Hopalong: YEAR 1 - HPE - Evaluate
When B-Boy comes to stay overnight, Little J becomes envious of the attention he is getting from everyone. Out walking on Country, Nanna, Little J, Big Cuz and B-Boy find an injured joey. Uncle Mick, a Search and Rescue officer, tells them how to care for the joey that they name ‘Hopalong’. The children feed and look after Hopalong until Mick finds him a place in a wildlife shelter.
Evaluate - Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
Theme - WELLBEING
Evaluate what students have learnt (know and can do) from the activities in relation to the Health and Physical Education curriculum content descriptions using Little J & Big Cuz, Episode 7 ’Hopalong’ as stimulus for the learning. Assess the success of the module through reflecting on students’:
- Identifying healthy eating practices including new herbs, fruits, vegetables, and bush tucker in their diet.
- understanding and practicing the responsibilities of being a good host
- understanding and practicing the responsibilities of being a good guest
- displaying the strategies and information they have learned through visual, text and/or oral communication
- contextualising their knowledge, understanding and skills about healthy eatingand being a good host and guest by planning a menu for a luncheon, and inviting guests. .
- Identifying and describing how they belong to diverse groups and families
- Identifying the roles individuals play within their community and how this role changes as they grow older and gain more responsibilities
- Questioning ancestry and the physically and spiritually of belonging to a Country
- Collecting information, making observations and describing what they have learned through visual, text and/or oral communication
- Associating symbols with different communities and objects that are acknowledged as identifying communities.
As a culmination of the learning in the module, students could
- create a new menu for the school canteen including tasty fresh fruit and vegetable snacks, and bush tucker snacks as a part of their engagement with healthy eating.
- design and create affirmation posters about for the school, reminding students about being ‘A Good Host’ and being ’A Good Guest’.
- write or draw a fictional account for a TV script or a graphic comic strip about an ’alien’ group who landed in their Country -what would they see, hear, do, and react to?
- conduct an expedition or camping trip to explore local Country (with the guidance of an Aboriginal Elder or recognised spokesperson or Torres Strait Islander Elder or recognised spokesperson)
- create a new superhero group and design a promotional poster to enlist members. The poster would include the skills the new members need to have, the roles that members would be required to do and share, and how they can join the club, among other criteria
- write a postcard or compose an email with a photo of a local landmark to a student, their own age, in a completely different country.
- The Aboriginal and Torres Strait Islander Guide to Healthy Eating
- Inala Indigenous Health Service
- FOODcents for Aboriginal people and Torres Strait Islander people in WA Program
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.
Use Early Years writing using rubrics to provide feedback to students using the rubric.
Students can use a learning worm to evaluate their work, adapted from:
Teacher reflection tools:
Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?
Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: