Stage 3 Learning Plan – Summary of key learning events

Brief resources and

materials.
Session no. Stage of Sequence of Learning Experiences
. Kath Murdoch -
Inquiry.

Overview of the Lesson: Post it notes

This unit of work focuses on the big question of “What does it mean to be a Multicultural Pens
society?” which begins with an introductory lesson about Migration. Laptop (ICT)
In this lesson students will complete multiple activities, beginning with students writing
Website for Australian
about what first comes to mind when they hear words relating to the topic of migration on
Citizenship Test:
post it notes which will be on display for the whole class to see. Examples of these words http://www.australianc
1. include war, refugee, first world country and third world country. itizenshipsupport.com
Introduction Tuning In Students will then develop a greater depth of knowledge about migration through /free-tests/
to Migration explanation and activities. As part of the introduction students will also commence
completing an Australian citizenship test, this activity will further actively engage students
with the content being taught throughout the unit.

Overall goal of the lesson:

The goal is for students:
- Gain a deeper insight and understanding into Immigration (what it is, how it
affects the individual, what it is about etc).
 Learning Intentions:
Today we are learning:
- What Migration/ immigration is and how it impacts Australia.

Success Criteria:
I can successfully:
- Understand what migration is.

Assessment:
The Australian Citizenship Test will be used as a form of assessment to see what
students know about Australia and what their citizenship says about them.

Overview of the Lesson: Clipboard

Students will have the opportunity to visit the Immigration Museum in Melbourne. During Worksheet
2. this excursion students will deepen their knowledge and understanding about Migration Pen or pencil
Excursion to through the range of materials, resources and guides. Students will complete a
the worksheet while visiting the museum in which students must select a immigrant and
Immigration uncover their story while filling out the details on the worksheet to allow them to
Museum understand the hardships and experiences they went through to have a better life in
Australia.
Finding Out
Overall goal of the lesson:
The goal is for students:
- Learn the kind of journeys that people took to come to Australia and the
numerous reasons as to why people has to leave their country to start a better
life.

Learning Intentions:
Today we are learning:
 - To understand the stories of the immigrants and why they chose to come to
Australia.

Success Criteria:
I can successfully:
- Find information about a person who travelled and list why they had/chose to
leave their country and know their story.

Assessment:
The worksheet completed during the excursion will be assessed by the end of the day
when students are engaged in a class discussion in the form of a ‘think, pair, share’ to
share their findings and understandings of what they took away from the Excursion.

The teacher will:

Throughout the excursion, the teacher will not only be supervising the students but
engaging in conversation with them throughout about the different experiences that each
individual partook in to come to Australia. The teacher will ensure to ask the students
questions that challenge their thinking and allow for them to understand the
circumstances that people were living in in their home country and why they had to flee to
Australia.

Overview of the Lesson: Worksheets

In this lesson, students will be asked to complete a biography of the individuals story of Pen
their choice from the Immigration Museum. They will use their worksheet to prompt them Paper
to write the biography. Excursion Worksheet
Biography elements include: Computers (ICT)
- Name
3. - Country they came from Reminder:
Reflection - Background (Culture) Teachers are to hand
on the - Why they came to Australia students the interview
excursion - Reflecting on - Who came with them to Australia sheet of a family
what did Personal - Any family members that came with them member which is to
they know, Understanding - Challenges they faced on their journey be completed for
what did - If they brought anything valuable with them homework as the next
they learn? lesson is based upon
Overall goal of the lesson: the students own
The goal is for students: experiences with
- Understand the many factors that caused people to move. Migration.
- Gain the knowledge that Australia is considered to be a ‘lucky’ country.

Learning Intentions
Today we are learning:
- To reflect on our newfound knowledge and understand the many different
reasons why people came to Australia.

Success Criteria
I can successfully:
- Write a biography on an Immigrants personal journey to understand what
Immigration is.

Assessment:
The assessment in this lesson is the biography that students create. They will write it in
their workbooks for the teacher to read and correct to gain the understanding of the
knowledge that students have gained throughout the Excursion.

The teacher will:

As this lesson is focused on the students creating their biographies, the teacher will be
guiding the students and helping them along the way, however this lesson is intended to
be independent work with group discussions of students so they can understand the
variations of journeys that people have undertook to come to Australia. By having group
 discussions, students are also being able to comprehend the different reasons why
individuals had to flee their country.

