Year 3/4 Bulletin
Personalised learning is achieved through the Education Research Project (ERP). ERP’s link directly to what students are learning in class. The students choose a topic to research following conferences held with the teacher and then complete a research proposal which sets out timelines, interests and specific goals the student is working towards, and how they will present their research. This aims to authentically integrate the curriculum where subject areas are contextualised and personalised for each student.
Australia is shaped by significant events that have influenced way we live today
Driving questions – focusing the learning
- What are the significant events?
- How did these events shape Australia today?
- How can I use what I have learned about Australia’s history to be an informed part of Australia’s future?
Task: As we have been recently unpacking significant events that led to migration in Australia’s history, students were given a blank timeline with years to some significant events in our history. This is just a snapshot into some of the events that led to migration in Australia’s history. Students were provided with physical timelines, posters, and QR code links to two timeline websites to be able to research themselves.
We unpacked what it means to “synthesise” information, and what it means “summarise”. The aim is for students to identify the events that led to migration on their check to ensure that the information is correct (by using more than one source of information).
Once the research process begins, lessons are structured as follows;
WHOLE
This part of the session unpacks the learning intention with the children, highlights the focus of the lesson, and unpacks a specific skill that students will be learning.
SMALL
Students work independently during this time. Throughout the session, students are pulled out to “conference” with the teacher and assess where they are at in their ongoing learning or research research's. Opportunities to check in and pose questions are also offered during this time. Clinic Groups also take place during this time. This is opportunity for students to teach others in areas they feel confident in. Students are not required to attend Clinic Groups; however, the offering is present.
WHOLE
Either at the conclusion of the session or throughout, students’ learning is highlighted through the use of a summary or a check-in. We return to the learning intention highlight examples of students’ demonstrating their learning. The focus children are also checked in with and offered an opportunity to share their findings and unpack their next steps.
Communication Board
Throughout our school, we use Classroom Screens to inform students about upcoming ERP sessions. This lets students know of upcoming clinic groups, their learning intention, organisation, and where students need to go next in their learning. An example of a physical Communication Board is below;
Key Learning from the Lesson:
- Understanding Migration in Australia’s History:
- Students will learn about key events in Australia’s history that contributed to migration, such as the Gold Rush, the White Australia Policy, the impact of World War II, and the post-war immigration programs.
- Research Skills:
- Students will practice gathering and synthesizing information from multiple sources. The use of timelines, QR codes linking to online resources, and posters encourages diverse methods of learning and research.
- Critical Thinking:
- The process of synthesizing information teaches students how to integrate data from different places, while summarizing helps them to condense the information into more concise, meaningful statements. These skills are essential for understanding and presenting complex historical events.
- Self-Directed Learning:
- During the Small Group phase, students will work independently to research, reflect, and engage with the material. The opportunity to attend Clinic Groups (peer-led sessions where confident students help others) allows for self-directed learning and peer-to-peer teaching.
- Reflection and Consolidation:
- The Whole Group sessions at the beginning and end of the lesson allow for a group discussion, reflection, and summarization of the key points learned. This reinforces the learning objectives and provides opportunities for students to share their findings, clarify any misunderstandings, and set the stage for future learning steps.
Purpose of the Lesson:
The purpose of this lesson is to help students explore the significant events in history that led to migration. Through a structured research activity, students will investigate historical events using various resources and tools, including timelines, QR code links, and physical posters. The lesson aims to develop critical research skills, particularly the synthesize (combine information from different sources) and summarize (condense information into key points), as students gather and verify information.
By engaging with these historical events, students will gain a deeper understanding of the factors that shaped migration patterns in Australia and will learn how to evaluate reliability of sources while gathering data.
Where to take this learning further:
Moving forward, students will select an event from a smaller group that they have interest in and would like to explore further. This will form the basis of their Educational Research Project moving forward. We will discuss the people involved in each of the involved, and how this migration has shaped Australia moving forward.
Furthermore, students can identify interests within the following areas
Next Steps for Deepening Learning About Migration in Australia may include:
- Learn About Different Personal Stories:
- Students can research personal stories of migrants—such as early European settlers, refugees after World War II, or Indigenous Australians. This helps them see migration from different people’s points of view.
- They can compare how different groups experienced key events, like the Gold Rush or Australia’s early settlement.
- Look at Historical Events from Different Angles:
- Students can explore how migration affected both the people who moved to Australia and those who were already living there, like Indigenous Australians. This helps them understand the different experiences and challenges of migration.
- A class debate or discussion can help students explore different viewpoints, such as the perspective of a migrant versus someone who lived in Australia before migration.
- Use Primary Sources to Learn More:
- Students can study real historical documents like letters, photos, or newspaper articles to understand what people thought and felt during key moments of migration in history.
- They’ll also practice thinking critically by considering who created these sources and what biases they might have had.
Year 3/4 Team
Allira, Richard and Roula
Allira.Zeneli@education.vic.gov.au