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e5 Phase: Evaluate

*Assess performance against standards *Facilitates student self-assessment
Learning Intentions
What will students know or be able to do after the lesson?

Blooms Taxonomy: Evaluation
Activities/Tasks

Success Criteria
How will you know? Evidence?

Session Thirteen:
Learning about an Australian event, National Sorry Day
Session Thirteen:
Learning intentions:
‘Introducing what ‘Sorry Day’ is by relating to NAIDOC week’.
Success Criteria:
Collect information about what sorry day is, and revising the
importance of symbols of ‘National Sorry Day’ and the Aboriginal
and Torres Strait Islander flags.

Session Thirteen: Lesson Thirteen:
 Incursion: Organize an Aboriginal person to come
into the classroom to have a talk to the students
about their culture.
 View: https://www.reconciliation.org.au/wpcontent/uploads/2015/05/Sorry-Day-PDF.pdf.
(Reconciliation 2016).
 Read: Explain to students what the document is
about. Identify any key terms that needs to be
explained for students to easy understand.
 View: Educator read the narrations and explain
what is happening in the images to students:
https://www.youtube.com/watch?
v=_fNvEm8wlPw&nohtml5=False. (Monasekar
2009).
 Explain students about ‘The Stolen Generation’.
 View:
http://www.creativespirits.info/aboriginalculture/poli
tics/a-guide-to-australias-stolengenerations#axzz45TqjYrr7. (Creative 2016).
 Discuss with students:
 What do you see in these images?
 Can you see how they are feeling?
 What do you think the image is telling us?
 Open up images of the Aboriginal and Torres
Strait Islander flags and revise the importance of

Assessment
Formative
(Used to inform teaching and learning during the learning process,
Examples include self and peer assessment, learning journals,
rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and assessment
tasks)
Session Thirteen: Formative:
 Observations during in- class activities; of student’s non-verbal
feedback.
 Reflection tasks that can be viewed on student’s work.
 Question and answer sessions, both formal- planned and
informal- spontaneous.
 Conferences between the instructor and student at various
points.
 In class-activities where students informally present their results
 Homework exercises as review for exams and class
discussions.
Summative:
 Projects, Performances.
Thinking tools:
 Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
 De Bono’s thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow hat (Being optimistic)

Session Fourteen:
Students are learning the important signs, symbols and emblems
of National Sorry Day.
Learning Intention:
‘Learning about the importance of signs and symbols that
represent Aboriginal and Torres Strait Islander culture about
Sorry Day.’
Success Criteria:
‘Use research skills to investigate the importance of signs and
symbols that represents ‘Sorry Day’.

the colors and what they mean.
Session Fourteen: Australian event: Sorry Day
 View: Torres Strait Islander flag. (Wikimedia 2015)
https://upload.wikimedia.org/wikipedia/en/thumb/1/
1d/Flag_of_the_Torres_Strait_Islanders.svg/1280
px-Flag_of_the_Torres_Strait_Islanders.svg.png
 Read: http://www.naidoc.org.au/indigenousaustralian-flags. (Slideshare 2015).
 Explain and discuss with the students about the
Torres Strait Islander flag:
 What do you think the green represents?
 What do you think the blue represents?
 What do you think the black represents?
 What do you think the white represents?
 View to students:
http://image.slidesharecdn.com/kooriclubtsiculture
-130823055512-phpapp02/95/koori-club-tsiculture-4-638.jpg?cb=1377464699. (Antar 2016).
 Materials: green, blue, black, and white paper.
 Print: The ‘Dahari’ symbol template- students to
cut and paste in the middle of the flag
 Worksheet: Students fill in what each color of the
flag represents. Students would have to fill the
sheet in and paste it behind their flags.
 Educator would put the image of the flag on the
projector for students
 View: Educator reads some important parts of
document
https://antar.org.au/sites/default/files/soh_school_
kit_smaller.pdf. (TES 2016).
 Activity called ‘Sea of Hands’. Incorporate
children’s own hand designs and artwork within
the class. This enables students to make a more
personal response to the event.
 Materials: Provide color paper for the students to
trace their hands and decorate their hands.

Blue hat (Thinking about thinking)
Session Fourteen: Formative:
 Observations during in- class activities; of student’s non-verbal
feedback.
 Reflection tasks that can be viewed on student’s work.
 Question and answer sessions, both formal- planned and
informal- spontaneous.
 Conferences between the instructor and student at various
points.
 In class-activities where students informally present their results
Summative:
 Projects, Performances.
Thinking tools:
 Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
 De Bono’s thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions

Session Fifteen:
Students are learning the important signs, symbols and emblems
of National Sorry Day.
Learning Intention:
‘Reflecting on what has been learnt by going to excursions, and
creating visual pieces’.
Success Criteria:
Reflecting and showing students understanding by visiting
Aboriginal communities, and creating visual artefacts to reflect
on what has been learnt during the week’.

Reflection: A piece of paper would be filled out by
students, ‘I support Reconciliation Day because…’
and then attached on your hand.

Session Fifteen: Australian event: Sorry Day
 Excursion: Visiting an Aboriginal Community.
 Students would be attending the community and
participating in activities.
 Task: Give students a worksheet:
https://dryuc24b85zbr.cloudfront.net/tes/resources
/11228891/image?
width=500&height=500&version=1456745373462.
(TES 2016).
 Materials: Educator would trace out the
boomerang on colored A3 paper.
 Activity: Students can use pencils, and other
materials to make their boomerangs.
 Reflections: When students finish their creations
students can fill out a sheet saying what you have
learnt about Aboriginal culture’
What I know?
What I want to know?
What have I learnt?

Session Fifteen: Formative:
 Reflection tasks that can be viewed on student’s work.
 Question and answer sessions, both formal- planned and
informal- spontaneous.
 Conferences between the instructor and student at various
points.
Summative:
 Performances
 Student evaluation of the course (teaching effectiveness)
Thinking tools:
 Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
 K-W-L:
What I know?
What I want to know?
What I have learned?
 De Bono’s thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions)