Territories: FOUNDATION - HPE - 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 simle conclusions based on discussions, observations and information displayed in pictures and texts and on maps.


Evaluate what students have learnt (know and can do) from the activities in relation to the Health & Physical Education curriculum. Assess the success of the module through reflecting on:

  • identifying protective personal behaviours and the people in the community who protect and care for them
  • using different ways of responding to negative emotions around conflict
  •  cooperating and negotiating in order to solve problems
  • analysing relationships and the need for communication, trust and empathy
  • sharing and communicating what they have learnt through visual, text and/or oral communication

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

  • design and create posters communicating and sharing positive behaviours and affirmations that encourage others to do their best, and make the school a safe, happy environment
  • design and create personal badges, headbands, wristbands, friendship bracelets to wear with the message, ‘I Care’
  • display their protective helmet designs for parents/guardians
  • tell a story using puppets, reinforcing positive behaviours about sibling rivalries.

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: