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  • 1. UNIT NUMBER 101402NAME METHODS 2B:PDHPE 2YSchool of Education, College of Arts________________________________________________________________________________________________ LEARNING GUIDE SEMESTER 2H 2011
  • 2. HOW TO USE THIS LEARNING GUIDEICON KEY This learning guide supplements the unit outline and is designed to help you navigate Reading through the unit. It will help you focus on what you need to do for classes and the Activity various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out Important of the resources available and provide guidance on teaching activities and class Information preparation. Deadline The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring Online Activity information and skills relevant to this unit, you should also focus on developing the Warning habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide isHint specifically designed to help you achieve this. Toolkit A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints Checklist for doing them.ACADEMIC STAFF Shirley Gilbert (s.gilbert@uws.edu.au)MethodsCoordinator Christina CurryPDHPECoordinator Phone: 97726433 Email: c.curry@uws.edu.au David LakisaLecturer Phone: 0405103302 Email: d.lakisa@uws.edu.auStudent consultation: appointment via email (d.lakisa@uws.edu.au)
  • 3. C ONTENTSHow this unit relates to your course ...................................................................................... 2The unit learning outcomes .................................................................................................... 2Assessment summary ............................................................................................................. 2Assessment Details ................................................................................................................ 3 Assessment 1: .................................................................................................................. 1 Submission details ..................................................................................................... 1 How the assignment relates to the learning outcomes ............................................... 1 Details of requirements .............................................................................................. 1 Marking criteria ......................................................................................................... 2 Assessment 2: .................................................................................................................. 3 Submission details ..................................................................................................... 3 How the assignment relates to the learning outcomes ............................................... 3 Details of requirements .............................................................................................. 3 Marking criteria ....................................................... Error! Bookmark not defined.Schedule of teaching activities.............................................................................................. 1Overview of learning resources ............................................................................................. 2 Recommended readings .................................................................................................. 2 Other resources that might help with university life ....................................................... 4PDHPE 2Y 2011 SECTION TWO Page 1
  • 4. H OW THIS UNIT RELATES TO YOUR COURSEThe unit examines the current NSW Board of Studies requirements regarding assessment forPersonal Development, Health and Physical Education in Stage 6. The unit further examinescurrent assessment practices and policy development in secondary schools and assistsstudents in developing the skills to design and implement an array of teaching and assessmentstrategies and models of pedagogy which cater for varying learning styles within the PDHPEcontext. Higher School Certificate grading procedures are explored, allowing students theopportunity to investigate the application of Course Performance Descriptors. The use ofassessment to improve the quality of teaching and learning is investigated through anexamination of outcomes based profiling and reporting. The unit further examines theteaching of effective practical skills for life in a secondary school.T HE UNIT LEARNING OUTCOMES 1. demonstrate ‘best practice’ in the development of teaching strategies and resources to support their knowledge and understanding of PDHPE; 2. develop and apply knowledge and understanding of current trends and research related to PDHPE; 3. demonstrate the ability to design creative, challenging and student-centered outcomes-based learning experiences that utilise information and communications technologies as well as other technologies in efficient and effective ways; 4. have an awareness of descriptive profiles and report proformas which reflect outcomes based assessment and effectively and positively communicate student progress; 5. demonstrate skills and attitudes appropriate to the effective teaching and assessing of PDHPE; 6. display the ability to demonstrate skills, explain concepts, organise groups, conduct discussions and provide instruction.A SSESSMENT SUMMARY Weighting Link to Assignment Due Date Outcomes1. Assessment Design Week 4 50% 1,2,4,5 23rd August via VUWS 10pm2. Testing Workshop Week 7 & 8 50% 1,2,3,4,5,6 13th /20th September during tutorialPDHPE 2Y 2011 SECTION TWO Page 2
  • 5. A SSESSMENT D ETAILSA SSESSMENT 1: A SSESSMENT D ESIGNS UB M I S S I ON DETAILS rdTo be submitted by Week 4, 23 August 2011 via VUWS at 10pm in a single word document.File name is: name_assessment designHOW T HE A S S I G N M E N T R E L AT E S T O T HE L E AR NI N G O UT C OM E S  demonstrate ‘best practice’ in the development of teaching strategies and resources to support their knowledge and understanding of PDHPE;  develop and apply knowledge and understanding of current trends and research related to PDHPE;  have an awareness of descriptive profiles and report proformas which reflect outcomes based assessment and effectively and positively communicate student progress;  demonstrate skills and attitudes appropriate to the effective teaching and assessing of PDHPE;D E T AI L S OF REQUIREMENTSPART A (15%)Students are required to design and prepare a Higher School Certificate Assessment schedule.The schedule needs to:  include a scope & sequence and relate to cores and options taught  be outcomes based include a variety of task types that cater for a range of student learning styles, learner needs and student diversity  include original, authentic, student centred & challenging student centred assessment tasks  acknowledge the school calendar of events  demonstrate progressive weightings  reflect group & individual tasks if appropriate  indicate syllabus processes or competenciesPart B (7.5% each = 15%)Students are required to select 2 tasks from their assessment schedule & prepare a task outlinefor school students. The task outline needs to include the following:  Task number  Task timing  Due date  Outcomes assessedPDHPE 2Y 2011 SECTION TWO Page 3
  • 6.  Task type  Task weighting – total, group & individual  Detailed task description (each task should be original, student centred, authentic & challenging)  Materials neededPart C (7.5% each =15%)Based upon the above tasks students are to provide a: 1. Rubric 2. Detailed marking criteria (marking criteria must relate to the outcomes of the task and the task description) Rubric:  Marks will be awarded according to students’ ability to:  Closely adhere to the Board of Studies requirements relating to task information for school students  Comprehensively detail the requirements of the task  Prepare a challenging, stage appropriate and creative task  Prepare an appropriate rubric and marking criteriaAcademic writing (2marks)Referencing (1 marks)Formatting (2 marks)PDHPE 2Y 2011 SECTION TWO Page 4
  • 7. HSC ASSESSMENT DESIGN (50%) Name: Total Mark: /50 Criteria Unsatisfactory Meets expectations Exceeds expectationsPART A (15 marks)Assessment Schedule Content is limited or unclear, with irrelevant Demonstrates a solid understanding of the topic with Demonstrates an exceptional level of relevant and extensive information. A lack of evidence of understanding evidence of synthesis and application for most key content and structure which includes a variety of task types which for board of studies requirements, outcomes based concepts for an assessment schedule. The schedule is are outcomes based and caters for a range of student learning assessments tasks with unrealistic scope & sequence student centred and includes challenging student styles and needs. The schedule is substantially student centred relating to cores/options taught. The schedule lacks centred assessment tasks set within a realistic scope & and includes challenging student centred assessment tasks set clarity in acknowledging the school calendar of sequence relating to cores/options taught, within a realistic scope & sequence relating to cores/options events and progressive weightings and acknowledging the school calendar of events and taught, acknowledging the school calendar of events and accommodating student learning styles and needs. progressive weightings and demonstrates Board of progressive weightings. Demonstrates Board of Studies Studies requirements. requirements, reflects group & individual tasks if appropriate and indicates syllabus processes and key competencies.PART B (15 marks)Task Outlines (2x7.5marks) There is no identifiable structure or sequence. Good level of relevant information for stage 6 Outstanding task outlines which are of stage 6 standard, logically Limited application of key information for stage 6 assessment tasks. Maintains structure and sequence structured with extensive and relevant information such as task assessment tasks such as task details, outcomes throughout most of the document by including most number, task timing, due date, outcomes assessed, task type, task assessed, task type, task weighting, detailed task key information such as task details, outcomes weighting/sl, detailed task description each task should be description catering for a range of student learning assessed, task type, task weighting, detailed task original, student centred, authentic, challenging, caters for a range styles and accommodates student diversity. description catering for a range of student learning of student learning styles, learner needs & interests and styles and accommodates student diversity. accommodates student diversity and materials needed.PART C (15 marks)Marking Rubric & Criteria An unclear and content poor marking rubric and A satisfactory marking rubric and marking criteria are Marking rubric and marking criteria is relevant, in depth and marking criteria has been provided. Links between provided that relates to the aspects of the task and the explicitly linked by outcomes of the task and the task description.(2x7.5marks) the tasks and outcomes are inconsistent with a lack associated outcomes. The majority of the assessment Closely adhere to the Board of Studies requirements relating to of adherence shown to Board of Studies criteria adhere to the Board of Studies requirements, task information for school students with comprehensively detail requirements. The marking rubric contains a limited successfully support and compliment challenging, of the requirements for tasks. The rubric and criteria successfully range of academic language and is not suitable for stage appropriate and creative tasks. The marking support and compliment challenging, stage appropriate and use in stage 6 assessment purposes. rubric appropriately uses academic language which is creative tasks. The marking rubric appropriately uses academic clear and user friendly for stage 6 assessment purposes. language which is clear and user friendly for stage 6 assessment purposes.Academic Writing (2 marks) Academic style is inconsistent with expressions and Academic style is consistently used, expression and Demonstrates an excellent standard of writing conventions and has writing conventions vague and errors present (i.e. writing conventions are generally clear and error free presented an error free document (i.e. spelling, punctuation, spelling, punctuation, grammar). (i.e. spelling, punctuation, grammar). grammar).Referencing (1 mark) Referencing is inconsistent and/or inaccurate where General use of APA conventions when citing sources Referencing is consistent and accurate with APA conventions. The sources are not acknowledged. in text. The reference list is presented alphabetically, reference list is presented alphabetically, using correct APA using correct APA format. formatFormatting (2 marks) Poor formatting gives the document an The document is presented in a logical way with most Effective formatting presented with ideas structured and unprofessional and disjointed look for users. Not sections coherent and developed. Overall the sequence sequenced in a logical way. Excellent inclusion of headings and user friendly due to the non-inclusion of headings and structure assists the reader due to its satisfactory titles to guide the reader within a professionally looking and titles to guide the reader design elements. document. PDHPE 2Y 2011 SECTION TWO Page 1
  • 8. A SSESSMENT 2: TESTING WORKSHOPS U B M I S S I ON DE T A I L STo be presented on either Week 7 & 8; 13th or 20th September 2011 between 4-6pm or 6-8pm.HOW T HE AS S I G N M E N T R E L A T E S T O T HE L E AR NI N G O UT C OM E SThis assessment is designed to develop your competency in successfully incorporating student assessmentstrategies into the teaching and learning experiences of PDHPE.D E T AI L S OF REQUIREMENTSThis assessment will consist of two (2) parts:PART A: TESTING WORKSHOP (20%)In small groups (3/4 per group) students will be allocated a fitness, sport specific- performance or skillrelated physical/health ‘testing’ component to research. These components will be of relevance to thefitness, health and skill related ‘testing’ content explored in K-12 PDHPE. The idea is to explore and designa specific but challenging creative ‘test/s’ that are easily administered in a school setting. Do not usestandard fitness tests, rather make the ‘tests’ fun and enjoyable but also able to collect a suitable set of datathat may provide a useful gauge of various levels of health and/or skill fitness. In the main this will requiremodifying the standard fitness ‘tests’ that we are used to.The group will be required to:Research the component in order to conduct a suitable test or series of tests in tutorials with peers using thecomponent. You will be assessed based on: group organisation, engagement and originality of ‘test’. Eachgroup only has 20 minutes to deliver a testing workshop catered towards any K-12 PDHPE level. Studentsmust organise their own equipment and be set up prior to their presentation. Students must not miss anyother presentation for set up reasons. Students must come prepared to participate enthusiastically to supporttheir peers.PART B: ANALYSIS REPORT (30%)Provide an analysis report of part A of this assessment (minimum 1500 words) in a clear, concise mannerby using the following structure and report components as a guide:  Title Page  Table of contents  Executive Summary o Presents an overview of the analysis findings in a format that allows decision makers to make important decisions effectively and efficiently  Introduction/Background o This section describes the purpose(s) of the analysis and any information which is needed to provide the reader with an understanding of the background for the analysis  Aims/objectives  Methodology o A description of the component, a description of the ‘test’ or activities in the ‘test’, sample group, the analysis techniques used such as observations and data collection analysis instruments/tools used. Step-by-step descriptions of what was done should be provided.  Discussion/AnalysisPDHPE 2Y 2011 SECTION TWO Page 1
  • 9. o Critically analyse the data findings in relation to effective assessment and pedagogical practices, current fitness research, clear links to relevant PDHPE content and student progress. Figures, graphs and charts should be used wherever they are appropriate.  Recommendations o Present recommendations based upon the findings of the report. Pedagogical improvements for the testing workshop for future application  Conclusion  Reference List o List the sources reviewed or consulted during the analysis (mnimum 4 academic references)  Appendices (if any)During the testing workshop, students should collect a range of data from peers and analyse the ‘test’results. The analysis report should clearly examine these findings in relation to current fitness research,student progress, assessment and pedagogical practices and also have with clear links to relevant syllabuscontent. The group should make an executive comment about the effectiveness of the ‘test’ based on itspurpose, K-12 learners, and PDHPE syllabus content.The report is due in tutorials in the week following the presentation. Students are encouraged to consultrelevant fitness, training and/or testing journals in order to present this report.PLEASE R E FE R T O M A R KI N G R U B R I C B E L OWPDHPE 2Y 2011 SECTION TWO Page 2
  • 10. TESTING WORKSHOP (50%) Components Needs Improvement Meets Expectations Exceeds ExpectationsPART A: TESTING WORKSHOP (20 marks)Group Organisation There is little or no preparation or focus on Good administration and understanding of the testing Thoroughly prepared, cohesive, and well timed test effective processes in place to collect workshop. The group needed to work more administration session with each group member displaying a data/evidence of student progress and collaboratively to successfully meet the objectives strong understanding of relevant tests and protocols. proficiency. and implement more effective processes to improve Exceptional processes in place to collect evidence of student proficiency. progress and proficiency.Engagement A poor teaching and learning environment with a Provides an acceptable learning environment with a Creates a positive teaching and learning environment with an lack of engagement. Little use or lack of quality good level of participation. Basic feedback, excellent level of engagement and participation. Effective use teaching and learning techniques to engage and coaching, guidance and are used to engage and create of quality teaching and learning techniques to successfully create relevance for to learners in K-12 PDHPE. relevance for to learners in K-12 PDHPE. engage and create relevance for to learners in K-12 PDHPEOriginality of ‘test’ Poor levels of creativity or originality Sound levels of creativity and originality shown in High levels of efforts were evident in demonstrating the demonstrated which was reflected in the lack of testing workshop with intellectual stimulation and creativity and originality o the testing workshop. The intellectual stimulation and innovation. innovation achieved. successfully facilitated "cutting edge" ideas which created intellectual stimulation and innovation.PART B: ANALYSIS REPORT (30marks)Structure and design of report The structure of the report lacks clarity and flow. Most sections are coherent and developed. Overall An exceptionally clear, succinct, and well structured report The document appears unprofessional with the the structure and design is satisfactory however the with relevant data analysis. Key sections of the report such as design leaves the reader are disjointed due to the keys sections required improved design elements and the executive summary, methodology, discussion/analysis, lack of information displays such as figures, graphical inclusions in order for it to be presented in a conclusion and recommendations allow the interpretation to be tables, flow charts, etc. when appropriate along more plausible and coherent manner. presented in a plausible and coherent manner. The writer with the effective use of design elements. takes advantage of information displays such as figures, tables, flow charts, etc. when appropriate along with the effective use of design elements (font, layout, formatting) creating a professional-looking document.Evidence and Research Supplements analysis report with limited Competent descriptive discussion with some insights Comprehensive, relevant and extensive research information research with limited research sources consulted. and reasonable use of recommended sources. Solid presented with strong links to PDHPE learners by providing Limited links to the discussion of the ‘value’ and links to PDHPE learners and the discussion of the strong commentary about student progress, pedagogical usefulness of the ‘test’ to K-12 learners and ‘value’ and usefulness of the ‘test’ to K-12 learners practices with regards to the ‘test’ conducted, and makes a PDHPE content were made. A poor level of and PDHPE content were made. A sound conclusive statement about the ‘value’ and usefulness of the understanding was shown of the testing understanding of the testing protocol, assessment ‘test’ to K-12 learners and PDHPE content. Students show protocols, assessment practices and critical practices and purpose via a critical analysis of the superior understanding of the testing protocol, assessment analysis of the data collected from peers. data collected from peers. A variety of relevant practices and purpose via a critical analysis of the data sources were also used to illuminate the topic. collected from peers. A wide variety of relevant sources were also used to illuminate the topic.Clarity of writing and The writing is convoluted with spelling errors Good use of academic language with clear and Excellent use of academic language with clear, succinct and words, incorrect grammar, and improper concise explanations. Minimal errors (i.e. spelling, articulate explanations. Excellent standard of writingreferencing punctuation. Referencing is not in alignment punctuation, grammar) with referencing in alignment conventions and an error free document (i.e. spelling, with APA Information displays are improper or with APA Information displays are improper or punctuation, grammar) Referencing is consistent and accurate confusing. confusing. with APA conventions with the reference list presented in alphabetical order.PDHPE 2Y 2011 SECTION TWO Page 1
  • 11. Schedule of Learning and Teaching Activities Week Lectures Tutes/Assessment (Tuesday) 5.30-6.30 (D.G.19: Playhouse) 4-5.30/6.30-8 (K.G.20) 1  Unit orientation Issues and concerns of the nd 2 August  Significance of PDHPE KLA beginning teacher  Accountability Assessment 2 Grouping 2  PDHPE assessment in Stage 6 Stage 6 Assessment th 9 August - Assessment, Certification & Examination (ACE) workshop Manual - planning and designing - Board of Studies (BOS) requirements assessment programs - internal and external assessment - planning and designing - assessment tasks v ongoing assessment assessment tasks - consistent teacher judgements - marking criteria and rubrics 3  Online task (submitted via vuws) Online task th - Assessment & Reporting in PDHPE 16 August (submitted via vuws) - Higher School Certificate grading procedures, policies and reporting 4  ICT in Stage 6 PDHPE ICT in stage 6 workshop rd 23 August Assessment 1 due 5  Self and peer evaluation in assessment Assessment workshop th (BD Sports Gym: Werrington Campus) 30 August (prac clothes) BD Sports Gym (Werrington Campus) 6  Assessment for practical components in Stage 6 Assessment workshop th (BD Sports Gym: Werrington Campus) 6 September (prac clothes) BD Sports Gym: Werrington Campus 7 Assessment 2 presentations th 13 Tutorial 1: 4-6pm September Tutorial 2: 6-8pm 8 Assessment 2 presentations th 20 Tutorial 1: 4-6pm September Tutorial 2: 6-8pm th 27 September Semester Break 9  Preparing for Professional Experience ‘Prac ready’ workshop th 4 October  Unit Evaluation 4 Week Block Professional ExperiencePDHPE 2Y 2011 SECTION TWO Page 1
  • 12. Unit name and numberO VERVIEW OF LEARNING RESOURCESR ECOMMENDED READING SEssential textbooks:Board of Studies, NSW. (2001). Personal Development, Health and Physical Education Years 7-10 Syllabus. Sydney:Author.NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.auNew South Wales Department of Education and Training. Available at www.det.nsw.edu.auNew South Wales Department of Education and Training: Curriculum Support Directorate. Available athttp://www.curriculumsupport.education.nsw.gov.auNew South Wales Department of Education and Training: Professional Learning & Leadership Development.Available at http://www.det.nsw.edu.au/proflearn/New South Wales Department of Education and Training. (2003a). Quality Teaching in NSW Public Schools. Sydney:Author. Available at http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htmNew South Wales Department of Education and Training. (2003b). Quality Teaching in NSW Public Schools. Sydney:Author. Available athttp://www.det.nsw.edu.au/proflearn/areas/qt/resources.htmNew South Wales Institute of Teachers. Available at www.icit.nsw.edu.auMorley-Warner. T, (2009), Academic writing is :a guide to writing in a university context, N.S.W: Association forAcademic Language and Learning Broadway8.2 Additional readings Austin, J., & Hickey, A. (2007). Education for healthy communities: possibilities through SOSE and HPE. Frenchs Forest NSW: Frenchs Forest NSW: Pearson Education Australia. Held at BAN and PEN 362.107094 1 Capel, S. A. (2004). Learning to teach physical education in the secondary school: a companion to school experience (2nd ed.). New York: RoutledgeFalmer. Held at PEN 613.70712 1 First ed. available electronically from http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=68867 Casten, C. M. S., & Darst, P. W. (2009). Lesson plans: dynamic physical education for secondary school students (6th ed.). San Francisco: Pearson/Benjamin Cummings. Held at PEN CC613.7 CAST/1 Clements, R. L., & Kinzler, S. K. (2003). A Multicultural Approach to Physical Education: Proven Strategies for Middle and High School. Champaign, IL: Human Kinetics. http://smallworld.lastfirst.net/product_info.php?cPath=975&products_id=53116 Held at BAN and PEN CC613.7 CLEM/11H Semester 2011 SECTION FIVE Page 2
  • 13. Unit name and number Darst, P. W., & Pangrazi, R. P. (2009). Dynamic physical education for secondary school students (6th ed.). San Francisco: Pearson/Benjamin Cummings. Held at PEN CC613.7 DARS/1 [2009] Fronske, H. A. (2008). Teaching cues for sport skills for secondary school students (4th ed.). San Francisco: Pearson Benjamin Cummings. Held at PEN CC796.07 FRON/1 Froude, C., & Polley, S. (2008). Outdoor education: foundations for tertiary and senior secondary education (1st ed.). Cottlesloe, W.A.: Impact Publishing. Held at PEN 371.384 8 Kleinman, I. (2009). Complete physical education plans for grades 5 to 12 (2nd ed.). Champaign, IL: Human Kinetics. Held at PEN 613.71 138 Nemec, M. (2003). Jump into PDHPE (2nd ed.). South Yarra, Vic.: Macmillan Education Australia. Held at BAN and PEN CC613 JUMP/1 [2003] Nemec, M. (2004). Jump into PDHPE: teacher resource book (2nd ed.). South Yarra, Vic.: Macmillan Education Australia. Held at BAN CC613 JUMP/1 [2003] New South Wales. Board of Studies. (2003). PDHPE years 7-10 assessment for learning in a standards- referenced framework, 1 CD-ROM This CD-ROM was developed to assist teachers in implementing the PDHPE syllabus for years 7- 10. It contains assessment activities, student work samples, examples of feedback and examples of ways to record student progress. Also included are the syllabus, guide to the syllabus, draft DLAs and advice on programming and assessment. Held at BAN and PEN CC373 PDHP/17 New South Wales. Dept. of Education and Training. Drug Prevention Programs & Peer Support Foundation (N.S.W.). (2004). Peer-led alcohol lessons for students (PALS): alcohol education activities for Stage 4 students: curriculum support material for Stage 4 Personal development, health and physical education. Sydney, N.S.W.: NSW Dept. of Education and Training. Held at PEN CC373 PDHP/16 New South Wales. Dept. of School Education. Curriculum Directorate. (1996). Curriculum support for the teaching of PDHPE, 7-12 (pp. v.). [Ryde, N.S.W.?]: Department of School Education, Curriculum Directorate Held at BAN 613.0712944/1 and at PEN 613.0712944/C2 Ruskin, R., & Proctor, K. (2005). Active outcomes 1: PDHPE stage 4. [Milton, Qld.]: Jacaranda. Held at PEN CC613 RUSK/1 Watt, A., Nemec, M., & Dawe, B. (1999). Jump into PDHPE. Book 1. South Yarra, Vic.: Macmillan Education Australia. Held at BAN CC613.0712 WATT1H Semester 2011 SECTION FIVE Page 3
  • 14. Unit name and number Wright, P. (2000). Inside & out: a health and physical education textbook (3rd ed.). Milton, Qld. John Wiley & Sons. Held at PEN 613.7 10 [2000] Wright, P. (2000). Inside & out: a health and physical education workbook (3rd ed.). Milton, Qld. John Wiley & Sons. Held at PEN 613.7 10 [2000]O THER RESOURCES THAT MIGHT HELP WITH UNIV ERSITY LIFEThis information is to be read and applied in conjunction with each unit outline of your course.The “Current Students” page of the UWS web site http://www.uws.edu.au/students contains manyimportant links, including:  Student Administration http://www.uws.edu.au/students/stuadmin: This site contains much of the information necessary for the administration of your course throughout your study at UWS;  Student Support Services http://www.uws.edu.au/students/ods: This site is a useful resource for students  and a hub for coordinating developments to improve your university experience.  e-learning http://www.uws.edu.au/students/onlinesupport: This is your entry to all aspect of e- learning at UWS  Students with a disability should visit: http://www.uws.edu.au/students/ods/disabilityservice  Course and unit rules http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements: This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.  Policies http://www.uws.edu.au/policies/masterlist.php: This site includes the full details of policies that apply to you as a UWS student.1H Semester 2011 SECTION FIVE Page 4