Right Under Your Nose: FOUNDATION - HASS - Evaluate

When the power goes off, Big Cuz, Nanna, Little J and Old Dog go to the beach. They use bread to catch hermit crabs, which in turn are used to catch a ‘bluebone’ fish. Big Cuz learns how to fish, Nanna makes a fire to cook the fish, and Little J finds a large clam shell to take to school the next day.

Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant


Evaluate what students have learnt (know and can do) from the activities in relation to the HASS_Geography curriculum.

Assess the success of the module through reflecting on students:

  • investigating the beach and its special geographical features
  • identifying marine animals and their habitats at the beach
  • sourcing relevant images and/or information in response to questions about the location of beaches in Australia, how they have changed over time, the cross-section of a beach, tidal pools, the beach as a sustainable environment
  • collecting data on the terrain, location, and vegetation surrounding the beach, the type of beach in their local area/region, and/or other locations in Australia
  • responding orally to observations, information and descriptive texts
  • reading books about people/animals who use the beach in various ways
  • documenting what they know about the beach and habitats of marine animals
  • acknowledging and retelling Aboriginal stories and artworks and/or Torres Strait Island stories and artworks that communicate how the marine animals are special to Australia and its peoples.

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

  • participate in an excursion to the local beach to explore the shoreline and tidal pools.
  • Make a photo story of marine animals and where they live.
  • invite an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder of recognised representative to speak to students about the Aboriginal Dreaming stories of local animal totems and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories of local animal totems particularly any marine animals.
  • learn the traditional local language, especially words related to the focus of their learning
  • create a ‘Beach’ Touch Table for the classroom on which sea objects can be placed Students identify and describe objects and explain where on the beach they can be found
  • host a sand sculpture exhibition in the sand pit
  • design and conduct a Treasure Hunt game in the sand pit using student drawn treasure maps to find locations of hidden beach objects.

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 need to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using:

Use Early Years writing using rubrics to provide feedback to students.

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

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: