Course Materials

1. Health and Physical Education Assessment 2: Health and physical
education folio – part B
Health and Physical Education Assessment 2: Health and physical education folio – part
BHealth and Physical Education Assessment 2: Health and physical education folio – part
BPermalink: https:// /health-and-physi…ion-folio-part-b/ ?Health and Physical Education
Assessment 2: Health and physical education folio – part BOrder DescriptionTHIS IS A
VIDEO ONHOW TO SET OUT THE FOLIO THANK
YOUhttps://ilearn.swin.edu.au/courses/1/2016-SO2-EDU30014-
215429/db/_8991903_1/embedded/HEALTH%20AND%20PHYSICAL%20EDUCATION%2
0RESOURCES.Health and Physical EducationAssessment 2: Health and physical education
folio – part B Word limit: 2000 (+/- 10%)Weighting: 30%Due date:9am AEST Monday 5
September 2016 (Week 8)PrintAssessment overviewThe purpose of this folio assessment is
to produce a collection of information, resources and reflections from Module B (weeks 5-7)
which will help you develop your skills in teaching health and physical education. This
assessment constitutes the second part of your portfolio, building on Assessment 1 (Part A)
which covered Module A.By gathering information into a folio, you are demonstrating an
ability to identify, evaluate and transmit ideas about effective principles, policies and
practices for developing health and physical education within a primary school setting. This
assessment allows you to add a reflective dialogue and track your reasons for including
specific evidence. Your folio should not just be a collection of resources. If academic
underpinning is not evident, then you will not pass this assessment. Utilise the expertise of
your eLA to question whether the evidence you have chosen to include meets the
assessment criteria.Assessment detailsYour folio will contain three separate items which
will relate to each of the topic areas within Module B (as specified in the table below). Each
item should be clearly labelled for marking purposes with the name and description, and
must include:evidence of the resource, such as a photograph, document (e.g. MS Word) or
URL (if from an external source)a descriptive rationale and reflection on the resource. This
must include:a brief description of the resourcean explanation of how it would be used in
health and physical education, providing evidence of knowledge and understanding of
pedagogy, tools, methods and resources. Consider different teaching strategies you may use,
any links to practice you have, and reflections from placement experiences or discussion
board communications.an analysis of the benefits and limitations of the resource, linked to
academic literature and curricula documentation (i.e. the Australian Curriculum),

2. demonstrating evidence connecting academic literature to practice.Item no. Theme Item1
Active play and games An outline for a game that would be suitable for early primary
students. This game must incorporate ability and inclusion concerns.2 Challenge and
adventure activities An outline of a physical activity for middle primary students which
requires cooperation and problem solving skills.3 Group games and sports An outline for a
lesson for upper primary students based on an organised sport. This lesson must
incorporate both ICT and ability and inclusion concerns.Note that these outlines only need
to be broad overviews of the lesson or activity. They do not need to be detailed lesson
plans.Each of your folio items must be fully referenced in APA style. Note that references are
not included within the word limit.Folio formatYour folio should be submitted as a Word
document. Within this document:each item must be clearly labelled with the name and
descriptioninclude all relevant information within the item, e.g. links to online resources,
embedded images.Note that for this assessment, you will be developing the resources
yourself, rather than finding material on the internet (or elsewhere). The word limit of 2000
(+/-10%) applies to both the resources you produce and also the descriptive rationale and
analysis of these resources. While this will allow some level of flexibility in terms of how
much you write for each individual item, you are strongly advised to split the word count as
evenly as possible between all three items.Submission detailsThis assessment will be
submitted via Turnitin. See the Assessment 2 section of Blackboard for more detailed
information.Assessment criteriaKnowledge and understanding of subject.Quality of
resources, including analysis.Evidence of personal and professional reflection and
evaluation.Evidence of connecting academic literature to practice.Presentation: structure
and format.Your work will be assessed using the following marking guide:Grade
DescriptorPass [P 50-59%]All aspects of the task have been completed (three items of
evidence included in the folio), and the requirements of all criteria have been met at a
satisfactory level.Your folio shows a satisfactory understanding of health and physical
education through the items you have selected to include and the brief description of what
the items are.Each item of evidence has a descriptive rationale which discusses how each
resource can be related to health and physical education.The rationale indicates some
understanding of health and physical education.Attempts have been made to reflect,
however the rationale is over-reliant upon personal opinion and anecdote.You have
adhered to relevant conventions of English and have maintained an appropriate degree of
structure and formality. Your folio is proofread so that most typographical and spelling
errors are eliminated, and any errors that are present do not detract substantially from the
communication of ideas.While there are some errors in your APA referencing, you do
provide evidence to your ideas, although this evidence may be drawn from a limited range
of sources.Credit [C 60-69%]To be awarded a Credit, you must fulfil all of the requirements
of the P level, but with more sophistication.Your folio shows a comprehensive
understanding of health and physical education through the items you have selected to
include and the succinct description of what the items are.Each item of evidence has a
descriptive and comprehensive rationale which discusses how each resource can be related
to health and physical education.The rationale indicates consistent understanding of health
and physical education.The reflection and evaluation has a clear balance between anecdote

