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every year. Bloom'sThis Unit provides a great opportunity for learners to engage in and form new knowledge, and develop higher order thinking as they analyse and move beyond content recall. Students develop and form their own opinions and beliefs about the topic and reflect on how they can make a difference in the world around them.
Bloom's Taxonomy was
Journey 1: Knowledge - establish and construct it
knowledge and categoriescategorize it, make
Journey 3: Comprehension Continued - interpret the knowledge and categorize it, make meaning of it.
Journey 4: Analysis - useful.
Journey 4.5. Application - it.
Journey 5.6. Synthesis - it.
Journey 6.7. Evaluation -
(Department for Education and Child Development, 2008)
Included in this lesson has been several ICT tools to help enhance, engage and scaffold learning. Technology is a very important part of this journey because without it, it would be very difficult to achieve the same result of education and engagement. Hence this journey has been created using different ICT.

Comprehension Continued
Access the Internet and Australian Government sites to Answer the same 8 questions from journey 2 about Australia.
Research the questionquestion: What is
Using the collected information, follow the SWOT or SLOT Analysis Scaffolding to answer the question why do Refugees choose to come to Australia?
in journey 22, to Australia.
Reflect your response to the following question on your blogger: Would you choose to come to Australia as a Refugee and why?
scaffolding template (SWOT)(SWOT), google earth and maps
The Objective
The Teacher

The Teacher
Curriculum Links
Information gatheredGather Information about
refugees 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.
what does the country look like?
do they have easy access to doctors and medical treatment?
rights and privileges?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.
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.
Demonstrate how to create a Voki and how to upload them to the class wikispace.
Make notes of each groups Voki presentations to gauge knowledge and understanding.
ICT
Creatively document and present their planning, thinking and learning using a combination of media.
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.
A Day In The Life Of A Refugee-Destination 3 - Sifting the Wheat
Journey 43 - Why
The Destination
The Learners
The Resources
Comprehension Continued
UsingAccess 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, Voki, Wiki.blogger, scaffolding template (KWL), scaffolding template (SWOT)
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.
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 34 - The
The Destination
The Learners
The Resources
Analysis
up with related interview questions relating to the topicfor a refugee using the W's template as a guide.
Participate in organised interviews using Skype with a refugee under teacher supervision.
answers on your personal blogger.the class wikispace.
>
Scaffolding template ( 5 W's), World Wide Web, Wide Span Digital Web Camera, Digital Camera, microphone, Blogger
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.
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.
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.
A Day In The Life Of A Refugee-Destination 4 - Design, Create and Play
Journey 45 - Design,
The Destination
The Learners
The Resources
Application
choose to come to Australia? How did I come to
As a group, present your Voki to the class.
Upload the Voki to the class Wikispace.
Introduces Voki, demonstrate how to create a character.
Assesses the learning progress of learners by reviewing the Voki characters.
own understanding ofthrough the lifeeyes of a refugee through their eyes.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.
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.
Jigsaw PuzzleJourney 56 - Putting
The Destination
The Learners
The Resources
Synthesis
CreateIn groups of 3 or 4, Create 'seeing through 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
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.
Looking backJourney 67 - Reflection
The Destination
The Learners
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.
to help others inrefugees that have come to Australia.
Guide the learners to an appropriate action they can do within the community.
AssessesAssess learners by the final power point presentation and blog postings
SOSE
Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights

Seeing through the eye's of a foreigner
permission form willshould outline to the parentsunit, the different learning experiences they will be a part of and the different e.g. internet access. Also for the purpose of the teacher, it is advised that the teacher keepsaccess, skype etc. Technology will be used as a key to engage and enhance learning journal or personal record ofthroughout this journey using different typesunit. For this reason it is important to be aware of technology.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?
A Day In The Life Of A Refugee-Destination 1 - The Boat People - Migrants or Asylum Seekers?--(Hunt, Gather, Collect)
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:
do they eateat?
do children go to schoolschool?
what are the houses likelike?
what kinds do they useuse?
do they and running waterwater?
what does country look likelike?
do they have easy access to and medical treatment.treatment?
8. what are their rights and privileges?
Using Google least 2 images.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.
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.
Sifting the WheatJourneyWheat
Journey 4 - Why and How do Refugees come to Australia?
The Destination
The Learners
The Resources
Comprehension Continued
Using
Internet, Voki, Wiki.
The Objective
The Teacher
The Curriculum Links
Compare the Australian way of life to that 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 3 -
The Destination
The Learners
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.
Create and PlayJourneyPlay
Journey 4 -
The Destination
The Learners