4. Overview of the Lesson: Post Class Task:

Reminder: Students are to take out their homework and use the interview they Interview conducted
conducted on their parents throughout the lesson. on their parents or
Using the interview they conducted on their parents, the students are to create a grandparents.
Inquiry into biography in the same format as the one they created on their person of choice from the
our own Immigration Museum. This is to compare and contrast between the two which allows for Biography students
culture the students to understand the personal reasons as to why the parents of the students in completed on their
- the class decided to come to Australia and if they coincided with the stories from the person of choice from
Discovering people of the Immigration Museum. the Immigration
our own Museum.
family Making Overall goal of the lesson:
immigration Conclusions The goal is for students: Pen/Pencil
stories to - Enhance the students understandings of their own heritage and culture.
Australia - Compare and contrast the different reasons people came to Australia. Workbook

Learning Intentions
Today we are learning:
- To gather and understand our own history of Migration.

Success Criteria
I can successfully:
- Create a biography which describes my families reasoning for choosing to come
to Australia.

Assessment:
Students will be assessed on this lesson by the biography they write on their parents
immigration experience. Not only does this allow students to compare and contrast the
 many reasons that their parents came to Australia, but also gives students the chance to
develop their writing skills.

The teacher will:

- Roam the classroom and ask students questions about what they found
interesting about their families culture/experience.
- Allow the students to have group discussions within their table groups to compare
and contrast personal journeys of their families experience
- Ensure the students are being respectful of all upbringings and cultural
experiences as they are part of a Multicultural society.

Overview of the Lesson: Duct Tape

Tuning In This lesson focuses on the students understanding of both ‘push’ and ‘pull’ factors Flashcards
relating to Immigration. The lesson begins with the teacher diving the classroom into 2 Whiteboard
& and putting posters which say either ‘push’ or ‘pull’ on either side. With the students in
5. the middle of the classroom to begin with, the teacher asks the students a number of
Push and Finding Out questions which are either a ‘push’ factor or ‘pull’ factor. Using their reasoning skills,
Pull factors students need to choose what they believe the best option is and stand on that side of
for the room. This allows the students to gain an understanding of the difference between
Immigration the two.
to Australia
After that introductory activity is complete, the teacher will show the students ‘flash cards’
which have a statement on them, and students need to have a class debate on whether
they think that statements relates to ‘push’ or ‘pull’.

Overall goal of the lesson:

The goal is for students:
- Gain an understanding of push and pull factors and how they impacted the
decision for immigrants to move to Australia.

Learning Intentions
Today we are learning:
- The understand the difference between a push and a pull factor.

Success Criteria
I can successfully:
- Distinguish the difference between a push and pull factor
- Define each factor and give an example.

Assessment:
- Formative Assessment: The debate that the students participate in will be used
as a form of assessment as it will give the teacher an understanding of the
students knowledge at the designated time.

The teacher will:

- Challenge the thinking of students and ask them to justify their reasoning for
thinking scenarios are either ‘push or pull’
- Guide students through the activity and ask for any personal anecdotes from
students if they have had to migrate to another country due to either a ‘push’ or
‘pull’ factor.

Overview of the Lesson: Pens

This lesson will focus on bringing students the understanding and knowledge that every Pencils
culture has a different set of traditions and beliefs. The lesson will begin with the teacher Workbook
leading a group discussion about the different kinds of traditions and beliefs that they
have in the classroom. The teacher will ask students to share their personal stories about ICT which could be
what they engage in within their culture. Once the group discussion is complete, the iPads/Laptops etc
students will be sent off to complete an ICT project of their choice (Prez or Slides) which (Presentation)
demonstrates the following about their own personal culture:
a) their culture beliefs and traditions
 b) their partners beliefs and traditions
c) comparing the two (differences and similarities)
6.
Traditions Finding out Overall goal of the lesson:
and beliefs The goal is for students:
& - To Understand the similarities and differences of the variety of traditions and
(Students beliefs that culture have which could be celebrated in Australia.
country) Reflecting on
Personal Learning Intentions
Understanding Today we are learning:
- The various traditions and beliefs of our own culture and upbringing

Success Criteria
I can successfully:
- Describe 1 tradition and 1 belief from my culture.

Assessment:
The ICT presentation that students create will be used as a form of assessment as it
shows they are understanding the traditions and beliefs of their old culture. The ICT
presentation will allow the teacher to gain the understanding of not only the cultures
traditions and beliefs, but how it has impacted the students.

