Seeing through the eye's of a foreigner

It is important to note before commencing this learning journey with the learners that the teacher provides a permission form for the students to take home and give to the parents. This permission form should outline the unit, the different learning experiences they will be a part of and the different technologies that the students will be using, e.g. internet access, skype etc. Technology will be used as a key to engage and enhance learning throughout this unit. For this reason it is important to be aware of and implement the following:

Queensland Studies Authority, (2010) state that the teacher is to ensure that the learners "apply codes of practice for safe, secure and responsible use of ICTs" and "apply values and codes of practice of the ICT environment that respect individual rights and cultural differences when accessing and delivering information online". For this code of practice to happen, the learners are to report immediately to the teacher if any of the students brake the code. Students should work near each other or in pairs to ensure that each learner using ICTs is being monitored.

It may be necessary to arrange extra adult help and support for certain lessons during this unit to help ensure all students work within these safety guidelines. Extra support may include teacher aides or parents.

Also for the purpose of the teacher, it is advised that the teacher keeps a learning journal or personal record of this journey using different types of technology.

Journey 1: What is a refugee?

The Destination	The Learners	Resources
Knowledge	Use the KWL chart and answer the question, What is a refugee ? In groups of two or three, find and collect information from a variety of sources such as, Government, non Government, local, national, international and media based websites surrounding the origin of refugees. Within the same group, input the information found and enter relevant or new information on the class wiki using the KWL template. Create a personal blog using blogger to write your own experiences, what you have learnt and reflect.	YouTube, Internet, Wiki Spaces, Blogger, Scaffolding template (KWL)
Objective	The Teacher	Curriculum Links
Gather Information about refugees	Introduces and starts the learning journey with the learners by viewing the YouTube clip. Engages learner interest using the KWL template. Explain to the learner that using this template will show them and the teacher what they already know. Provide for the learners a list of newspapers articles, websites, books etc for the find and collect activity. Demonstration how to create and use the class wiki and blogger. Create a class wiki for the learners to input information and knowledge.	SOSE Collecting and analysing information and evidence from primary and secondary sources. Evaluating sources of information and evidence for relevance, reliability, origins and perspective. ICT Plan, conduct and manage structured searches and advanced searches for data and information in response to questions. Collaborate, develop, organise and present new ideas English Literacy Reflect on learning, apply new understandings and identify future applications

Journey 2 - Why do Refugees leave their country?

The Destination	The Learners	The Resources
Comprehension	Research, What are the countries that most refugee's flee from to come to Australia? In groups, choose which country you would like to do more research on. Look into the conditions and circumstances of the people living in these counties by answering the following questions: what common food do they eat? do children go to school? what are the houses like? what kinds of transport do they use? do they have electricity and running water? what does the country look like? do they have easy access to doctors and medical treatment? 8. what are their rights and privileges as a citizen of that country? Using Google earth and Google images etc, find the location of the country in relation to Australia, and at least 2 images that you feel represent what life is like in that country. As individuals, use the "Y" chart to help identify the experience of living in that country. Present your 'Y' chart on your blog.	Internet, Google Earth, Google Images Blogger, Scaffolding template (Y Chart).
The Objective	The Teacher	The Curriculum Links
Increase understanding of refugees circumstances and desire to leave their country.	Briefly recap first lesson. Ask if any learners have questions or have found more information relating to the lesson. Provide learners with different government links to refugee statistics in Australia to help them answer the question "What are the countries that most refugee's flee from to come to Australia?" Split the learners into groups and explain that they will now choose one of the countries identified and research further about it. Demonstrate to the whole class how to create a 'Y' chart. Then using the group information, have the students create their own 'Y' chart as individuals.	ICT Creatively document and present their planning, thinking and learning using a combination of media. English Literacy Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Journey 3 - Why and How do Refugees come to Australia?

The Destination	The Learners	The Resources
Comprehension Continued	Access the Internet and Australian Government sites to Answer the same 8 questions from journey 2 about Australia. Research the question: What is the most common way Refugees come to Australia? Use the KWL table to show information. Using the collected information, follow the SWOT or SLOT Analysis Scaffolding to answer the question why do Refugees choose to come to Australia? In pairs use Google Maps and Google Earth to explore the travels of a refugee from the country you selected in journey 2, to Australia. Record and narrate the journey using the Google Earth tool bar. Reflect your response to the following question on your blogger: Would you choose to come to Australia as a Refugee and why?	Internet, blogger, scaffolding template (KWL), scaffolding template (SWOT), google earth and maps
The Objective	The Teacher	The Curriculum Links
Compare the Australian way of life to that of a refugee.	Provide internet links on the class wikispace to Australian Government websites, including the Australian Citizenship website. Demonstrate how to use the KWL table and SWOT Analysis Scaffolding. Demonstrate the uses of the Google Earth tool bar to plot the course of a refugee. Explain to the students that in the narration of their journey they will need to think beyond facts on this topic as they have to reflect on not only why refugees choose to come to Australia, but also what threats they face eg the danger of travel, and what parts of their culture that they love will they be leaving behind?	SOSE Reflecting on and identify different perspectives, and recognise and clarify beliefs and values relating to social justice, the democratic process, sustainability and peace. ICT Creatively document and present their planning, thinking and learning using a combination of media. Express and creatively represent ideas, information and thinking English Literacy Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Journey 4 - The Interview

