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, BELIEFS, PLACE

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’

• exploring personal fears/phobias and actions to overcome them; the people who can help and assist students; characters from literature and film who adopt different solutions to the problems they face.
• 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
• identifying, describing and questioning positive and negative behaviours of inclusion, acceptance, and courage to integrate within communities.
• practicing ways to identify personal resilience, social and emotional health
• identifying health actions and messages to enhance individual awareness and behaviours in dangerous situations
• reflecting on how mateship, friendship and belonging assist people to cope with life
• understanding of how the Aboriginal stories and/or Torres Strait Island stories communicate the messages and morals that warned children of danger and kept them safe.

As a culmination of the learning in this module, students could identify, describe, design and participate in:

• Create an armour, shield and /or behaviours to enhance resilience to confront personal fears
• Invent matching games, that involve names of trusted people in the students’ community who can help students stay safe and healthy, and rehearsing ways of asking for help in a range of different scenarios
• design safe environments where students can interact safely
• collaborate about ways students can make their community and its environs safer in situations such as riding bikes, swimming, travelling in cars, handling food, and volunteering
• Participate in an incursion—inviting an Aboriginal Elder or recognized representative and/or Torres Strait Islander Elder or recognized representative to speak 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.
• learn selected words of the 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 could 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