HASS · Year 6

Active learning ideas

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.

• ACARA Content Descriptions
• AC9HASS6K03

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

On a card, students write one sentence defining 'refugee' and one sentence defining 'asylum seeker'. They then list one push factor and one pull factor relevant to their journeys.

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

Activity 02

• 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.

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.

What to look for

Pose the question: 'What are two significant challenges a refugee might face when arriving in Australia, and how could these be addressed by the community?' Facilitate a class discussion, encouraging students to draw on case studies.

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

Activity 03

• 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.

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.

What to look for

Present students with three short scenarios. Ask them to identify whether each person is a migrant, refugee, or asylum seeker, and to briefly explain their reasoning based on the definitions learned.

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

Activity 04

• 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.

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.

What to look for

On a card, students write one sentence defining 'refugee' and one sentence defining 'asylum seeker'. They then list one push factor and one pull factor relevant to their journeys.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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’.

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

  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.

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Methods used in this brief

• Case Study Analysis