Territories: FOUNDATION - HASS - Evaluate

A possum disturbs Old Dog, and a ‘cranky’ magpie swoops at anyone who steps into the backyard. Little J and Big Cuz share a room and when Little J steps on Big Cuz’s art project, a disagreement over territory ensues. The result is a clear dividing line to mark their individual territory. But they discover they have to compromise on a shared space, and cooperate in order to move in and out of the room, and to get past the swooping magpie in the backyard. Their joint, inventive solution wins high praise from the class at ‘show & tell’

Evaluate - Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps

Theme - MAPS

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS curriculum, particularly, their understanding of continuity and change of and about living things; place and space; and perspectives. Assess the success of the module through reflecting on how well students can:

  • explaining what a map is, its purpose, and how it functions
  • posing and responding to questions about information and symbols found on maps
  • analysing how symbols vary and relate to the people who made the map
  • recording observations (data) about places, natural and man-made on a map
  • evaluating their learning through visual, text and/or oral communication
  • discussing and communicating how Aboriginal peoples and/or Torres Strait Islander peoples created maps, songlines, and artworks to record their relationship with Country.

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

  • create a map for an imaginary world and tell a story about what that world is, such as how others could travel to get there
  • compare an old map (before 1900) with a new map for the same place and compare and explain which map features are different and which are the same, and why there is a difference
  • make a map of the school grounds or classroom and includ all the information a new student would want to know if they were joining your class part way through the year.

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:

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: