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This WebQuest was developed for Victorian Primary School students to help them understand and question, what contributions immigrants have made to the Australian way of life. The relevant Victorian Essential Learning Standards (VELS) level in which this applies to is VELS Level 3: Year 4 (progression points 2.5 & 2.75). The domains which are integrated include, Humanities, Mathematics, English, Science, Thinking Processes and Information & Communications Technology. In particular, the WebQuest is based on the domain of Civics & Citizenship whereby the students “develop an understanding of the origins, uniqueness and diversity of Australia’s multicultural society”.
VELS: http://vels.vcaa.vic.edu.au/vels/civics.html

The process was created using 5 task areas that question and enable the students to scaffold or build on their previous acquired knowledge.

Task 1: The History of Immigration

This task allows students to re-visit and further develop prior knowledge which may have been acquired throughout the earlier primary school years. It provides an opportunity for students to gain an understanding of the historical events of immigration specifically within Victoria. There is also opportunity for students to gain a better understanding of the multicultural population within their classroom and the nation as a whole.

According to the Civics & Citizenship VELS standards (progression point 2.5), students are required to “understand the cultural aspects of the lives of people in familiar groups; for example, religion, language, customs, family”
VELS: http://vels.vcaa.vic.edu.au/support/progression/civics.html

This task integrates the mathematical area of the curriculum. Students are asked to perform a survey and create a graph to present their data. The Level 3 VELS standard within the mathematics domain requires students to “conduct experiments and collect data to construct simple frequency graphs. They use a column or bar graphs to display the results of an experiment (for example, the frequencies of possible categories)”.
VELS: http://vels.vcaa.vic.edu.au/vels/level3.html

Task 2: Why did/do people migrate to Australia?

This task is an essential part of students working towards understanding what impact immigration has had on the Australian way of life. Students need to develop an understanding of why people migrate to Australia.

In this task students explore real life stories about immigrants by reading, listening or watching online, before answering a variety of questions. This task integrates another area of the curriculum, Information & Communications Technology whereby at Level 3 “Students explore a range of aural, written and visual communication forms such as the internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions”
VELS: http://vels.vcaa.vic.edu.au/vels/communication.html

Task 3:
What are the contributions/impacts of immigrants in Australia?

In this task students begin to explore the main concept more directly. They are questioned about their knowledge of multicultural foods which helps to highlight connections between immigration that they may not have realised before. Within this task students are also asked to explore the possible negative impacts of immigration with the research of introduced species which are now considered pests. This helps students to value the importance of various laws and restrictions which must be in place for successful immigration to occur.

According to the VELS standards for Civics & Citizenship, Level 3 (progression point 2.75), students develop an “understanding of the ways in which people from various cultural groups contribute to the nation”.

VELS: http://vels.vcaa.vic.edu.au/support/progression/civics.html#lev3

Science is also integrated. According to VELS Level 3 (progression point 2.75), students are required to “understand the events which may affect the sustainability of interactions occurring between living (biotic) and non-living (abiotic) components of the environment”.

VELS: http://vels.vcaa.vic.edu.au/support/progression/science.html#lev3

Task 4: Preparation for the Interview

In this task students need to use all the information acquired in previous tasks to construct a question matrix that reflects their understanding of the contributions by immigrants. They are required to establish a list of questions that they feel relevant for understanding the immigrant’s life and contributions to the Australian way of life.

According to the VELS standards for Thinking Processes, Level 3 (progression point 2.5), students are required to “use simple thinking strategies for organising information and concepts” and “explore creative ideas using open-ended questions about familiar contexts; for example, asking why and how an event happened and what might or could have happened”.

VELS: http://vels.vcaa.vic.edu.au/downloads/progressionpts/thinking.pdf

Task 5: The Interview and Report Write Up

In this task students are required to undertake an interview with an immigrant. They are then required to organise the information gained and construct a written report/case study to present to their peers through a short oral presentation.

According to the VELS standards for English, Level 3 (progression point 2.75), students work towards the , “composition of texts for different purposes; for example, narrate, inform, describe, present a point of view or explain”. They are also required within the area of 'Speaking & Listening' to work towards "preparation and delivery of short explanations and reports to peers on topics of interest”.

VELS: http://vels.vcaa.vic.edu.au/downloads/progressionpts/english.pdf