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 - Explore a point of view

Theme - TIME, SEASONS, 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:

• posing and responding to questions about transformation and the way the earth, animals and plants change over time
• researching people and stories of the past
• recounting stories through language, art, music and dance that evidenced how the physical world changed
• documenting the celebrations held for the change of seasons
• analysing primary sources, which are objects and documents created or written during the time being investigated; and they can be in different forms, such as stories, artworks, photographs, film clips, etc.
• analysing secondary sources, which are accounts about the past were created after the time being investigated; they can be visual, text and/or oral communication
• collecting data on the Arrernte Peoples, and local Aboriginal Country/Place and/or Torres Strait Islander Country/Place, their histories, language and culture
• evaluating knowledge, understanding and developed through oral, visual, and/or textual narrative.

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

• Create and host a celebration for a seasonal event in your area, such as the flowering of the wattle, NAIDOC Week, the beginning of the wet season or another celebration of relevance to the students in the class.
• Research Aboriginal festivals and/or Torres Strait Islander festivals and invite local Aboriginal Elders/representatives and/or Torres Strait Islander Elders/representative to share their art, music, song and dance.
• Examine the totems of the local Aboriginal peoples and/or Torres Strait Islander Peoples, and how the totem is represented on body designs, and the times when body painting is significant.

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, construct a self-evaluation as a poll, rating their responses using.

• Kahoot
• Quizlet

Use Early Years writing using rubrics (PDF) to provide feedback to students using the rubric.

Students can use a learning worm to evaluate their work, adapted from link below:

• Learning Worm (PDF), Eduweb, DET Victoria

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add, change or omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may want to refer to broader resources for reflection or for gaining feedback, for example:

• Demonstrating impact (PDF), AITSL
• ‘How-to’ guide: Learning walks (PDF), AITSL
• Reflection on Practice Tool, AITSL