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 - IDENTITY, MAPS

Evaluate what students have learnt (what they know and can do) from using Little J & Big Cuz, Episode 5 activities as a stimulus for learning in relation to the HASS Geography curriculum outcomes. Assess the success of the module through reflecting on:

• the culture, stories and beliefs of Aboriginal peoples and/or Torres Strait Islander peoples and their connection to place
• symbols and signs related to animal totems recognised by Aboriginal peoples and/or Torres Strait Islander peoples in their art, music and dance
• symbols on maps and what they mean
• how to draw maps and what elements a map requires for other people to follow directions.

As a culmination of their learning in this module, students could

• define what is place and space, and nominate places familiar to them and how they care for places
• list ways of caring for places on the board and then display this list on the wall of the classroom for all to see every day
• brainstorm a list of specific places that are important to everyone, such as a cubby house / bedroom / classroom / an area of the playground, etc.
• interview a relative, from any cultural background, and ask them how they maintain their sense of connection to the place of their birth
• create an oral presentation or performance about the student’s connection to a special place.

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

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

• 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