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 displayed in pictures and texts and on maps

Theme - HERO & HEROINE

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS_ History and 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:

• identifying primary and secondary sources of information
• explaining why sporting superstars are considered heroic
• applying their knowledge and understanding of Aboriginal heroes/heroines and/or Torres Strait Islander heroes/heroines to redesign Australian currency
• understanding how superstitions are universal and can still be applied to our everyday lives
• identifying and applying different perspectives to stories

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

• discover the sporting stars in their local community, or sporting stars who went to the school, and produce profiles for each
• create a picture book on a ‘superstition’ still practiced or believed in their own family, using sound effects, music and spoken words
• produce a chronological album of significant Aboriginal people/s and/or Torres Strait Islander people/s and significant non-Indigenous Australians, listing their details and achievements.

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:

• 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