Refugee and Asylum Seeker Experiences

Active learning works for this topic because students must grapple with complex definitions and emotional narratives to shift from abstract ideas to concrete understanding. Moving beyond lectures lets students practice empathy through structured tasks like mapping journeys or debating policies, which builds both knowledge and perspective.

• Year 6
• HASS
• 4 activities
• 25 min–45 min

Learning Objectives

1. Compare the push and pull factors that lead individuals to seek asylum in Australia versus migrating voluntarily.
2. Analyze the legal and social challenges faced by asylum seekers and refugees during their journey and resettlement in Australia.
3. Evaluate the diverse contributions of refugees and asylum seekers to Australian society, including cultural enrichment and economic impact.
4. Classify the differences between the terms 'migrant', 'refugee', and 'asylum seeker' based on legal definitions and circumstances.

Case Study Analysis

⏱ 25 min·Pairs

Term Sort: Migration Categories

Provide cards with definitions, examples, and scenarios. In pairs, students sort into migrant, refugee, and asylum seeker piles, then justify choices on a class chart. Discuss edge cases to refine understanding.

Prepare & details

Differentiate between the terms 'migrant', 'refugee', and 'asylum seeker'.

Facilitation Tip: During Term Sort, circulate to listen for students’ reasoning and gently challenge misconceptions as they categorize terms.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 45 min·Small Groups

Journey Mapping: Path to Safety

Groups trace a refugee's route on world maps using string and pins, noting dangers at each stage from online stories. Add Australian settlement steps and share maps in a gallery walk.

Prepare & details

Analyze the complex challenges faced by refugees when seeking safety and resettlement in Australia.

Facilitation Tip: For Journey Mapping, provide blank maps and colored pencils so students can annotate push and pull factors with details from case studies.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 35 min·Individual

Contribution Profiles: Refugee Spotlights

Individuals research one Australian refugee's story, create a poster with challenges overcome and impacts made, then present in a class 'hall of fame'. Vote on most inspiring elements.

Prepare & details

Evaluate the significant contributions refugees have made to Australian culture and economy.

Facilitation Tip: In Contribution Profiles, assign roles like researcher or designer to ensure all students contribute to the final product.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Case Study Analysis

⏱ 40 min·Whole Class

Policy Debate: Welcome Challenges

Divide class into teams to debate support improvements like faster processing or community sponsorships, using evidence cards. Conclude with agreed class recommendations.

Prepare & details

Differentiate between the terms 'migrant', 'refugee', and 'asylum seeker'.

Facilitation Tip: In Policy Debate, assign positions evenly and provide a timer for rebuttals to keep discussions focused and inclusive.

Setup: Groups at tables with case materials

Materials: Case study packet (3-5 pages), Analysis framework worksheet, Presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Teaching This Topic

Experienced teachers approach this topic by balancing factual clarity with human stories, avoiding oversimplification or overload of statistics. They prioritize structured discussions over debates that could veer into opinion without evidence. Research shows that when students analyze real cases and legal processes, they develop critical thinking and reduce bias more effectively than through abstract lectures.

What to Expect

Successful learning looks like students accurately distinguishing refugee, asylum seeker, and migrant, tracing real-world journeys, and presenting evidence of contributions. They should use precise vocabulary in discussions and justify their reasoning with specific examples from case studies or policy debates.

Watch Out for These Misconceptions

Common Misconception

During Term Sort, watch for students grouping refugees and asylum seekers with economic migrants.

What to Teach Instead

Use the Term Sort to model the difference by providing examples like ‘A Syrian family fleeing bombings’ versus ‘A chef moving from Italy for a job in Melbourne’. Ask pairs to justify each placement in a 30-second summary.

Common Misconception

During Policy Debate, watch for students assuming boat arrivals are illegal and should be refused immediately.

What to Teach Instead

Direct students to the legal framework cards during the Policy Debate. Have them cite international law in their arguments and require evidence from case studies before making claims about ‘illegality’.

Common Misconception

During Contribution Profiles, watch for students repeating stereotypes that refugees only receive help and contribute little.

What to Teach Instead

Require each profile to include quantitative data, such as employment rates or business startups, from sources like the Australian Bureau of Statistics. Use the gallery walk to peer-correct any unsupported claims.

Assessment Ideas

Exit Ticket

After Term Sort, collect exit tickets with one sentence defining ‘refugee’ and one defining ‘asylum seeker’. Ask students to list one push factor and one pull factor relevant to their assigned case study.

Discussion Prompt

During Policy Debate, assess by listening for students’ use of evidence from Journey Mapping or Contribution Profiles to support their arguments about challenges and solutions.

Quick Check

After Contribution Profiles, present three short scenarios and ask students to identify whether each person is a migrant, refugee, or asylum seeker. Collect responses on slips of paper to check for accuracy and reasoning.

Extensions & Scaffolding

• Challenge students who finish early to research a lesser-known refugee group and add their journey and contributions to the class timeline.
• For students who struggle, provide sentence starters for the Term Sort and pre-selected push/pull factor examples to match.
• Deeper exploration: Invite a guest speaker from a local refugee support organization to share their experiences and answer student questions after the Contribution Profiles activity.

Key Vocabulary

Asylum Seeker	A person who has left their country and is seeking protection from persecution in another country, but whose claim has not yet been finalized.
Refugee	A person who has been recognized as having a well-founded fear of persecution and is granted protection in another country under international law.
Push Factors	Reasons that compel people to leave their home country, such as war, persecution, or natural disasters.
Pull Factors	Reasons that attract people to a new country, such as economic opportunities, safety, or family reunification.
Resettlement	The process of establishing refugees in a new country, which can include housing, education, and employment support.