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 - Reflect on discussions, observations and information displayed in pictures and texts

Theme - GAMES & SUPERSTITIONS - 'off Country'

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS_ History & Geography curriculum using Little J & Big Cuz, Episode 1 ‘Lucky Undies’, as stimulus for the learning . Assess the success of the module through reflecting on the students’:

• knowledge of Aboriginal games and/or Torres Strait Islander games and non-Indigenous games, and how they are played.
• knowledge of Aboriginal and/or Torres Strait Islander and non-Indigenous sports stars, including whether they are superstitious.
• recognition and application of the criteria for awarding sporting honours and comparing these criterion to how people respond to others in daily life
• ability to recognise that various people have different perspectives on achievement in sport, and how to support people to do their best.
• understand of the importance of family, of who looks after them and the reasons why that group of people is important.

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

• Investigate the origins of various sports, and explain how they have changed their structure and strategies for playing, over time
• Record changes in the way the game of AFL is played, from Aboriginal origins (Marn Grook) to today. Access information on
  • Marn Grook
• Sequence photographs of themselves with family members listing their relationship.
• Arrange a display of artefacts associated with being superstitious.

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 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