One night, Little J hears the nocturnal Barking Owl and becomes fascinated by how the owl stays awake at night. In the morning, he is woken by the carolling of magpies and on the way to school, he is swooped by Maggie, the magpie. Miss Chen teaches the class about nocturnal animals.

Evaluate - Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

Theme - NUMBER & PATTERN

Evaluate what students have learnt (know and can do) from the activities in relation to the Mathematics curriculum. Assess the success of the module through reflecting on students’:

• counting numbers in sequences from 1 to 100, recognising patterns and sequences of objects/steps
• using materials and game ideas to model authentic problems
• giving and receiving directions to unfamiliar places
• connecting story to Mathematics concepts of time and number
• explaining cultural techniques and technologies for telling the time
• predicting and calculating time based on past and present models of clocks
• understanding and applying the skills and steps of aboriginal games to number sequence and pattern
• displaying knowledge, understanding, and skills through visual, text and/or oral communication.

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

• Walk 100 steps and measure the distance as metres; run 100 steps and measure the distance to compare how much further you travel when you run.

Group familiar objects into twos, fives and tens, and counting the pairs and groups – finding the matching socks, cup and saucer, Australian animals and its young, nocturnal and diurnal animals, etc.

• Learn dances to perform in pairs, such as old time dances, e.g. the Pride of Erin, Quick step, Jitter bug, etc. Dancing increases a sense of time, number and sequence.
• Walk ‘on Country’ to identify pairs of plants, trees, birds, eggs, flowers, seeds, etc.

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