Big Cuz and Little J are very excited that Sissy is coming to play with them over the weekend. They both see Sissy as their special friend. Big Cuz wants to play a ‘Sisters Only’ talent quest just for she and Sissy, and Little J plans an obstacle course for all to play. Eventually, Little J, Big Cuz and Sissy come together to test their skills on the obstacle course.

Evaluate - Participate in play that promotes engagement with outdoor settings and the natural environment

Theme - GAMES

Evaluate what students have learnt (know and can do) from the activities in relation to the Health and Physical Education curriculum.

Assess the success of the module through reflecting on students:

• sequencing games and movement that require coordinated physical movement with a partner, or partners
• participating in games and movement sequences that require cooperation and team work
• applying numeracy that contributes to understanding the pattern and timing of movement skills
• creating new movement challenges/sequences using different physical skills and techniques
• traditional games using a ball
• participating in Aboriginal games and/or Torres Strait Islander games to increase agility, throwing and catching skills, timing, and hand-eye coordination
• using Aboriginal number systems and/or Torres Strait Islander number systems to increase timing and hand-eye coordination.

As a culmination of the learning in this module, students could:

• Invent a new game and teach another class/group how to play the invented game.
• Host a mini-Olympics with a series of games based on the movements of Australian animals.
• Host a friendly, traditional team championship to find the ball throwing, skipping, Red-rover, yo-yo, and marbles champions.
• Learn how to play traditional Aboriginal games and/or Torres Strait Islander games and host an interschool or intra-school competition.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using.

• Kahoot
• Quizlet

Use Early Years writing using rubrics (PDF) to provide feedback to students.

Students can use a learning worm to evaluate their work, adapted from link below:

• Learning Worm (PDF), Eduweb, DET Victoria

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add, change or omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may want to refer to broader resources for reflection or for gaining feedback, for example:

• Demonstrating impact (PDF), AITSL,
• ‘How-to’ guide: Learning walks (PDF), AITSL
• Reflection on Practice Tool (PDF), AITSL