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 - Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others

Theme - CULTURAL NARRATIVES

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

• how different cultures celebrate special events in their particular calendars
• what symbols are used by various cultures to identify the behaviours and character of people born at different times of the year, e.g. zodiac signs and their meaning
• the connection between the seasons and cultural celebrations
• how language is used in combination with other means of communication, to express individual emotion about a theme, season or event in the lives of people.
• Read and view different texts to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
• Learn about how Aboriginal and/or Torres Strait Islander peoples connect with the seasons, write poems about Country/People/Story, and represent their Country’s land/sea features through symbols.

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

• produce a poetry festival where the students dress as a cultural character and recite a poem
• dress-up or make a hat for a hat parade based on a ‘season’ (Aboriginal and/or Torres Strait Islander or non-Indigenous)
• play theatre sports where students build on a poem stem and each student adds a line using rhyming language. Use Aboriginal languages and/or Torres Strait Islander languages and non-Indigenous language in a poem.
• create a greeting card for a friend that has a cultural/festival/seasonal theme. The students develop a poem/greeting for the inside and an image on the front of the card.

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. Explain this evaluation to parents during your parent/teacher interviews.

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