Little J finds a Hawk Moth caterpillar on the Tar vine in the backyard that he names ‘Sausage’. He wants to take it to school but the caterpillar has other ideas and disappears underground. Nanna teaches Little J the story about the Yeperenye caterpillar of the Arrente people from central Australia. Sausage finally returns to give Little J a further lesson on life cycles. Sissy wants to perform a dance for the school with Big Cuz, but Big Cuz feels ‘shame’.

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

Theme - PLACE

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS: History and Geography curriculum.

Assess the success of the module through reflecting on students:

• posing and responding to questions about the stories of families and their past, and how it is communicated, through photographs, artefacts, books, oral histories, digital media, and museums
• collecting data on the Arrernte Peoples, and local Aboriginal Country/Place and/or Torres Strait Islander Country/Place, their histories, language and culture
• exploring point of view in stories and symbols that are recognisable as ‘Australian’
• identifying and describing how naturally occurring land and celestial features are the sources of various perspectives
• comparing and presenting different perspectives on the telling of the same story or object, and finding information/data from different sources
• sourcing information to respond to direct questions and drawing conclusions in a report on a topic through visual, text and/or oral communication.

As a culmination of the learning experiences, students could:

• Create a class exhibition of past and cultural objects from their families
• Explore the meaning of the word ‘Ancestry’ and identify their ethnic heritage from people in their family
• Create a family tree including text and/or images
• Examine tools and technologies of the past that people used in their daily lives and compare them with today’s technologies
• Research toys that children played with in the past, particularly Aboriginal peoples and/or Torres Strait Islander peoples.

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