3. and meaningful reflection.Your writing is concise, and word choice is deliberate. You
communicate meaning effectively and efficiently, without superfluous words, phrases and
sentences.Apart from minor issues in text and/or in the reference list, you adhere to APA
referencing conventions and use evidence from an appropriate range of sources.Distinction
[D 70-79%]To be awarded a Distinction; you must fulfil all of the requirements of the C
level, but with a higher degree of insight into the topic, and competence in written
communication.Your folio demonstrates a sophisticated understanding of health and
physical education through the items you have selected to include and the focused
description of what the items are.Each item of evidence has a synthesised and carefully
integrated (quotes/paraphrasing/ ing evidence) rationale which discusses how each
resource can be related to health and physical education.The rationale indicates consistent
and comprehensive understanding of health and physical education, with clear links to
theory and contemporary perspectives.The reflection and evaluation identifies meaningful
points and offers implications for personal and professional practice.You draw on evidence
for a wide range of appropriate sources, and all statements are ed as required. APA
conventions are accurate and successfully integrated.Effective language use is a feature of
the folio. Errors in spelling, punctuation and grammatical construction have been addressed
through careful proofreading. You write with sensitivity for your audience and consider the
impact of your choices in terms of language and tone.High Distinction [HD 80-100%]To be
awarded a HD; you must fulfil all of the requirements of the D level, and show higher levels
of sophistication and insight.Your folio demonstrates a detailed and insightful
understanding of health and physical education through the items you have selected to
include and the clear and comprehensive description of what the items are.Each item of
evidence has a synthesised and carefully integrated (quotes/paraphrasing/ ing evidence)
rationale which discusses how each resource can be related to health and physical
education.The rationale indicates fluent understanding of health and physical education
with sophisticated links to theory, contemporary perspectives and curricula
documentation.Evidence of sophisticated reflection on personal and professional
practice.Across all sections, your writing is concise and logical, with richly integrated ideas
that convey meaning and purpose.Your use of literature across all sections of the folio
demonstrates familiarity with the current field of research and your statements are
consistently ed with relevant and recent references. Flawless use of APA referencing style
is evident and there are no errors in spelling, grammar or punctuation.If this assignment
fails to reach a Pass [P] standard, then it must be awarded a Fail [N].EXTRA INFORMATION
THE PORT FOLIOConcepts and ReadingsActive play and gamesWe begin our module on the
importance of play and games with a focus on the early primary years.Cartoon of children
playing in a field.Active play and games (2014), created by Swinburne OnlineDuring this
topic, we define active play and games and justify why imaginative play has a place within
the primary learning environment. We also consider how children can provide for skill
development without competition.Click on this link to learn more about Active play and
games in the Australian Curriculum.The value of play and gamesPlay is a natural pattern of
learning for children. Within Health and PE, play and games allow children to explore
collaboration, team work and individual challenges through fun and healthy activities and

