Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A: KWL and Word Association
30 minutes	Part B: Establishing a Common Language
50 minutes	Part C: Read, Run and Frayer Models
20 minutes	Reflection

Part A: KWL and Word Association

Step 1.

Write or display the word ‘SUFFERING’ on the board and ask students to rapidly list words they associate with it, such as ‘pain’, ‘challenge’, ‘hurt’ or ‘danger’. Then, write the word ‘SAFETY’ on the board and repeat the process. Some associated words might be ‘comfortable’, ‘secure’ or ‘protection’. Synthesise this warm-up by explaining that each of the words listed, though similar, have specific meanings which can vary depending on how they are used.

Step 2.

Link to the next activity by explaining to the class that the lesson will focus on language, some key terminology and the importance of using precise and appropriate language when studying sensitive and complex issues. Before they look at some of this terminology, invite students to identify what they know and would like to know. A KWL chart is useful for this and encourages students to connect prior knowledge with new issues and develop curiosity about the topic. Give students a moment to complete the first two sections of the KWL chart on the Student Worksheet, thinking especially about what they know about refugees, migrants and asylum seekers.

Responses could be shared and discussed as a class - students might refer to specific things they have heard or read in the news or might list details about different statistics as something they want to know.

The last section of the KWL chart will be completed as a reflection activity at the end of the lesson.

Part B: Establishing a Common Language

Step 1.

Prepare students to watch the following video produced by Refugee Education (a component of the Roads-to-Refuge initiative by the University of NSW and the NSW Department of Education) by explaining that it is a short video with interviews and footage about refugees in Australia and peoples' (including students’) perspectives on refugees and asylum seekers. Encourage students to think about the different explanations for refugees and people seeking asylum.

Roads To Refuge 2: Who is a Refugee? (https://vimeo.com/98096938)

Step 2.

After watching the video, ask students if anything stood out, surprised, or shocked them or if they learnt anything new - invite them to share this with the class.

Step 3.

Now watch the following clip from Chasing Asylum. Before you watch the clip, establish with students that this is an extract from the 2016 documentary Chasing Asylum; a documentary about people seeking asylum in Australia, people who have worked with such individuals, and the relevant policies, practices and responses of the Australian government at the time. Ask students to think carefully about what they see while they are watching the clip.

Chasing Asylum Clip 15 (https://vimeo.com/184264458/1d091cfe31)

Step 4.

After watching both videos, ask students if anything stood out, surprised, or shocked them or if they learnt anything new. If so, they can add it to the LEARN column in their KWL chart on the Student Worksheet. Some students might mention specific details about the stories that were told about not knowing the fate of loved ones or the reasons why some of the interviewees explained they had to leave.

Part C: Read, Run and Frayer Models

The following activity could be adapted to group work or a direct mode of delivery and can be timed quite tightly or more flexibly.

Step 1.

Place (or stick) the Flashcards around the classroom. Students will participate in a ‘read and run’ style activity where they can move around the room to each definition flash card. Remind students that while they are encouraged to work with pace, they shouldn't actually run around the classroom.

Give each student five copies of the adapted Frayer Model diagram, then invite students to complete the following tasks. (Project or write these on the board):

Move to a key term/concept flashcard and read the definition
Take any notes of your own
In the 'definition' section on the Frayer Model, write your own definition of the term or concept on the flashcard
In the other sections, identify the characteristics or features of the term, examples, non-examples and develop an image that represents the term/concept.

The Frayer Model is a useful strategy for building student vocabulary and understanding of the concepts they are studying. By engaging with the concept and communicating the meaning not only with a definition but also examples, prior knowledge, similar or affiliated concepts, and some visual representation, the adapted Frayer Model values the individuality of student learning and can be adapted to be completed individually, in pairs, groups or as a class. Students can complete this task in pairs or groups of three with your facilitation at their own pace or alternatively in 5-6 minute cycles.

Step 2.

Once students have visited each flashcard, reconvene the class and ask for volunteers to share their completed Frayer Model. This will also give students an opportunity to add to their own if needed.

If required, remind students about class discussion protocols during the last part of this activity - a guide around how to establish these can be found in the additional resources.

Reflection

Ask students to complete the L section of the KWL they began at the beginning of the lesson to reflect on what they have learnt throughout.

Then, invite students to complete the following questions in the space provided on the Student Worksheet:

What are the similarities and differences between refugees and people seeking asylum?
Why do you think it is important to distinguish between the two?
How do migrants differ from refugees and asylum seekers?
What explanations or reasons are there for people to seek asylum and why do you think it is important to understand these reasons?
How can statelessness impact an individual’s life?
What can you do to help the community understand these concepts?

Assessment

Use the Stories of Chasing Asylum - Assessment Task Lesson so that students can demonstrate their knowledge and understanding of the topics and English outcomes explored throughout the unit.

Take Action

Use the Stories of Chasing Asylum - Social Action Lesson so that students can apply their knowledge and design a social action project. Students can raise awareness by organising a screening of the film or take action to promote positive change in their own community.

Stories of Chasing Asylum - Stories of Expression

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