Assessment 2 Combined

Samantha Hellessey
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Assessment 2: Planning for effective learning lesson sequence
Rationale
The Victorian Curriculum outlines the Geographical Knowledge strand of Geography, before
dividing the strand into further sub-strands that are to be covered from Level 7-10 (Victorian
Curriculum Assessment Authority, [VCAA], 2015). This document outlines a four lesson
sequence focusing on the Changing nations sub-strand studied at Level 8. Specifically, this
lesson sequence focuses on content descriptor VCGGK125, as well as part of VCGGK125,
covering the following content: reasons and effects of international migration to Australia,
types of migrants, urban settlement of migrants, reasons for internal migration in Australia,
and internal migration to urban areas (VCAA, 2015). Key geographical skills are also
embedded within the lesson content including analysing and interpreting maps, graphs and
tables (VCAA, 2015, VCGGC104). This process is completed using ICT, allowing students to
interact with virtual maps allowing greater insight that would not be possible without ICT
integration. Applying BOLTS to a map by hand is also included (VCAA, 2015, VCGGC102).
A focus of the lesson sequence has been to include inquiry. This has been achieved through
the use of directed investigation for each lesson topic, followed by a class discussion of
student findings. In this way, inquiry begins at the analysis stage and then provides students
a chance to communicate and reflect on their findings (Matthews & Cranby, 2014). As
Hoepper (2014) suggests exploring each of the lesson topics through inquiry allows students
to gain conceptual insight and understanding.
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The concepts of place, space, interconnection, and change have been integrated into the
sequence, mainly through the inquiry process and questioning (VCAA, 2015). Since students
have completed a unit on Place and Liveability at Level 7 (VCAA, 2015) they will be able to
draw upon an existing knowledge when thinking about concepts within this sequence. A
combination of direct instruction, individual, partner and group work, as well as class
discussion is also included to maximise student engagement and cater for individual learning
preferences and styles. As Graham and Cologon (2016) state all children can learn when
teachers use a variety of methods and when students have choice in how they demonstrate
learning (para. 16).
Formative assessment is the main form of assessment within the sequence. Bennetts (2005)
suggests that by placing a greater emphasis on formative assessment student learning can
be improved, through the ability to quickly change the curriculum and provide timely
feedback. Feedback and scaffolding is provided in class during individual, partner or group
work, and also when class discussions occur. This allows students to refine their
understanding and views and the teacher to gage student/class understanding and adjust
instruction if necessary. Written feedback is provided for the Victorian Migration Stories
worksheet completed in lesson 1, for the exit pass and homework sheet completed at the
end of lesson three, and the Australias population change worksheet completed in lesson 4.
The homework sheet given in lesson three gives students a chance to demonstrate their
understanding of what has been covered within the first three lessons. This gives the
teacher a time to review if necessary in a later lesson.
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In geography education there is importance in fieldwork which allows students to
experience geography first hand (Munday, 2008). The Victorian Curriculum Geography
Rational also states that students conduct fieldwork (VCAA, 2015, para. 6). For this reason,
a suggestion for fieldwork has been placed at the beginning of lesson four, which could be
used in place of that lesson. Likewise, cross Humanities links to Civics and Citizenship, and
Economics and Business are included in the sequence, specifically linked to content
descriptor codes in lessons one, two and four.
In terms of the broader topic unit this lesson sequence would best be completed prior to
exploring urbanisation from a more global perspective. Following this sequence, internal
migration in China should be considered, before studying urbanisation in Indonesia (VCAA,
2015, VCGGK122 & VCGGK125). Similarities between the United States of America and
Australia concerning urbanisation should then be investigated (VCAA, 2015, VCGGK123),
before completing the unit by considering the challenges of managing and planning for
Australias urban future (VCAA, 2015, VCGGK126).
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References
Bennetts, T. (2005). The Links Between Understanding, Progression and Assessment in the
Secondary Geography Curriculum. Geography, 90(2), 152-170.
Cologon, K., & Graham, L. (2016, March 9). Explainer: what is differentiation and why it is
poorly understood?. The Conversation. Retrieved from
http://theconversation.com/explainer-what-is-differentiation-and-why-is-it-poorlyunderstood-55757
Hoepper, B. (2014). Critical Inquiry in the Australian Curriculum. In Gilbert, R & Hoepper, B
(Eds.), Teaching Humanities and Social Sciences: History, Geography, Economic and
Citizenship in the Australian Curriculum (5th ed.) (pp. 44-65). South Melbourne, Vic:
Cengage.
Matthews, S. & Cranby, S. (2014). Geography and the Australian Curriculum. In Gilbert, R &
Hoepper, B (Eds.), Teaching Humanities and Social Sciences: History, Geography,
Economic and Citizenship in the Australian Curriculum (5th ed.) (pp. 223-247). South
Melbourne, Vic: Cengage.
Matthews, S. & Cranby, S. (2014). Teaching Geographical Thinking. In Gilbert, R & Hoepper,
B (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economic
and Citizenship in the Australian Curriculum (5th ed.) (pp. 248-277) South
Melbourne, Vic: Cengage.
Munday, P. (2008). Teacher Perceptions of the Role and Value of Excursions in Years 7-10
Geography Education in Victoria, Australia, International Research in Geographical
and Environment Education, 17(2), 146-169.
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Victorian Curriculum and Assessment Authority. (2015). Humanities - Geography, Rationale
and Aims. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/thehumanities/geography/introduction/rationale-and-aims
Victorian Curriculum and Assessment Authority. (2015). Level 8 Curriculum: Geography.
Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/level8?layout=1&d=G
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Four Lesson Sequence
LESSON ONE
Teacher name
Samantha Hellessey
Year Level
8
Learning Area
Humanities
Subject
Geography
Unit
Changing Nations
Lesson topic/focus Reasons for migration to Australia
Lesson date
May 9th 2016
Lesson duration (minutes)
50
Lesson intentions/outcomes (concepts, skills, inquiry and knowledge)

Identify and understand reasons why international migrants come to Australia.
Identify push and pull factors of migration.
Identify the different types of migrants student, forced, family reunion, temporary,
permanent.
Discuss how migration involves change and can alter an individuals perception of place.
Curriculum links (Content Descriptions & codes Geographical Knowledge, Concepts & Skills)
The reasons for and effects of international migration to Australia (VCGGK124)
Concepts: change, place (VCGGC099).
Assessment (task/type/description)
Kahoot! Quiz Formative assessment. Students are to answer six multiple choice/true or
false questions relating to the lessons content.
Worksheet and partner/class discussion Informal, formative assessment, on students
evaluating their chosen migrant.
Teacher focus (as a PST what are you seeking to develop during this lesson?)
Neat and clear board work.
Background to learning Teacher (required preparation to teach this lesson)
Making sure you have the required materials, appendices, and that links are working.
Background to learning Students (pre-requisite knowledge/skills; lessons place in sequence)
Place and Liveability unit completion understanding of urban, rural and remote
settlements.
Lesson resources/materials
Students (it is expected that students will each bring pens, pencils and a workbook to
all classes)
24 x computers with internet access (1 for each student)
28 x worksheets. (1 for each student + four spares) Appendix 1.1.
Teacher
1 x whiteboard
Check
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Whiteboard markers (5 various colours for board work)

1 x hat
1 x sheet with 25 x migrant story links. Appendix 1.2.
(http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrantstories#.Vx_n7TB942w)
1 x computer with internet access
1 x projector screen
Kahoot! Quiz and associated game pin (882178) Appendix 1.3.
LESSON CONTENT
Introduction activities/tasks
Opening question:
- Raise your hand if you know someone who has migrated to Australia?
- Make sure students understand what migration is. The movement of people from
one country to another
- Briefly open up for a discussion
-Explain that over the next few lessons that we are going to be looking at migration
to Australia.
Body activities/tasks (development, consolidation, practice)
Mind map:
-Teacher is to write reasons for international migration on the board.
-Students are to layout a new page in their workbook in a similar format to the board
work and copy down as ideas are suggested. Appendix 4.4.
-What are some reasons why people leave their home? (Push Factors)
-What are some of the reasons why people come to Australia? (Pull factors)
-Explanation of push/pull factors. Which of our columns (leaving or coming) relates to
push factors? To pull factors?
-Can you identify different types of migration? Explanation of the different types of
migration as/if necessary
-Is Australia an obvious choice for migration?
Link to Economics and Business (VEEBW016, VCEBR022).
Link to Civics and Citizenship (VCCCCG019, VCCCC024, VCCCC025, VCCCC026).
Time
20
mins
Case Studies (ICT)