The teacher will:

- Ensure all students are being respectful to the vast variety of cultures which are
present in the classroom
- Enable students to be proud of where they have come from and the traditions and
beliefs that they engage in
- Create a positive classroom environment which ensures that all students feel
comfortable with sharing and expressing the ideologies of their cultural beliefs.
 7. Finding Out Overview of the Lesson: ICT - to show the
The overview of this lesson is to give students the opportunity to engage within traditions range of students
Traditions & and belief that are different to their own personal culture. This lesson is designed to give presentations to the
and beliefs students the chance to learn more about the cultures of their fellow classmates and grow class.
Making a greater understanding and respect for the kinds of backgrounds that are present in
(Comparing Conclusions their classroom. Throughout this lesson, students will be given time to finish off their own Pen
2 cultures) personal presentations (from session 6), so they have the chance to present their
powerpoint to the class. Once all students have completed their presentation, students Workbook (to write
will present their presentations to the class. This gives all students the chance to not only notes).
present on their culture, but gives the other students in the classroom to learn about
traditions and beliefs that they may not have heard of before, or have much knowledge
on.

Overall goal of the lesson:

The goal is for students:
- Gain an understanding of the variety of traditions and beliefs that are present in
Australia today due to migration.

Learning Intentions
Today we are learning:
- The various traditions and beliefs that are found within our classroom.

Success Criteria
I can successfully:
- Compare my culture and beliefs to another students in my class with a different
culture or belief.
- Explain and present my cultures traditions and beliefs to the class.
 Assessment:
- The presentations are going to be used as a form of summative assessment as
the students were given a rubric as to what they had to include in their
presentations on their cultures.
- The teacher will present the results to students on a one-to-one basis.

The teacher will:

- Ensure all students are supported throughout their presentations
- Provide guidance to students who need the extra support to feel comfortable
presenting their presentations to the class
- Ask the students challenging questions which will consolidate and further their
understanding of various culture traditions and beliefs

8. Overview of the Lesson: Biographies students

Timeline of Finding Out, Within this lesson, students will be using the biographies from Session 3, to gain an wrote from Lesson 3
immigration understanding of the time periods in which their focused individual came to Australia.
Sorting Out Each student in the class will refer back to the biography they made and record the year ICT (Timeline inquiry)
(Classroom) they migrated to Australia. Once all students have recorded their dates, the class will
& work together to create a class timeline to display the specific time periods that each Whiteboard - Creating
Going Further cultural group migrated to Australia. When the class timeline has been finished, students the visual of the
will be broken up into groups and investigate why a majority of individuals migrated from timeline for students
that specific country to Australia at the one time. Each group will then present their to see
findings to the class.
Pens/Pencils
Overall goal of the lesson:
The goal is for students: Workbook
- Understand the various time periods that each family/culture came and how that
impacted Australia.

Learning Intentions
Today we are learning:
 - To understand the different time periods and who came to Australia and when.

Success Criteria
I can successfully:
- Pinpoint at what time period each culture came over to Australia.
- Participate with my fellow peers to create a class timeline depicting at what time
various cultural groups migrated to Australia

Assessment:
Formative: Students will be assessed by the teacher throughout the course of the lesson
and more so on their investigation on the reasonings they find on the specific events
which caused so many of the same country to move to Australia during one time period.

The teacher will:

- Provide guidance to students who need the extra support to feel comfortable
presenting their presentations to the class
- Ask the students challenging questions which will consolidate and further their
understanding of why people had to flee their country at a certain time

9. Overview of the Lesson: ICT (Laptops)

This lesson focuses on students gaining knowledge upon the timeline of immigration in Workbooks
Timeline of Australia, by students discovering the time periods in which settlers arrived. Students will Pens
Immigrants be investigating their families arrival in Australia in groups based on the classroom
culture tally created in the previous lesson. Students will use the website of Website:
(Inquiry - http://www.noborders-group.com/about-us/History-of-Immigration-Australia as a main http://www.noborders-
Australian resource for information and inquiry. Students will create a poster to present their findings group.com/about-
History) in a form of a timeline with the incorporation of the Kath Murdoch inquiry approach and us/History-of-
adding in information about the reasons behind why their culture migrated to Australia. Immigration-Australia
Overall goal of the lesson:
 The goal is for students:
- Gain the knowledge that certain cultures came at different times and why this is
so.

Going Further Learning Intentions

Today we are learning:
- To investigate the Australian immigration timeline to discover where our family fits
in to the timeline.
Success Criteria
I can successfully:
- Explain the different time periods that immigrants came to Australia and interpret
the effect it would’ve had on Australia at the time.
Assessment:
Students will be assessed on their ability to work in a group and on their development or
completion of their timeline poster. The teacher will also be making observations on
students successfulness in working collaboratively in groups and the structuring of
information found.
The teacher will:
- Maintain a positive and collaborative classroom learning environment, so all
students feel comfortable in inquiry into their cultures history.
- Ensure all students are working together and each students has a role to play in
creating this poster and presentation.
- Enable students to be proud of their culture history and the story of their journey
to Australia and remind students how their culture is apart of the reason why
Australia is a multicultural country.

10. Overview of the Lesson: ICT (Laptops)

This lesson focuses on students finishing off their timeline posters and then students Workbooks
Timeline of presenting their research and findings to the rest of the class. At the end of each Pens
Immigrants presentation, 3 students will provide one thing they liked about the information presented. Poster Paper (A3
Size)
(Presentatio After the completion of presentation, there will be a class discussions about the timelines
n) created and what they have learned or found interesting throughout this overall task.
Overall goal of the lesson:
The goal is for students:
- Clearly demonstrate their knowledge of their culture while also learning about
their classmates culture and their arrival time to Australia.
Acting and Learning Intentions
Applying Today we are learning:
- Present our findings and researching upon our culture to our fellow classmates.
Success Criteria
I can successfully:
- Present my groups poster to the class which explains what time periods, what
was happening in our culture and what other cultures were already established.
Assessment:
Students will be assessed on their delivery of information and presentation of the groups
timeline poster. The teacher will assess the type of language, definitions and terms used
and the relevant and detailed information presented. Teacher will also observe the
feedback such as the positives of the presentation, their peers provide their classmates.
The teacher will:
- Ensure all students are listening, being respectful and making their peers feel
comfortable when presenting their task
- Provide students time to present their work, and offer support if they are nervous.
- Inform students of the feedback which should be given and the importance of
providing positive feedback to classmates.

11. Overview of the Lesson: ICT (Laptops)

This lesson focuses on students debating on the topic of ‘Should illegal refugees be Workbooks
Types of allowed into Australia?’, the class will be divided into two groups (pro and cons). Pens
Immigration Students will receive their side of view and begin with researching about the difference
between refugee and illegal immigrant through using primary and secondary resources.
From this information students will create their argumentative points and statements,
 followed by participating in the debate. After the debate, students will have a discussion
upon what they used to think and now think.
Overall goal of the lesson:
The goal is for students:
- Gather argumentative points from research found about the debate topic and
present and persuade the class to agree with your points.
Finding Out - Students are able to work together as a group and build upon their
communication skills.
Sorting Out
Learning Intentions
Today we are learning:
- To distinguish the difference between: legal immigrants, refugees and asylum
seekers.
Success Criteria
I can successfully:
- Explain the differences between a legal and illegal immigrant
- Understand the journey refugees have endured to come to Australia.

Assessment:
Students will be assessed on their communication and teamwork in gathering
argumentative points and information to convince the teacher to agree with their points
presented. Students will also be assessed on their understanding of the content by
applying developed knowledge on describing and defining the difference between a
refugee, legal immigrants and asylum seekers.
The teacher will:
- Ensure that all students are interacting, collaborating and the using appropriate
resources to find and create their argumentative points.
- Observe and ensure all students have a role to play in the argument.
- Ensure students let one student speak at time so all students can hear their
argument and are respectful.
 - Create a friendly, open and comfortable environment for students to debate and
argue their points to the class and other group.
- Remind students to bring photos of their upbringing to the next lesson

12. Overview of the Lesson: Book: ‘The Little

In this lesson students will have a discussion about how their families arrived to Australia Refugee’ by Anh Do
Case Study and then the teacher will read the book ‘The Little Refugee’ by Anh Do. After this book (2011)
the teacher will play the video ‘Pictures of You’ featuring And Do, which explains his story
“The Little and journey to Australia. Students will have a brief discussion about this video, followed Interactive
Refugee” by students bring their photos and placing it on the whiteboard. From this students will Whiteboard
Anh Do Tuning In choose a photo, and write out a plan for the reflective letter (diary entry) of what they
think is happening in the letter. Video: ‘Pictures of
Going Further Overall goal of the lesson: You, Anh Do’.
The goal is for students: https://www.youtube.c
- Understand the struggle that refugees went through on their voyage to Australia om/watch?v=HNI6aR
and what they endured with the hope of a better life. wXFwY
Learning Intentions
Today we are learning:
Workbooks
- To understand the reason why this particular family came to Australia.
Pens
- The struggles that refugees face when migrating to Australia.
Success Criteria
I can successfully:
- Retell the events which occurred throughout the story
- Explain and understand the impact of a new beginning and journey can have on a
refugee.

