Little J feels lucky when he wears a new pair of yellow undies. After Old Dog destroys them, he loses his confidence. Big Cuz saves the day with the remnants of the undies made into a sweat band, and Little J finds confidence to play the basketball game and win the day.

Evaluate - Draw simple conclusions based on discussions, observations and information

Theme - CULTURAL BELIEFS

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS_ History & Geography curriculum content descriptions. Assess the success of the module through reflecting on:

• why objects, places and events are special to a community
• how the present is different from or similar to the past and why events change the way we think about the past
• mapping familiar places and acknowledging the traditional custodians, and significant and/or sacred places
• various people have different perspectives on representing where we live.

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

• draw pictures of how a place has physical changed, over time, e.g. their home, street, community, etc.
• make records of their own physical changes to their bodies (bar graph with paper strips indicating changing height over time)
• sequence photographs of themselves at different stages in their life using their age, height, or abilities as the criteria and arrange the photographs as a museum displays artefacts, and have students be a museum guide telling others the stories of the artefacts.

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 the students’ responses using.
  • Kahoot, or
  • Quizlet
• Use Early Years writing using rubrics to provide feedback to students.

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