-Teacher is to explain that students will be now investigating a migrant and
identifying push/pull factors and the type of migrant.
-Students are to come to the front of the room and collect a worksheet and draw a
name from the hat.
-Students are to read/watch about their chosen migrant story using their computers.
-Students are to complete the worksheet.
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mins
10
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-Does everybody understand what they need to do?
Case Study partner-share

-Students are to talk to the person next to them about their migrant story and what
they found interesting/intriguing.
-How is your migrant story different from your partners? How is it similar?
-Students are then encouraged to share their investigated migrant story with the
class.
-Teacher is to focus on question five of the worksheet during the class discussion: Do
you think your migrants experience of coming to Australia changed their perception
of place?
-Teacher is to collect worksheets at the end of class to correct and provide feedback.
Closure
Kahoot! Quiz (ICT)
-Teacher is to write the Kahoot! game pin on the board: 882178
-Students are to log into Kahoot!
-Teacher is to facilitate the quiz.
-Feedback is to be given at the end to the class.
-Teacher can also download the results and look at individual student responses to
adapt future lessons, and scaffold as needed.
Exit Statement
-Go over any quiz question that students had trouble with and clarify. Next lesson we
will be looking at the effects of migration to Australia.
10
mins
5
mins
2
mins
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LESSON 2
Teacher name
Samantha Hellessey
Year Level
8
Learning Area
Humanities
Subject
Geography
Unit
Changing Nations
Lesson topic/focus Effects of international migration in Australia
Lesson date
May 12th
50

Identify the effects of international migration to Australia.
Discuss how one of these effects impacts Australia.
Discuss effects as positive/negative or both.
Investigate the relationship between effects of migration and interconnection, change and
place.
Analyse and interpret graphs relating to the effects of migration.
Concepts: change, place, interconnection (VCGGC099) (VCGGC101)
Skills: analysing and interpreting graphs (VCGGC104)
Around the circle informal, formative assessment. Students are to think of an effect of
migration and classify it as positive or negative.
Classroom management
settlements.
Students (it is expected that students will each bring pens, pencils and a workbook to
all classes)
25 x computers (1 for each student)
4 x group task sheets (1 for each group) Appendix 2.1.
4 x A3 sheets of paper (1 for each group)
28 homework reading sheets (1 for each student + 4 spares) Appendix 2.2.
Teacher
Check
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1 x whiteboard
Padlet open with URL displayed
LESSON CONTENT
Opening statement: Last lesson we look at reasons for migration to Australia. Today
we are going to be looking at the effects.
(Students are to collect Victorian Migrant Stories worksheet)
Padlet Effects of migration discussion (ICT)
-Teacher is to have Padlet open with the URL showing.
-Students are to enter the Padlet and write down what they think are the effects of
migration.
-As results come in, the teacher is to facilitate a discussion.
-Are these effects negative or positive? To what extent are these effects dependent on
a large number of migrants coming to Australia? What could Australia do to assist
immigrants?
Link to Civics and Citizenship (VCCCC038).
Jigsaw activity on effects (ICT)
-Split the class into groups of 6 (4 groups in total) and explain that this relates to their
base group. (Groups are to be based on students current ability 2 groups will be
focusing on developing geographic skills, and the other two developing concepts).
-Each base group moves to an area of the classroom with their assigned group task
sheet (each sheet displays a different effect of migration) and works together to
complete on an A3 piece of paper.
-Each student is to use their computer for this task.
-Teacher is to walk around the room and assist groups as necessary.
Link to Economics and Business (VCEBW025, VCEBC023)
Jigsaw presenting
-Class is to sit in a circle, with each base group sitting together.
-Each base group is to present their findings to the class.
-What did your group find most interesting? What would your group like to know
more about?
Closure
Around the circle
-After hearing each group present student are to think of an effect of migration and
state if they think it is positive, negative or both.
Time
1
min
10
mins
20
mins
12
mins
5
mins
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-Teacher is to facilitate going around the circle and ensuring that each student has a
chance to contribute.
Homework
-Students are to read the handout discussing where migrants live and answer the
question.
-Students are to be told that this needs to be completed by next lesson.
-Students are to collect their homework sheet off the teacher in order to leave class.
2
mins
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LESSON 3
Teacher name
Samantha Hellessey
Year Level
8
Learning Area
Humanities
Subject
Geography
Unit
Changing Nations
Lesson topic/focus International migration within Australia Urbanisation
Lesson date
May 16th
50

Recognise that urbanisation is an effect of international migration.
Successfully apply BOLTS to a blank map.
Discover and discuss how the concept of interconnection can help migrants cope with
change and develop a sense of place.
Analyse and interpret tables and graphs to find a pattern in the diversity and birthplace of
people in Victorian suburbs.
Skills: BOLTS, analysing and interpreting tables/graphs of (VCGGC102) data (VCGGC104)
Concepts: change, place, space, interconnection (VCGGC099) (VCGGC100) (VCGGC101)
Exit pass Formative assessment on what has been covered in the lessons so far.
Participation in class discussion informal, formative assessment on students interpretation
and analysation of the worksheet task.
Homework sheet summative assessment on the lessons so far. Making sure students
understand what has been covered so far.
Facilitating a class discussion
settlements.
A brief understanding of the reasons and effects of International migration (Lessons 1 and 2)
A familiarity with Google Maps, and reading tables of data.
Students
28 x worksheets (1 for each student + 4 spares) Appendix 3.1.
Check
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28 x exit passes (1 for each student + 4 spares) Appendix 3.2.
28 x homework sheets (1 for each student + 4 spares) Appendix 3.3.
Teacher
1 x whiteboard
Access to the video New Australian immigration patterns
https://www.youtube.com/watch?v=tPts5PZ5jFk (2:10-3:40)
LESSON CONTENT
De-brief of homework
-What was the effect of migration outlined in your homework? Did you find what you
read interesting? Did it shock you? Why do you think the majority of migrants choose
to settle in urban areas?
-Today we will be focusing on the effect of urbanisation and thinking about how this
relates to place and liveability.
-Explanation of urbanisation if necessary.
Worksheet diversity in Australian towns (ICT)
-We are going to now be investigating the diversity and birthplaces in Victorian
towns to support what we have already read and heard about migrants and
urbanisation.
-Hand out worksheet to students.
-Students are to follow the directions on the worksheet, using a computer to
complete.
-Teacher is to walk around the room and assist students as necessary
Time
5
mins
25
mins
Video New Australian immigration patterns

-Play video
2
mins
Class discussion on worksheet findings

-What do you notice about the data in towns less than one hour from the CBD?
-What do you notice about the data in towns more than one hour from the CBD?
-What does this suggest about where migrants to Australia tend to settle? Why do
you think this is?
-What does this suggest about the diversity of towns closer to the city compared with
those further away?
-Did any of the top countries for immigration listed surprise you? Why? Why do you
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think migrants of the same nationality tend to settle in the same areas?
Homework
-Teacher is to hand out homework sheet and exit pass.
-Teacher is to instruct students to read through and answer the questions before the
beginning of next class.
Closure
Exit pass
-Students are to complete the exit pass.
3
mins
5
mins
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LESSON 4
Teacher name
Samantha Hellessey
Year Level
8
Learning Area
Humanities
Subject
Geography
Unit
Changing Nations
Lesson topic/focus Urbanisation International and internal migration
Lesson date
May 19th
50

