagement with Asia
Watch Go Back to Where You Came From ABC program and respond to the concept/new insights on refugee and asylum seekers (ACELY1713).
Watch an extract of Refugee Journeys program provided on the Roads to Refuge website (ACELY1713).
Explore the similarities between the main character and the people he meets who share their stories through a Venn diagram (ACELT1613).
Writing
Write a persuasive letter to the Australian Prime Minister advocating more refugees and asylum seekers to be accepted into the county (ACELY1714)
Write an imaginative story of a migrant from the passport photos at the beginning of the text, following the migrant journey/process. Use the app Book Creator to present story (ACELY1714), (ACELY1717)
Create a newspaper article/flyer on Smore to report on the latest developments on refugee and asylum seeker crisis or policies in Australia (ACELY1714), (ACELY1717).
Inquiry reflection journal.
Write burning questions.
KWHL chart.
Speaking & Listening
Inner and outer circle: discuss and interpret particular images in the text (ACELY1709)
Record an oral description of a visual image within the text on Showbie (ACELY1709)
Debate on whether refugees/asylum seekers should be allowed to live in Australia (ACELY1710)
Interview
Invite a member of staff who was not born in Australia to be interviewed by the students. Student prepare questions to ask, then reflect (ACELY1709), (ACELY1816), (ACELY1710)
Teacher role-play: students interview migrant character through appropriate questioning and speaking procedures (ACELY1709), (ACELY1816), (ACELY1710)
Presentation
Create a storyboard for persuasive viral video in small groups, using their persuasive letters as a guide. Groups use iPads and iMovie to create viral videos in groups. Class vote for the most persuasive – upload to website with vote and link in newsletter for parents and other classes to vote (ACELY1709), (ACELY1816), (ACELY1710)
Students bring in something from home that represents their heritage and share with their peers (ACELY1709), (ACELY1816), (ACELY1710);
Class discussions
Introduce the inquiry topic by placing a backpack of an imaginary unknown student with the class’ backpacks. Open the backpack and explore their belongings
Teacher begins talking in another language to the students. Discuss how difficulty in understanding what was being said felt – draw connections to how migrants might feel when moving to an unknown country. (ACELA1515)
Language Conventions and Spelling
Encourage students to use evaluative language when describing their feelings and opinions in speaking and writing (ACELA1525).
Word wall
Words relevant to inquiry topic: Eg. Migrant, belonging freedom, immigration, refugee, asylum seeker (ACELA1830)
Technologies
Digital Technologies
Use the digital platform Answer Garden to communicate information such as thoughts and answers to key questions
(ACTDIP022)
Use the digital platform Showbie to create and communicate information
(ACTDIP022)
STEM/Design Technologies
Create a migrant boat following a design process.
Mathematics
Data representations and interpretations
Examine the Country of Birth: Where were Australians born? data on the Choose Your Own Statistics website.
Asia and Australia's engagement with Asia
Interpret the choropleth map with the class, and identify the 10 major countries for settler arrivals in Australia in 1901, 1947, 1981 and 2006. Compare statistics with class ancestry map (ACMSP147), (ACMSP148).
Construct a side-by-side column graph demonstrating change in migrant rates in Australia and other countries over time (ACMSP147), (ACMSP148).
Arts
Visual Arts
Responding
Show students a surreal picture of an unknown land (Salvador Dali painting). Ask key questions to generate a response (ACAVAR117).
Examine visual symbols in
The Arrival
and its impact on viewers (ACELY1801),(ACAVAR117).
Creating
Create a freedom symbol (ACAVAM116)
Drama
Re-create the moment the family are reunited in a freeze frame. Groups to take turns to show their tableau and the rest of the class bank vocab, phrases and sentences to describe the scene.
These will be kept on the w/wall (ACADRM036).
Time to Flee role-play (ACADRM036).
Music/Dance
Explore music and/or dance from a different culture (ACAMUM089).
HASS
Civics & Citizenship
Australian government’s policies on immigration over time
Explore the QR codes provided to investigate policies on immigration, refugees and asylum seekers throughout Australian history (ACHASSK144, (ACHASSK147)
Geography
Mapping ancestry (
Asia and Australia's engagement with Asia
)
Place pins on a class world map of their country of birth and if known, where their parents and grandparents were born (ACHASSK141)
Discuss and inquire about the human characteristics of Australia (diversity)
History
Suitcase stories
Excursion to WA State Library/Maritime Museum to discover some of the reasons people have migrated to Western Australia by using the items inside to piece together the migration story of one person or a particular group ACHASSK136) (ACHASSK137)
Asia and Australia's engagement with Asia
Timeline – Australia’s immigration story
Examine the timeline on p. 4-5 of Get Connected: Migration and ask key questions (ACHASSK136) (ACHASSK137)
Explore the concept of push-pull migration
Read one of the case studies presented in World Vision - Get Connected: Migration. Students identify the push and/or pull factors that influenced that person (ACHASSK136) (ACHASSK137)
Asia and Australia's engagement with Asia
Health & PE
Investigate and participate in the sports different that are a part of different cultures.