YouTube can be a very usefully resources.Viewing clips is a great way to engage learners, create discussion and share knowledge. The following YouTube clip is an example that can be used to introduce the topic; 'Seeing through the eye's of a foreigner'. As seen by this short clip, the learners can literally see what life is like for a refugee and why they are seeking a better life.
Voki:
Creating vokisa Voki is another
Wikispaces:
clip is an a guide
Flickr and Google Images:
Flickr and Google Images are a popular image hosting website. These sites allow the learners to discover the world around them without the need to leave the classroom. Using images in projects will help the project become more engaging and interesting to the learners. It will be highly effective during this unit, as it will help students visually see the conditions of other countries. They will see what a street looks like in Indonesia for example. Again, it will help the learners 'see through the eyes of a foreigner'. It is important to note that when using websites like these, permission may be needed to use the photos. In many cases, all that is needed to be done is to acknowledge or give credit to the provider.
Image courtesy of: Debi Cohen
Google Maps and Google Earth:
Australia etc. Students can even record and narrate the journey of a refugee using the Google Earth tool bar.
Skype:
Using skype in the journey is a great engaging tool that allows the learners to be able to see, speak and learn from a foreigner without the need to leave the classroom. The learners would be able to conduct a type of interview style using a computer, camera and microphone. The teacher can set up an interview with a current Australian resident who was an immigrant to Australia. Students will have done previous research on their former country of residence and will be prepared with a number of questions approved by the teacher. For safety, all interviews will only be conducted with teacher supervision. If possible, the teacher could set up a skype interview with their local political leader, where students have the opportunity to ask about legislation and policies relating to immigration, refugees and asylum seekers.

YouTube:
for a foreignerrefugee and why
Voki:
Creating vokis is another way to help engage learners. It is a fun and creative way to promote exploration. By using a voki, it helps the learner express what they 'see' and 'feel' through a personally created avatar character. The use of this tool is to ask the learner to imagine they are someone else which is a large part of this unit. They will be asked to answer questions through the eyes of a refugee. For example, why are you seeking asylum in Australia? Or if they are now in Australia, how do you feel living in Australia?

E-Learning Objective: Seeing through the eyes of a foreigner
the word "foreigner" or "refugee" or "Asylum seekers"seeker" often has relating to "foreigner's, refugee's"refugee's and Asylum judgements on the Australian and Foreign legislation and policyway of life in comparison to a refugee's way of life and ultimately tools and technologies, ultimately makingtechnologies to help form and reflect on their own

what does the country look like
do have access to doctors and medical treatment.
Using googleGoogle earth and googleGoogle images etc,
As individuals, use the "Y" chart to help identify the experience of living in that country.
Present your 'Y' chart on your blog.
Wiki Spaces, Internet, Audacity,Internet, Google Earth, Google Images Blogger, Scaffolding template (5W's).(Y Chart).
The Objective
The Teacher
The Curriculum Links
Increase understanding of refugees circumstances and desire to leave their country.
questions or hashave found more
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 how to create a Voki and how to upload them to the class wikispace.
Make notes of each groups Voki presentations to gauge knowledge and understanding.
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.
Record interview answers on your personal blogger.
>
Wiki Spaces, Internet,Scaffolding template ( 5 W's), World Wide Web, Wide Span Digital Images/Video, Image hosting websites (such as Flickr and Google Images),YouTube, Blogger, Scaffolding (Y chart and Debono's Thinking Hats).Web Camera, Digital Camera, microphone, Blogger
The Objective
The Teacher
For student safety, all interviews must only be done under teacher supervision.
SOSE
Reflecting onAustralia’s relationship with its Asian and identify different perspectives, and recognise and clarify beliefs and values relatingPacific neighbours is linked to social justice,events over a range of time periods, including events associated with the democratic process, sustainability“White Australia” policy, refugees and immigration, free-trade agreements and peace.military alliances.
ICT
Express and creatively represent ideas, informationCreatively document and present their planning, thinking
Collaborate, develop, organise and present new ideas
learning using a combination of media.
Apply suitable or agreed communication conventions and protocols.
English Literacy
The purposeSpeakers and listeners use a number of writing and designing includes evoking emotion, persuading and informing.
Words and phrases, symbols, images and audio affect meaningstrategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and position an audience.reflecting.
A Day In The Life Of A Refugee-Destination 4 - Design, Create and PlayJourney 4 - Design, Create and Play
The Destination
Upload the Voki to the class Wikispace.
Update class wikis with further information and learning.
Internet, Voki, Cam recorder, Wiki.
The Objective
The Teacher
Express and creatively represent ideas, information and thinking
English Literacy
to make
meaning, meaning, including identifying ideas, monitoring,
summarising summarising and reflecting.
A Day In The Life Of A Refugee-Destination 5 - The Jigsaw PuzzleJourney 5 - Putting it altogether
The Destination
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.
Reflect on personal blog about power point presentation
Poster, paper,Power Point, Internet, Scissors, glueWiki, Blogger
The Objective
The Teacher

begin with aan idea, and
Journey 1: Knowledge - establish and construct it
Journey 2: Comprehension - interpret the knowledge and categories it, make meaning of it