The Destination	The Learners	The Resources
Analysis	In small groups come up with interview questions for a refugee using the 5 W's template as a guide. Participate in organised interviews using Skype with a refugee under teacher supervision. Record interview answers on the class wikispace. >	Scaffolding template ( 5 W's), World Wide Web, Wide Span Digital Web Camera, Digital Camera, microphone, Blogger
The Objective	The Teacher	The Curriculum Links
Finding out the facts and sorting out information.	Organise a class interview with a former refugee now living in Australia. Explain the 5 W's template as a way to formulate questions. Each groups questions must be approved by the teacher, help guide the formulation of good questions. For student safety, all interviews must only be done under teacher supervision. You may need to organise extra adult support for this lesson.	SOSE Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the “White Australia” policy, refugees and immigration, free-trade agreements and military alliances. ICT Creatively document and present their planning, thinking and learning using a combination of media. Apply suitable or agreed communication conventions and protocols. English Literacy Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Journey 5 - Design, Create and Play

The Destination	The Learners	The Resources
Application	In groups of 3 or 4 create a voki that states the following about a refugee, Where did i come from? What was it like living there? Why did i want to leave? Why did I choose to come to Australia? How did I come to Australia? As a group, present your Voki to the class. Upload the Voki to the class Wikispace. Update class wikis with further information and learning.	Internet, Voki, Wiki.
The Objective	The Teacher	The Curriculum Links
Applying the knowledge	Introduces Voki, demonstrate how to create a character. Assesses the learning progress of learners by reviewing the Voki characters. By creating a Voki, students must put themselves into the place of a refugee. They need to draw on all the knowledge they've gained so far to present their own understanding through the eyes of a refugee.	SOSE Reflecting on and identify different perspectives, and recognise and clarify beliefs and values relating to social justice, the democratic process, sustainability and peace. ICT Creatively document and present their planning, thinking and learning using a combination of media. Express and creatively represent ideas, information and thinking English Literacy Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Journey 6 - Putting it altogether

The Destination	The Learners	The Resources
Synthesis	In groups of 3 or 4, Create 'seeing through the eye's of a foreigner' power point presentation to display the entire learning journey using selected creative work, authorised images, blog postings, web pages and wiki's. Uses appropriate referencing when needed for all images and content used in presentation. Present power point to the class. Reflect on personal blog about power point presentation	Power Point, Internet, Wiki, Blogger
The Objective	The Teacher	The Curriculum Links
Putting it all together to see the bigger picture.	Demonstrates the use of Power Point to produce a digital story with images, animation, music, narrative, and script Oversees and manages the creation of the power point presentation to ensure content appropriation. Assesses the class as a whole.	SOSE Collecting and analysing information and evidence from primary and secondary sources. ICT Creatively document and present their planning, thinking and learning using a combination of media. Develop operational skills and begin to use the extended functionality of a range of ICT devices. English Literacy Reflect on learning, apply new understandings and identify future applications. Identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts.

Journey 7 - Reflection

The Destination	The Learners	The Resources
Evaluation	Participate in a collective debrief about the learning journey (surprise guest to attend). As a class, choose what action you will take within the community with the knowledge gained during the journey. Create a final reflective blog in their own personal blog posting about where they were and where they are now in relation to the topic.	Blogger
The Objective	The Teacher	The Curriculum Links
Describing and reflecting about the journey.	Organises a local political leader to attend the class as a surprise visitor for the debrief and to answer any unanswered questions. Organise the local leader to present some ideas in which the class may choose to help refugees that have come to Australia. Guide the learners to an appropriate action they can do within the community. Assess learners by reviewing the the final power point presentation and blog postings for learning and comprehension.	SOSE Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights Reflect on learning, apply new understandings and identify future applications. ICT Apply suitable or agreed communication conventions and protocols English Literacy Identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.