Assessment:
Students will be assessed through observations on their contribution to the class
discussion by expressing their ideas, thoughts, feelings or personal stories that they
recall or can relate to the topic. Students plan of their reflective letter will be collected and
read over by the teacher to assess their understanding of the tasks and ideas they create
from the photo resource.
 The teacher will:
- Lead the class discussions to ensure all students remain on topic of the overall
discussion and remained focus.
- Will further explain and clarify words and meanings within the video, so students
grasp a better understanding.
- Provide a clear explanation of what students must do and how students reflective
letter should be planned out.

13. Overview of the Lesson: Photograph

This lesson will be focusing on students writing their reflective letter in a form of a diary
Case Study entry, using the photograph chosen in the previous lesson as a stimulus. Before students Plan for letter
begin to write their diary entry, the teacher will run through the structure and elements
“The Little that will need to be included. In this task, students are able to discuss with their table Humanities workbook
Refugee” Tuning In partner about the sort of events that could be taking part in this image.
Overall goal of the lesson: Pen
Going Further The goal is for students:
- Understand that each individual person has their own story which comes with
both positive and negative elements.
Learning Intentions
Letter Today we are learning:
Writing - To use our planning to create a diary entry.
- To put ourselves in somebody else's shoes to make predictions about what they
were going through and how they might’ve felt
Success Criteria
I can successfully:
- Write a diary entry using the photo as a stimulus.
Assessment:
Students will be assessed on their sample of work which will be collected at the end of
the lesson. Students will also be assessed on the structure of the piece, seeing if all
elements and appropriate language/ grammar has been used.
The teacher will:
 - Ensure all students are being respectful and considerate of the photographs and
are not writing inappropriate text or story about the image
- Explain carefully how to structure the writing piece, ensuring all students
understand
- Check in with students and how they are progressing with their writing piece.

14. Overview of the Lesson: -Humanities

In this lesson students will have the opportunity to finish and edit their reflective letter Workbook
Creation of (diary entry) from the last lesson for 15 minutes. Afterwards, as a class will listen to the -Interactive Workbook
Multicultural song ‘I am Australian’ by the Seekers. The class will have a discussion about the song -Video:
Song and analyse what the meaning of the lyrics are or what event they talk about. As a whole https://www.youtube.c
Tuning In class, they will work together to create a new song incorporating all the cultures in the om/watch?v=rjkrjYitg
classroom by using the same tune. eA
Taking Action Overall goal of the lesson: Lyrics:
The goal is for students: https://www.lyrics.co
- Understand that although everyone might come from different places, everyone m/lyric/4901091/The+
has the right to a safe and happy life. Seekers/I+Am+Austra
lian
Learning Intentions
Today we are learning:
- To turn everything we have learnt in this unit into a song about Multiculturalism.

Success Criteria
I can successfully:
- Work as a team and give my ideas about what i think needs to be put in the song.
- Create a song that includes all cultures and appreciates them.

Assessment:
In this lesson students will be assessed on their cooperation and collaborative skills with
working in a whole class task. Students will also be observed on how they connect and
demonstrate their knowledge of the lyrics to events that they have learnt about in this
 unit. Lastly, students reflective writing piece will be collected to assess students
creativity, understanding and knowledge about people’s journey to Australia. How well
the image matches the text written and if it connects to the image overall.
The teacher will:
- Collect all of students work samples of their reflective letter.
- Provide students with a print out sheet of the ‘I am Australian’ lyrics
- Will lead the discussion and the structure of the song being written as a class.
- Prompt students through questions and ideas of what to write in the song.