Analyse and interpret a thematic map and table.
Recognise that urbanisation is a result of both international and internal migration.
Inquire into reasons why people internally migrate.
The reasons for and effects of internal migration in Australia and China (VCGGK125)
Concepts: change, place, scale (VCGGC099)
Skills: analyse and interpret thematic maps and tables (VCGGC104)
Worksheet Informal, formative assessment, on students analysing and interpreting a
thematic map.
Kahoot! Quiz Formative assessment. Students are to answer six multiple choice/true false
questions relating to the lesson content. This will help the teacher understand what
students took in from the lesson.
Reading and explaining to the class.
settlements, and what makes places liveable.
Understanding of the reasons of international migration (lesson one).
Brief understanding of urbanisation (previous lessons in this sequence).
Chec
k
Students
28 x worksheets (1 for each student + 4 spares) Appendix 4.1.
Teacher
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1 x whiteboard
Access to URL:
http://www.abs.gov.au/websitedbs/censushome.nsf/home/factsheetsim?opendocu
ment&navpos=450
Kahoot! Quiz and associated game pin (500534) Appendix 4.2.
LESSON CONTENT
Opening brief and question.
-Students are to hand homework to teacher as they walk into the room.
-So far we have looked at the reasons and effects of International migration to
Australia, and last lesson we focused on the effect of urbanisation.
-Do you think that it is just international migrants that are contributing to
urbanisation? Why? Why not?
-We will be investigating this question during todays class.
Potential fieldwork in place of lesson: going into an urban area and looking at the
variety and amount of people around and then comparing that to a country town.
Could link to the inquiry process.
Introduction to internal migration
-Bring up the following link on the projector screen:
http://www.abs.gov.au/websitedbs/censushome.nsf/home/factsheetsim?opendoc
ument&navpos=450
-Teacher is to read out the definition of internal migration. Does everyone
understand what is meant by internal migration, and the difference between
international and internal?
-The teacher is then to scroll down to the table displaying internal migrations over
the one-year period. Explanation on how to read the table is likely to be necessary.
-A class discussion based around the following questions is to take place: Which cell
in the table (not including the total row or columns) contains the highest number?
What is this representing? What do you notice about the cells with high number is
them? What does this suggest about internal migration within Australia? Which
state/territory had the highest number of people migrating to it? Which
state/territory had the highest number of people moving away from it?
Map quest (ICT)

-Students are to be paired and will each be given a worksheet.
-Students can either share a computer or use their own, depending on preference.
Time
5
mins
10
mins
18
mins
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-Students will follow the link to the choropleth map and are given questions to
guide interpretation of the map.
-The table displaying internal migrations of the one-year period from the previous
task in this lesson is to remain on the projector screen.
http://www.sbs.com.au/interactive/2015/maps/regional-population/
Discussion
-In general what was it that people found? Discussion of the questions on the
worksheet.
-What are some of the reasons people might migrate to urban areas? Link to
Economics and Business (VCEBR021, VCEBW025).
-Are these reasons the same for both internal and international migrants?
- Do you think that it is just international migrants that are contributing to
urbanisation? Why? Why not?
-Teacher is to collect worksheets to correct and provide feedback.
Closure
Kahoot! Quiz
-Teacher is to write the Kahoot! game pin on the board: 500534
-Students are to log into Kahoot!
-Teacher is to facilitate the quiz
-Once quiz is complete/as each question is complete discuss each answer before
concluding the lesson.
10
mins
7
mins
dd
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Appendices
Appendix 1.1.
Name: __________________________________
Victorian Migration Stories Worksheet

