Old Dog and Elly fear goannas, Ms Chen fears geckos, and Big Cuz fears the dentist. Little J boasts he isn’t scared of anything, but this may not be true. When Mick, Ally, Little J and Old Dog go to the beach, Little J discovers that his hero, Mick, is scared of Hermit crabs. Together, on the cliff, Mick and Little J overcome their shame of being afraid and help each other to be brave.

Evaluate - Identify actions that promote health, safety and wellbeing

Theme - WELLBEING

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:

• identifying personal fears/phobias and actions to overcome them; the people associated with the students who can help and assist them; characters from literature who adopt different solutions to the problems they face.
• identifying, describing and questioning acts of bravery, and heroism, and people who perform these acts in their community.
• Practicing of ways to identify personal strengths and weaknesses, and use problem-solving techniques to be a better citizen
• supporting their family (kinship), extended family (immediate and extended carers), friends and community to accept each other
• acknowledging and learning about Aboriginal Dreaming stories and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories that communicate how messages and morals keep children safe.

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

• Design and play ‘side-show ally’ games and ball games that explore ‘likes and dislikes’, ‘strengths and weaknesses’, to build persistence and resilience
• Participate in matching games that name trusted people in their community who can help students stay safe and healthy, and practice asking for help in a range of different scenarios
• discuss and share their feelings about being accepted and included in activities and/or excluded, and use puppets to explore their personal experiences
• Plan a menu with recipes, using food groups identified as ‘always’ and ‘sometimes’ foods
• Suggest a variety of ways that students can stay safe, for example, when riding bikes, swimming, travelling in cars, or handling food, and/or volunteering

Participate in an incursion, where an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder or recognised representative speaks to students about the local stories of the Dreaming and/or Bipo Bipo Taim (Before Before Time) and about how these stories were told to children to warn them of the dangers in the bush. Have students learn selected words of the Aboriginal local language and/or Torres Strait Islander local language related to the focus of their learning.

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 using the rubric.

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