15. Overview of the Lesson: -Flag Template

Preparation In this lesson students will be collecting and summarising all their knowledge and -Texters
for Cultural Finding Out understanding of the content and topics by beginning to create their own ‘Immigration -Pencils/ Pens
Day Museum’ for the next lesson. Students will being with making their culture flag, then -Scissors/ Glue
Going Further move onto using the laptops to create a digital poster of that they have learnt. The digital -ICT (Laptops)
poster will include elements of: what is migration and immigration?, what is the difference
between a refugee and a asylum seeker? What are the types of push and pull factors?
What is the definition of a pull or push factor? What events were occuring in my country
during the time of migration to Australia?
Overall goal of the lesson:
The goal is for students:
- Take their newfound knowledge and turn it into a digital poster to show their
conceptual understanding of the topic

Learning Intentions
Today we are learning:
- To summarise what we have learnt and prepare our flags and posters for our
immigration museum.
Success Criteria
I can successfully:
- Using inspiration from my countries flag, create a different flag which I think
represents the country I come from.
 - Create a poster which summarizes what I have learnt about my culture this unit.

Assessment:
In this lesson students will be assessed on their ability to apply and make meaning of the
knowledge and key understandings they have grasped during this unit of work. This will
allow the teacher to see how successful student are in gaining insight into the content
area of migration.
The teacher will:
- Ensure students are using their newfounded knowledge or prior knowledge to
complete the task.
- Observe the language, terms, explanations being used by students.
- Keep students on track to complete this task within the lesson time frame.
- Remind students to bring in a costume and plate of food relating to their culture
for their final lesson cultural party.

16. Overview of the Lesson: -All student’s work

In this lesson student’s parents or guardians will be invited into the classroom to visit the from this unit
“Our own students ‘Immigration Museum’ featuring all the students work and learning completed (biographies, letters,
Immigration throughout the unit. Students will present their flags and digital posters to the class and posters and flags)
Museum” parents. After presentation students will participate in games or activities from other -Interactive
cultures, followed by a feast with children trying food from other cultures. whiteboard
Overall goal of the lesson:
The goal is for students: -Link to Games from
- Enjoy and appreciate the wide range of cultures, traditions, beliefs and Around The World:
background they have in their classroom. https://www.parents.c
om/fun/games/educat
Making Learning Intentions ional/games-from-
Conclusions Today we are learning: around-the-world/
- To appreciate the diverse cultures that are in our classroom. -Food from their
Taking Action culture.
 Success Criteria
I can successfully:
- Participate in the class activities and immerse myself in other cultures to gain an
understanding and appreciate for cultures other than my own.

Assessment:
In this final lesson students will be assessed on their overall presentation of their
‘immigration museum’, by how students demonstrate their knowledge and understanding
of the key insights and content that they have learnt throughout this unit. The teacher will
give the students a rubric prior to their presentations so students have an understanding
of the knowledge they need to ensure they include within their presentations.

The teacher will:

- Ensure students are organised and all digital posters are completed and ready to
go for the presentation.
- Support, guide and make students feel comfortable when presenting their work to
the class and parents.
- Create a fun, safe and enjoyable environment for all students and parents to
actively engage in.

Reference and Resources list

● Australia's Immigration History: Immigration Australia Timeline. (2018). Retrieved from http://www.noborders-group.com/about-us/History-of-
Immigration-Australia
● Bordessa, K. (2018). 10 Fun Games From Around The World. Parents Magazine. Retrieved from
https://www.parents.com/fun/games/educational/games-from-around-the-world/
● Free Australian Citizenship Test Practice. (2018). Retrieved from http://www.australiancitizenshipsupport.com/free-tests/
● History - Curriculum - Victorian Curriculum. (2018). Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/the-
humanities/history/curriculum/f-10?y=5-6&s=historical-concepts-and-skills&s=historical-knowledge&layout=2
● I Am Australian Lyrics. (2018). Retrieved from https://www.lyrics.com/lyric/4901091/The+Seekers/I+Am+Australian
● I am, you are, we are Australian. (2010). Retrieved from https://www.youtube.com/watch?v=rjkrjYitgeA
● Intercultural Capability - Learning in Intercultural Capability - Victorian Curriculum. (2018). Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/intercultural-capability/introduction/learning-in-intercultural-capability
● Kuhlthau, C., Caspari, A., & Maniotes, L. (2007). Guided inquiry. Westport, Conn.: Libraries Unlimited.
● Pictures Of You - Anh Do. (2013). Retrieved from https://www.youtube.com/watch?v=HNI6aRwXFwY
● Stohl, Christina. (2010). Inquiry in the Classroom. CAGS. Melbourne, Victoria.
● Wilson, J. and Murdoch, K. (2006) How to Succeed with Thinking, Curriculum Corporation, Melbourne.