http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories
After choosing a number from the hat, click on or go to the corresponding link to learn more about the migrant
you have been given to investigate. As you learn about your migrant try to identify the following: push/pull
factors, the type of migrant.
Once you have finished learning more about them, complete the following questions.
1. What is your migrants name?
_______________________________________________________________________
2. In the table below write in the push/pull factors you identified from your migration story (at least two for
each).
Push Factors
Pull Factors
3. What type of migrant could the migrant you investigated by classified as? Has this changed since they
have been in Australia?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Where did your migrant settle? Was it a city or rural area? Why do you think this might be?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Do you think your migrants experience of coming to Australia changed their perception of place?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IF YOU GET TIME
6. Can you identify some positive and/or negative effects of your migrant coming to Victoria?
_____________________________________________________________________
_____________________________________________________________________
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Appendix 1.2.
Links to Skilled Migration Program Migration Stories
1. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/james-and-lucysstory#.Vx_rcjB942w
2. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/kyle-wrightsstory#.Vx_rnzB942w
3. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/dorothy-ugaddansstory#.Vx_rtjB942w
4. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/marne-estaciosstory#.Vx_r1DB942w
5. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/neil-chadwicksstory#.Vx_r4zB942w
6. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/yawen-qinsstory#.Vx_r7zB942w
7. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/lourdes-seriosstory#.Vx_sATB942w
8. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/mukul-hatwalsstory#.Vx_sEjB942w
9. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/bob-vinersstory#.Vx_sJDB942w
10. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/richard-downesstory#.Vx_sMzB942w
11. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/michael-hoffmannsstory#.Vx_sQjB942w
12. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/saravanan-palanivelusstory#.Vx_wpjB942w
13. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/lakshman-ratnayakesstory#.Vx_sXzB942w
14. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/rajendra-sabloksstory#.Vx_sbzB942w
15. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/marek-czarneckisstory#.Vx_sgTB942w
16. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/olivia-stuartsstory#.Vx_skTB942w
17. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/ian-seinis-story#.Vx_spTB942w
18. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/pradeep-chandaksstory#.Vx_stTB942w
19. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/peter-morrisstory#.Vx_sxjB942w
20. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/rachel-and-semirsstory#.Vx_s7zB942w
21. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/laura-lee-innesstory#.Vx_tCDB942w
22. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/nadeem-hussainsstory#.Vx_tFjB942w
23. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/sam-huangsstory#.Vx_tMzB942w
24. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/iris-liaos-story#.Vx_tQjB942w
25. http://www.liveinvictoria.vic.gov.au/information/skilled-migrants/migrant-stories/muhammad-akramsstory#.Vx_tUDB942w
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Appendix 1.3.
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Appendix 1.4.
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Appendix 2.1.
Group 1: How has migration changed over time? (Effect increased population)
Go to the following link: http://splash.abc.net.au/statistics-game/#/view/country-of-birth/explore-time
NOTE: You can highlight multiple countries at the same time.
Discuss and answer the following questions as a group on your A3 piece of paper.
Which country has, and always has had the highest number of migrants to Australia?
In about what year did migration to Australia from Asian countries rapidly increase?
What difference do you notice in the graphs displaying Asian countries to those displaying European?
Do you think immigration numbers to Australia have increased or decrease overall over time?
Do you think migration contributes to Australias growing population?
Group 2: Country of birth (Effect cultural diversity)
Go to the following link: http://splash.abc.net.au/statistics-game/#/view/country-of-birth/explore
With the interactive map set to Australia and all genders, click on each of the years and then explore the map.
If you click on the map it will zoom in to show specific countries.
Discuss and answer the following questions as a group on your A3 piece of paper.
Using the data from 1947, 1981 and then 2006, rank the continents from most Australian born to least born in
each year. What do you notice over time?
In 1901 in what continent were the majority of Australians born? Was this still the same in 2006?
Set the map to 1901 and zoom in on various regions, then do the same for 2006. Is there more or less variety in
countries that people are born in over time?
From the data on this map, would you say that Australia has become more culturally diverse over time? Why?
Group 3: Language Barriers article (Effect Language Problems)
Go to the following link: http://www.australiaforum.com/information/immigration/language-can-still-be-abarrier-for-immigrants-from-non-english-speaking-countries-data-shows.html
Read the article and answer the following questions as a group on your A3 piece of paper.
What percentage and how many recent immigrants to Australia have come from countries who do not speak
English as their first language?
What are the challenges outlined in the article for migrants who do not speak English?
What is highlighted in the article as something that migrants do when they come to Australia to increase their
chance of finding work?
Can you think of any other challenges that having limited English might pose for a new migrant to Australia?
How might a language barrier effect a persons sense of place?
Group 4: Australian cuisine culture (Effect diversity of food)
Go to the following link: http://www.australiangeographic.com.au/topics/history-culture/2014/06/australiascuisine-culture-a-history-of-food
Read the sub-heading Australian food today, The diversity of Australian cuisine and Changing culinary
landscapes in Australian Food and answer the following question on youre A3 piece of paper.
What is the main reason for the wide variety of food choice and restaurants within Australia today?
From the paragraphs you read, what countries were highlighted for their cuisine?
Why do you think that restaurants with different cuisines have been established within Australia?
Many migrants start their own restaurants, what are the potential risks and rewards of doing this?
How does having your traditional cuisine in Australia help to deal with the changes associated with migration?
22
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Appendix 2.2.
Where do Migrants Live?

Taken from: http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4102.0main+features102014
Most Live in Urban Areas
In comparison to people born in Australia, migrants show a tendency to settle in major urban areas of Australia.
While 64% of Australian-born people lived in a major urban area of Australia in 2011, 85% of those born overseas
lived in a major urban area.
The extent to which migrants settled in urban areas differs by their country of birth. In 2011, some of the most
urbanised population groups in Australia were migrants born in Somalia (98%), Lebanon (97%), Macau (97%), and
the Former Yugoslav Republic of Macedonia (97%). Migrants born in nations like China (97%), Vietnam (97%), Greece
(95%) and India (93%) were also highly urbanised.
By contrast, migrants from New Zealand (78%), the United Kingdom (74%), Germany (72%) and the Netherlands
(64%) tended to be less concentrated in major urban areas. They were still more likely, however, to live in a major
urban area than people born in Australia.
In the inner city and near universities
Across the Australian capitals, some common trends in settlement are evident. Suburbs located in or near city
centres are strongly favoured by migrants. With the exception of Hobart and Darwin, the central business districts
(CBDs) of every capital city in Australia had more than half its residents born overseas in 2011.
Suburbs incorporating or situated near universities also featured high proportions of migrants. These include
suburbs like Clayton (70%) in Melbourne, Robertson (62%) in Brisbane, Bentley and
Crawley (both 62%) in Perth, Bedford Park (49%) in Adelaide, and Acton (57%) in
Canberra.
In some cities, new or redeveloped suburbs have attracted large numbers of migrants,
such as Wolli Creek (68%) in Sydney, Jindalee (62%) in Perth and Franklin (44%) in
Canberra.
Other suburbs are significant areas of migrant settlement due to historical
associations, such as Cabramatta (68%) in Sydney and St Albans (62%) in Melbourne
which have relatively large populations of second generation migrants in addition to
new arrivals.
In a small number of cases, suburbs with large overseas-born populations do not
necessarily reflect the settlement preferences of migrants. This is notable in the
Darwin suburbs of Coonawarra (50%) and Eaton (44%) where large overseas-born
populations reflect the fact that these suburbs contained immigration detention
facilities.
QUESTION:
Why do you think the majority of migrants choose settle in Urban areas?
(Think back to year 7 when you looked at place and livability)
Above: Suburbs with the

highest percentage of
residents who were born
overseas. Excludes suburbs
with less than 100 usual
residents.
Source: ABS 2011 Census of
Population and Housing
23
Samantha Hellessey
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Appendix 3.1.
Diversity of ancestry and birthplace in Victorian Suburbs

This task requires you to investigate the diversity and birthplaces of people in Victorian suburbs. This will help you
understand where the majority of migrants choose to settle when they come to Australia. As you complete the
following task, think about the reasons why some suburbs are more diverse than others in terms of their
geographical location.
Go to the following URL: http://www.sbs.com.au/news/interactive/how-diverse-is-my-suburb

