Little J dreams of being an acrobat in a circus when he grows up. With the help of Jacko and B-Boy, he practises circus tricks in the backyard after school. Uncle Mick, a search and rescue officer, comes to school to talk about his work. Little J uses his circus skills to demonstrate a search and rescue procedure.

Evaluate - Propose a range of alternatives and test their effectiveness when solving movement challenges

Theme - SEARCH & RESCUE

Evaluate what students have learnt (know and can do) from the activities in relation to the Health and Physical Education curriculum.

Assess the success of the module through reflecting on students:

• developing personal and social skills through teamwork, cooperation, trust, decision making, problem-solving and persistence in movement and non-movement settings
• exploring students’ own sense of self and the factors that contribute to and influence their identities, particularly their role in the school community and their responsibilities to maintain safety for themselves and others
• interacting with others to explore team cooperation and the benefits of allocating specific roles and responsibilities
• identifying health actions and messages to enhance individual awareness and behaviours in dangerous situations
• participating in movement exercises, to broaden the range and complexity of fundamental skills they can perform by themselves and with others
• selecting and applying simple movement skills and sequences individually, in groups and in teams
• following rules and safe use of equipment in a variety of physical activities and games.
• Inventing new games and movements that enhance their agility and speed
• acknowledging and engaging with traditional Aboriginal games and/or Torres Strait Islander games.

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

• Host a film night to show the short films made by students about safety procedures and responses to dangerous situations (listed in the previous 5Es activities).
• Create a pictorial quiz, showing a selection of images of search and rescue equipment and have students answer by indicating the name and purpose of the equipment.
• Conduct a school safety audit: Divide students into small groups of 5-6 students and assign a school building to each group.

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:

• 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/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:

• Demonstrating impact 
• ‘How-to’ guide: Learning walks
• Reflection on Practice Tool