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 - TERRITORY

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

• identifying and applying the basic conventions of map making to their own maps
• examining and comparing different types and purposes of maps
• observing and detailing the features of places as ‘natural’ or ‘constructed’
• posing and responding to questions about territories, boundaries, local and global areas/regions that are familiar to them
• analysing how Aboriginal peoples and/or Torres Strait Islander peoples created maps, songlines, and artworks to record their relationship with Country
• Displaying and communicating their learning through visual, text and/or oral means.

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

• identify Aboriginal Dreaming stories and/or Bipo Bipo Tiam (Before Before Time), songlines and artworks that map places and compare these to the aerial views of the actual countryside
• map their travel to and from familiar places, such as home, church, school, shopping centre, main street, memorial statue, etc.
• create scent maps for smells that inhabit their lives, particularly identifying where they are when they first smell the aroma, and where they are when they can’t smell it any longer.
• create maps of the local habitats of animals in their close environment, e.g. birds, possums, frogs, ants, etc.
• map their personal knowledge of, or experiences with, visiting places such as favourite play areas, parks, walking trails, and, entering street names, bus stops, train stations or other features of the built environment.

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