Little J is initially scared to approach the ‘monster’ in the back yard. Encouraged to face his fears, he vows to catch the frilly-necked monster and sets about building a monster trap with the help of Levi.

Evaluate - Generate, develop and record design ideas through describing, drawing and modelling.

Theme - DESIGNING

Evaluate what students have learned (know and can do) from the activities in relation to the Design and Technologies curriculum content descriptions. Assess the success of the module by reflecting on:

• the investigation of Aboriginal technologies and/or Torres Strait Islander technologies and non-Indigenous technologies, including materials, systems, components, tools and equipment, and their purpose for meeting personal and social needs within local settings
• the importance of a design brief to initiate ideas for a design project
• the design process and how progress is evaluated at each stage
• students’ understanding of materials, and how materials can be tested and combined to construct a design
• students’ understanding of construction techniques and how to test and adapt a design to satisfy the brief
• what students have learnt about how Aboriginal peoples and/or Torres Strait Islander peoples constructed traditional traps, and the materials and techniques they used.

As a culmination of the learning in the module:

For Product design, students could:

• Read or view the book:
  • Armitage, Ronda. & Armitage, David. (1977). The lighthouse keeper's lunch. London: Deutsch. (video). Access the Teaching ideas and ask students to use the design process to design and construct a solution (basket/tool/covering) that will stop the seagulls from stealing the lighthouse keeper's lunch.
• View How the Water got to the plains 

Ask students to use the design process to design and construct a water carrier, reservoir or dam that would keep the water from running to the sea

For Environmental design, students could:

• Read the book:
  • Baker, J. (1989). Where the forest meets the sea. London: Walker Books. (animation or video)
• Ask students to use the design process to design and construct a forest garden using paper collage and found materials.

All designs and construction should be tested and evaluated by five of their peers using agreed criteria.

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 using the rubric.

Students can use a learning worm to evaluate their work, adapted from link below:

• 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