Click on the search icon next to the words How diverse is _______ and search for the suburb you wish to
find out information on.
You will need to toggle between the diversity of ancestry and birthplace buttons.
A graph and table will be shown underneath with the information you require to fill out the table below.
You may need to use google maps to fill out the last column and to place the location of each town on the
map of Victoria. Ensure your completed map contains BOLTS.
Suburb
Top three ancestries
Top three birthplaces
Within an hour of the

city? (YES or NO)
Clayton
Morwell
Hawthorn
Wonthaggi
Box Hill
Yarrawonga
St Albans
Glen
Waverly
Sorrento
Your home
suburb
24
Samantha Hellessey
S00153958
Appendix 3.1. cont.
25
Samantha Hellessey
S00153958
Appendix 3.2.
Name: ________________________________
Exit Pass
1. Write down three effects of migration discussion last lesson + the new effect we learnt
about today?
2. Can you identify some pull factors that draw migrants towards settling in urban areas?
3. Identify a type of migrant and write a sentence on how they would benefit from living in
an urbanised area.
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Samantha Hellessey
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Appendix 3.3.
Name: _____________________________________
International migration to Australia

Why do you think the majority of migrants to Australia settle in urban areas? What effect of migration
does this contribute to?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Read the following migration story and complete the questions:
In 1977 Tan Lu and his family arrived in Darwin on a fishing boat that Tan had built specifically to escape
Communist Vietnam. The Lu family travelled 6,000 kilometres from Vietnam to Australia guided only by a
simple compass and a map torn from the lid of a school desk.
(Taken from http://waves.anmm.gov.au/Immigration-Stories/Stories-from-our-collection.aspx)
What type of migrants were Tan Lu and his family?
_____________________________________
Write down three push factors related to this story?
1. ________________________________
2. ________________________________
3. ________________________________
Write down three pull factors related to this story?
1. ________________________________
2. ________________________________
3. ________________________________
What are two effects that are relevant to this migration story? (Think about what the family could have
contributed to Australia, and what their migration means for Australia)
1. ________________________________
2. ________________________________
27
Samantha Hellessey
S00153958
Appendix 4.1
Name: _______________________________________
Australias population change

Go to the following link: http://www.sbs.com.au/interactive/2015/maps/regional-population/
You will see a choropleth map which displays the population growth or decay of towns for 2013-2014.
Have a play around with the map to familiarise yourself with it before answering the questions below.
1. Obtain a global view of the map. What do you notice about the location of the red and maroon
coloured areas? Would you class the location of the majority of these areas as urban, rural or
remote?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Looking at the key on the map what does red and maroon colouring represent?
_____________________________________________________________________
3. Obtain a global view of the map. What do you notice about where patches of blue (especially
darker blue) are located? Would you class the areas identified in question one as urban, rural or
remote?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Looking at the key on the map what does blue colouring represent?
_____________________________________________________________________
5. Which type of area (urban, rural or remote) shows the most population growth from this map?
_____________________________________________________________________
_____________________________________________________________________
6. Do you think internal migration is contributing to urbanisation? Why? (look at the table on the
projector screen that we talked about to assist you in answering this question)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
28
Samantha Hellessey
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Appendix 4.2.
29

Assessment 2 Combined

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Samantha Hellessey

Lesson intentions/outcomes (concepts, skills, inquiry and knowledge)

Whiteboard markers (5 various colours for board work)

Case Studies (ICT)

Case Study partner-share

Lesson intentions/outcomes (concepts, skills, inquiry and knowledge)

Lesson intentions/outcomes (concepts, skills, inquiry and knowledge)

25 x computers (1 for each student)

Video New Australian immigration patterns

Class discussion on worksheet findings

Lesson intentions/outcomes (concepts, skills, inquiry and knowledge)

Map quest (ICT)

Victorian Migration Stories Worksheet

Where do Migrants Live?

Above: Suburbs with the

Diversity of ancestry and birthplace in Victorian Suburbs

Go to the following URL: http://www.sbs.com.au/news/interactive/how-diverse-is-my-suburb

Top three ancestries

Top three birthplaces

Within an hour of the

International migration to Australia

What type of migrants were Tan Lu and his family?

Australias population change

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