Little J shares his bird feather collection with B-Boy. In school, Little J promises to find bush tucker to share with the class. The problem is that he doesn’t know how to find bush tucker. He enrols the help of Big Cuz and Nanna to teach him ‘proper way’ to identify and track animals. The group finds emu eggs but overnight a greedy goanna eats them. Nanna comes to the rescue by making spaghetti bolognaise for the class.

Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant

Theme - PLACE, BELONGING

Evaluate what students have learnt (know and do) from the activities in relation to the HASS – Geography curriculum content descriptions.

Assess the success of the module through reflecting on these questions:

• What have the students learnt about the features of the landscape?
• Can students identify different characteristics or criteria to compare the different landscapes to each other?
• Can students collect data from different sources that relates to land, and land management?
• Can students display the information they have learnt through visual, text and/or oral communication?

• Did students learn about how Aboriginal peoples or Torres Strait Islander Peoples:
  • connect with the land?
  • map their journey across Country?
  • write Songlines about Country?
  • represent their Country’s land and water features through symbols?

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

• re-contextualise their knowledge, understanding and skills through developing an oral, visual, and/or textual narrative about a landscape and a sense of belonging
• build a papier-mache model of their chosen landscape
• create a simple play that showcases why the school (or an alternative local area) is a special place for those who live there
• create a live-action video story, in which students talk about what makes their school special, and post the finished product on the school website.

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, students construct a self-evaluation as a poll, rating their own responses using:
  • Kahoot
  • Quizlet
• Use Early Years writing using rubics to provide feedback to students using the rubric.  Explain this evaluation to parents during your parent/teacher interviews.

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

• Learning Worm

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
• “How-to” guide: Learning walks 
• Reflection on Practice Tool