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 - Explore actions that help make the classroom a healthy, safe and active place.

Theme - BELONGING

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 students:

• understanding about and enacting cooperation, sharing, resilience, and safety
• identifying actions and attitudes that build personal strengths and ways to improve their commitment
• analysing the meaning of character, and comparing the difference and similarities between real people and fictitious characters
• problem solving to develop strategies for overcome fears and rejection
• identifying famous Aboriginal and/or Torres Strait Islander people and assess their advice for achieving success in life
• identify language groups and totems in Aboriginal communities and/or Torres Strait Islander communities, and understanding the significance of animals to each language group
• exploring the importance, of storytelling via dance, music and song, for Aboriginal Dreaming stories and Torres Strait Islander Bipo Bipo Tiam (Before Before Time) stories
• identifying how fruit, vegetables and water are healthy foods that support wellbeing.
• using visual, text and/or oral communication to display the students’ knowledge, skills and understanding. .

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

• write to, or send a tweet, email or other message to a public figure the students’ admires, telling them why they admire them and what their dream/aspiration for success is.
• design and create a movie poster about their life in 40 years’ time including information about what they are famous for, their awards in life, and their advice to a younger self.
• design a stamp that they can use to mark the things they make and share.
• write a letter to the school, 20 years after leaving school (‘When I am 27…’) thanking the school for giving them the tools to succeed in life.

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