4. experiences. Play and games in the lower primary school can include imaginative
playground games, role-play chase games, playing with props or even playing board games
as a leisure activity. Play allows children to explore who they are and how they fit in, so play
and games are an overlap between physical health and mental health and well-being.As a
teacher you may feel that Health and PE means that children must raise their heart rate and
demonstrate movement and you must always be in control but Health and PE can be about
children exploring and creating their own games which are more about leisure than
fitness.ReadingBriggs & Hansen (2012), Chapter 3 Types of play for primary school children
(pp. 30-46) gives a very clear overview of the difference between play and leisure time in
the primary school context. The explanations about what play is and can be with primary-
aged children is really useful for future planning.Teaching active play and gamesThe
readings provided on the Module B Introduction page outline the processes for planning,
delivering and assessing a PE lesson.At the early primary level, social and cognitive skills
are less well developed, so students require more guidance and supervision from teachers.
When considering the planning of lessons at the lower primary level, emphasis should be
placed on the teaching style of guided discovery which emphasises the role of the teacher in
leading learners to discover pre-determined information not previously known (refer to the
information on this teaching style in the table A description of the spectrum of teaching
styles [Meldrum & Peters, 2014, p. 296] in your eText for more information).Workbook
exercisesThe following are examples of exercises in your Workbook that active play and
games:Escape 1 – Patches O’Houlihan dodge ball (Warren, 2012, pp. 24-25) is a fun version
of the classic game dodge ball.Tag games 1 – Ice age & break free (Warren, 2012, pp. 30-32)
provides a couple of different types of tag games.Take some time to look through the
Workbook for other examples of active play and games.Online resourcesMove it mob style:
class activities (2014) – this section of the ‘Move it Mob style’ website contains videos and
worksheets relating to different types of physical activity – from golf to gardening. They
offer useful ideas for in class activities related to active play and games.PE: Let’s get physical
(Twells, 2008) – this brief article shares ideas about how physical activity doesn’t just mean
a PE lesson and offers suggestions for being active in maths lessons and across the school
day.Engagement at Key Stage 1 (Pro Teachers Video, 2007) – video which looks at different
issues related to engaging girls and boys PE at early primary level.Firm Foundations (Pro
Teachers Video, 2007) – video which looks at strategies used by a school in the UK to
establish PE in early primary years.Participating in sport – games and activities – you can
find a selection of Indigenous games on the Australian Sports Commission (n.d.) website.
Some are appropriate across the primary age phase and can be adapted to form the stem for
different games.Indoor active play ideas – The Department of Health and Aging, ACT (n.d.)
have collated a breakdown of indoor active play ideas for young children. Although the
website caters for babies through to five years olds some nice ideas can be adapted and
enhanced for Foundation and Lower Primary aged children.Group games for school age kids
(Kids Health, n.d.) – this fun website has a whole selection of different games you can play
with primary aged children. They could even be games introduced during breaks and
lunchtime.Supplement your reading and watching with some more practical activity. Invite
a group of friends to participate in these activities. Think about how you feel while you’re

5. playing. What factors do you find that make a successful, engaging and enjoyable
game?Ability and inclusionNo child likes to be left out at any age, or embarrassed in front of
their class. In the early childhood setting, it is especially important that games enable
participation by all class members, but that no child is forced to participate beyond their
level of skill.The safety of children is a key priority when planning active play and games.
Important aspects that must be taken into account include:creating high-quality
environmentssafety managementliabilityindoor safetyoutdoor safetyinjury preventionfirst
aid.Top tipsRemember, PE is also about cognition. Children need to understand what the
rules are, how skills build and why they are doing things – so your key skills are to explain
and guide.Active play and games allow for imaginative play so you can give children an
object or a starting point and ask them to work in small groups to extend their play. After a
set time you could then ask each group to demonstrate or share and reflect upon their game
or play to discuss how it developed.For active play and games you do not just have to stay
on school grounds. You could go and explore natural and built environments in the
community as a good lead into ‘Challenge and Adventure Activities’ – just remember your
risk assessment and to comply with OHS.Health and Physical EducationModule B: Topic 2:
Challenge and adventure activitiesConcepts and ReadingsActivities & AssessmentConcepts
and ReadingsChallenge and adventure activitiesIn Topic 1, we looked at the role of free-
form play and games in the early years of primary education. In this second topic, we move
on to the middle years and look at how more challenging activities can be provided for
growing children.Cartoon of children doing adventure activities. Surfing, canoeing, bike
riding.Challenge and adventure activities (2014) created by Swinburne OnlineChallenge and
adventure activities are essential as they allow children to problem-solve and experience
diverse environments which may challenge them physically and psychologically. i.e. some
metropolitan children may not have been bushwalking so we consider the value in
orienteering within the primary curriculum.Click on this link to learn more about Challenge
and adventure activities in the Australian Curriculum.Defining challenges and adventure
activitiesAs children grow and move into the middle primary level, they develop capacity to
participate in more challenging activities. Such activities may provide a greater challenge at
the physical level, e.g. bushwalking or surfing. Or they may provide challenges in other
areas, such as working in teams or problem solving, e.g. orienteering, which take advantage
of developing social and cognitive skills.When planning such activities, you should continue
to refer to the readings on planning, teaching and assessing physical education provided on
the Module B Introduction page. The teaching style of convergent discovery, which
encourages more independent problem solving, becomes especially useful for these types of
activities (refer to the information on this teaching style in the table A description of the
spectrum of teaching styles in your eText, (Meldrum & Peters, 2014, p. 296) for more
information).Workbook exercisesA lot of the activities described in this topic will most
likely be conducted outside formal school. However, within the Workbook you will find
examples of exercises that will the development of the skills required, particularly around
teamwork and problem solving, e.g.:Locomotion 2 – Watch for obstacles, (Warren, 2012, pp.
50-51) provides a more challenging obstacle course for students to negotiate.Elude 2 – Set
free, (Warren, 2012, pp. 66-67) is a game that requires high levels of teamwork.Take some

6. time to look through the Workbook for other examples of activities that the development
of the skills required for challenge and adventure activities.Online resourcesPrimary school
camps (The Outdoor Adventure Company, n.d.) – many primary schools will elect to
combine several adventure and outdoor activities into either a camp or an excursion. The
outdoor adventure company is a private company which offers this service and it is useful
understanding what provision is out there before designing your own trip.Sites to see – surf
safety (NSW Education and Training, 2011) – provides guidance on surf safety for children.
It also explores the science of waves and history of surfing.Beach safety: video campaign
assessment (Education Services Australia Ltd, 2013) – this resource from Scootle assesses
public awareness and safety when on the beach. It is useful to do or adapt prior to going on
a beach excursion.Tri knights! Children’s triathlon – this set of children’s triathlon plans can
be adapted from the UK TES website (2014) to match Australian Curriculum content. Doing
a triathlon style challenge activity with primary aged children is great fun.Schools policy
and advisory guide: adventure activities (DEECD, VIC, 2013) – challenge and adventure
activities may carry a risk to primary aged students and this is something you need to be
aware of as you plan diverse but exciting activities. Each state should have guidance
information with regard to risk assessments, parental consent, regulations etc. and this
website is the advisory section from Victoria.If you get the chance, see if you can actively
participate in some of these activities yourself. Go for a bushwalk. Bring some friends
together to participate in a cooperative group activity. What works? What doesn’t? What
can you learn that could be applied to the school setting?Ability and inclusionIncreasing
levels of physical challenge can also lead to further issues of ability and inclusion. As
children develop at different rates in different ways (physically, socially, and cognitively)
different types of activities are likely to pose different types of difficulties for
students.Cultural sensitivities can also be raised in different ways, for example in activities
which require some types of physical contact or particular dress requirements (e.g. water-
based activities). Indigenous sensitivities also need to be considered, particularly if
activities are conducted within bushland.As the level of physical challenge increases, so
does the risk of potential injury. Careful planning becomes more important to ensure
children are not placed at risk.Top tipsRemember to do a head count.Be aware of potential
hazards.Make sound sensible judgments about what constitutes a dangerous
situation.Remember to keep children in your line of sight and have your behaviour strategy
already worked out; because you cannot turn your back to deal with an issue you need to
supervise constantly.Challenge and adventure activities overlap with wellbeing and mental
health as children may require stamina and endurance to complete an activity. For example
if you are going bushwalking or orienteering this may take children away from their
comfortable environment. It is useful therefore to pair children up so peers can encourage
and each other and also remember to plan rest and re-hydration stops.Remember children
need appropriate physical challenges; consider their age and development when planning
and designing activities.These types of activities allow for leadership skills to develop and
also actively encourage group problem-solving.As you will be in outdoor natural
environments it is paramount that you discuss sustainability and environmental awareness
with the children. Stay together as a group at the pace of the slowest group

7. member.EDU30014: Health and Physical EducationModule B: Topic 3: Group games and
sportsConcepts and ReadingsActivities & AssessmentConcepts and ReadingsGroup games
and sportsAs we have worked through this module, we have covered the development of
active skills from the early to the middle years of primary school. In this final topic, we look
at the upper primary years, and the roles of group games and organised sports.Cartoon of
children playing group games and sportGroup games and sport (2014) created by
Swinburne OnlineGroup games and sports within the primary environment generally refer
to upper primary year levels. Within this week, we look at competition, coaching, assessing.
We also look at how to integrate ICT within health and PE lessons.Click on this link to learn
more about Group games and sports in the Australian Curriculum.Sports at
schoolConducting organised sports within schools can pose something of a challenge. Given
the divergent interests and skill levels that will have developed by upper primary, what is
the role of organised sport at school.Generally speaking, organised school sports should
focus less on the competitive aspects and more on fitness and health. It provides
opportunities for both introducing and extending skills. However, a school teacher is not
expected to be a sporting coach, nor to have a win at all costs mentality.As with the previous
topics in this module, the readings on planning, teaching and assessing physical education
provided on the Module B Introduction page still hold true. Organised sport at the higher
levels provides opportunities for greater involvement by students in lesson delivery, and a
broad range of teaching styles including command, practice, learner-initiated and self-
teaching (refer to the information on these teaching styles in the table A description of the
spectrum of teaching styles [Meldrum & Peters, 2014, pp. 296-298] in your eText, for more
information).Workbook exercisesThe following are examples of exercises in your
Workbook that group games and sports:Escape 2 – Snipers and guards (Warren, 2012, pp.
56-57) s the skills required for basketball and netball.Smash 2 – 4 way diamond cricket
(Warren, 2012, pp. 64-65) s the development of cricket skills.Take some time to look
through the Workbook for other examples of activities that the development of the skills
required for group games and sports.Online resourcesAn activities resource for classroom
teachers – an updated version of the resource from the Victorian Department of Education
(2011) shared in the introductory week. Useful ideas for developing key skills such as
leaping, throwing, catching etc.Games and sports (NSW Department of Education and
Communities, 2011) – this resource site offers very useful information for the teaching of
games and sports. Students should remember that some of the information may not be
current as the Australian Curriculum supersedes the NSW syllabus.PE: junior entrepreneurs
(Hutt, n.d.) – this UK resource guides teachers into enabling primary aged children to plan
their own sports to promote life skills. These useful ideas can be adapted for an Australian
context.Physical education resources for teachers (TeacherVision, 2013) – this website of
resources from the USA offers some nice adaptable ideas, lesson plans and resources which
can be used in an Australian learning environment.Sports rules for primary teachers
(Healthy Kids NSW, 2014) – this resource will help the generalist primary school teacher
understand the rules for a range of sports; e.g. hockey, football etc.Basketball clinic
(Education Services Australia Ltd, 2013) – an animated game to help a team improve their
basketball skills by dribbling, shooting etc.AusKick (2013) – provides opportunities for

8. children to work together to learn about football. The website contains detailed lesson
plans for teachers, a parents’ section and a kids’ section.Learning doesn’t end with these
resources. Do you participate in organised sport? If so, think about what are some of the key
elements that successful participation. If not, try to organise a game with some friends.
How can you get people involved, especially when they’re not comfortable with their
skills?Integrating ICT into PEAs we conclude this module, we introduce the element of
information and communication technology (ICT) in physical education. Within the
Australian Curriculum, ICT is a general capability which must be engaged with across all
disciplines.There are many different ways that ICT can be employed within PE. It can be
used as a within lessons (e.g. a mobile phone used as a timer) or as a tool for coaching (e.g.
using video to record students practicing a skill). It can also play a role in planning lessons
and activities.ReadingChapter 8 The use and abuse of ICT to enhance learning in physical
education (Williams, 2011, pp. 100-112) explores how ICT can be used within PE. This
chapter documents examples of using ICT in a positive manner to enhance learning. It also
considers the implications for practice and the reflections are important for the developing
teacher as the scenarios described could happen to them.Chapter 7 ICT and general
capabilities in the Australian Curriculum (Callcott, et al., 2012, pp. 121-136) describes the
general capabilities and how they apply to health and PE. It offers examples of how ICT can
be effectively integrated in health and PE.Ability and inclusionWhen planning organised
sporting activities, ability and inclusion can present significant challenges. By upper
primary level, skill levels can vary significantly. Many children will be playing organised
sports outside school and will be highly skilled and competitive. Teachers will need to
ensure that all students are able to be involved and not feel exposed or humiliated by a lack
of skill. The primary focus of these activities are enjoyment and participation.Take some
time to refer back to the readings above on ICT to consider how it may be able to play a role
in ing inclusion.Top tipsChildren do a lot of learning from TV when it comes to some group
games so be prepared for them to get in role and maybe even act out a controversial issue
from a game. You must therefore clearly discuss roles and also share appropriate role-
models for behaviour and fair play.There is a current drive to remove competitive games
from primary health and PE; you will have your own specific views on this. Remember the
overlap again with wellbeing and mental health. Establish good sporting behaviour for
‘winners’ and ‘losers’ and ive teaching strategies for encouraging ‘trying your best’.Skill
development and cognition are key for developing group games and sports so do not rush to
play a full game too early. An example could be that children cannot grasp all of the skills to
play volleyball such as a dig or spike so why not adapt the rules and allow players to catch
the ball instead. Although this may seem basic, at least players will get some enjoyment
from the game and ‘have a go’ so you create a ive team ethos.Avoid too many teaching
points at once and give children clear guidance.Remember to involve all pupils and make
sure teams are well matched.Involve children in regulating and officiating their own group
game or sport.For athletics you need to also encourage individual effort and performance.
This helps children develop a sense of self-worth, responsibility and being trusted.
Remember there are several types of games such as invasion games, striking or fielding

9. games and over the net games so lots of different skills are needed to play these games to
the levels children see sports people do on TV.