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

Theme - PLACE

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:

• posing and responding to questions about beach/coastal locations, the physical features of the beach and sea environment, and associated land and marine animals
• sourcing relevant information in response to questions about Australian beaches and the pollution that affects beaches and sea environments, locally and around the world
• collecting data on the terrain, location, type, and marine life in their local area and other locations in Australia
• responding orally to observations, information and descriptive texts
• reading books/viewing videoed information about people/animals who use the beach in various ways
• documenting and presenting what they know about the beach, the habitats of land and marine animals, and their lifecycles
• exploring the stories and artworks of Aboriginal peoples and/or Torres Strait Island people that communicate how the coastal locations and marine animals on Country are special.

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

• Participate in an excursion to the local beach as a positive action to Clean up Australia. Make a photo story/documentary of the opinions of students and their efforts.
• listen to and learn from an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder or recognised representative invited to speak with students about the significance of the local coastal areas and how these areas are represented through the local stories of the Dreaming and/or Bipo Bipo Taim (Before Before Time), and of marine animal as totems,. Have students learn relevant words of the local traditional language related to the focus of their learning.
• Donate shells and sea fossils to make a class specimen exhibit. (if students can’t contribute suitable objects, contact the state museum who may be able to send some to you)..
• Create a sand mandala or Aboriginal sand story which tells the story about a journey to the local beach and sea.
• Create a class mural about the local beach, including interesting news stories about the sea and sea rescues.
• Design and produce a tourist brochure or postcard for the local beach.

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.

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