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UNIT NUMBER: 101401

NAME: SECONDARY METHOD 2B: PDHPE 2X
School of Education, College of Arts




                       LEARNING GUIDE SEMESTER 2H 2011
HOW TO USE THIS LEARNING GUIDE
ICON KEY           This learning guide supplements the unit outline and is designed to help
 Reading          you navigate through the unit. It will help you focus on what you need to
 Activity         do for classes and the various assessment tasks. You should consult the
                   relevant section of the learning guide as you plan your study – it will
 Important        highlight the main things that you should be getting out of the resources
  Information      available and provide guidance on teaching activities and class
 Deadline         preparation.

 Online           The learning guide also offers some study tips to assist you in developing
Activity           the skills and techniques of an effective learner at university level. In
                   addition to acquiring information and skills relevant to this unit, you
 Warning          should also focus on developing the habits and tools of a successful
Hint              university student. As an adult learner you need to take control of your
                   own learning and ensure your own success. This learning guide is
 Toolkit          specifically designed to help you achieve this.
 Checklist        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 for doing them.


ACADEMIC STAFF
             Shirley Gilbert (s.gilbert@uws.edu.au)
Methods
Coordinator
             Name: Christina Curry
PDHPE
Coordinator  Phone: 97726433                      Email: c.curry@uws.edu.au
and Lecturer




Student consultation via email (c.curry@uws.edu.au )
PDHPE 101401




C O NT E NT S
How this unit relates to your course ...................................................................................... 4
The unit learning outcomes .................................................................................................... 4
Assessment summary ............................................................................................................. 4
Assessment Details ................................................................................................................ 5
      Assessment 1: .................................................................................................................. 5
          Submission details ..................................................................................................... 5
          How the assignment relates to the learning outcomes ............................................... 5
          Details of requirements .............................................................................................. 5
          Marking criteria ......................................................................................................... 7
          Assessment standards...................................................................................................
          Examples of what is expected .................................................................................... 7
      Assessment 2: .................................................................................................................. 8
          Submission details ..................................................................................................... 8
          How the assignment relates to the learning outcomes ............................................... 8
          Details of requirements .............................................................................................. 8
          Marking criteria ......................................................................................................... 8
          Assessment standards...................................................................................................
          Examples of what is expected .................................................................................. 10
      Schedule of teaching activities ...................................................................................... 11
Overview of learning resources ........................................................................................... 12
      Recommended readings ................................................................................................ 12
      Referencing requirements ............................................................................................. 13
      Other resources that might help with university life .........................................................




2H 2011                                                    PDHPE 2X                                                              Page 3
PDHPE 101401



H OW     THIS UNIT RELATE S TO YOUR COURSE
This unit has been devised to give all students the opportunity to develop their knowledge,
understanding, skills, confidence and competence in PDHPE. Through the delivery of
lectures, theoretical and practical tutorials we believe all students will enjoy and achieve
confidence to successfully implement PDHPE.

This unit of study examines the current NSW Board of Studies requirements regarding HSC
PDHPE and focuses on the stage 6 school learning and teaching environment, and learners.
Through an examination of the HSC syllabus, support documents, and the NSW Department
of Education Quality Teaching documents students will develop the necessary skills to design
an effective scope and sequence for HSC PDHPE and develop lessons suitable for a specific
stage of learner. This unit further examines models of pedagogy and a range of strategies for
teaching and assessing PDHPE. By closely linking theory with practice and contemporary
literature the unit will provide students with the opportunity to practice and develop creative
learning and teaching skills relevant to the HSC syllabus content and the needs and interests
of HSC learners.




T HE UNIT LEARNING OUTCOMES
1. demonstrate ‘best practice’ in the development of teaching strategies and resources to support
     their PDHPE teaching area for Years 11-12;
2.   develop and apply knowledge and understanding of interrelationships expressed within the
     relevant Stage 6 syllabus/es;
3.   demonstrate depth of insight and understanding into the content of the relevant Stage 6
     syllabus/es;
4.   demonstrate skills and attitudes appropriate to the effective teaching of the topics relevant to the
     specific Stage 6 syllabus/es;
5.   acquire and use knowledge and skills appropriate to effective course planning in PDHPE;
6.   be able to critique aspects of the relevant Stage 6 syllabuses and integrate this understanding into
     planned learning experiences



A SSESSMENT          SUMMARY
                                                        Weighting        Link to
         Assignment                    Due Date
                                                                         Outcomes
     1.Cores & Options             Wk 5,6,7        50%                   1, 2, 3, 4,5, 6
                                            th
     2. Stage 6 PDHPE Wiki         Monday 6        50%                   2, 3, 5, 6
                                   October 8pm via
                                   vuws




2H 2011                                       PDHPE 2X                                             Page 4
PDHPE 101401



 A SSESSMENT D ETAILS
 A SSESSMENT 1: C O R E S & O P TIO N S

 S UBMISSION        DETAILS
This assignment will be presented in class. Each group will be allocated either week 5, 6 or 7.
All parts must be handed in on the day your group presents.

 H OW    THE ASSIGNMENT RE LATES TO THE LEARNING O UTCOME S
 The aim of this assignment is to ensure you have the skills and understanding to develop
 activities and resources that meet the elements of the Quality teaching and learning
 framework. You are to demonstrate good use of pedagogy and ensure students are engaged.

 D ETAILS     OF REQ UIREMENTS
 This assessment will consist of group and individual parts. (All students are to contribute to the
 workload in a fair and responsible manner. You are to attend all meetings and meet group deadlines
 and be contactable. If you fail to contribute equally to others in your group you will not receive any
 marks for Part A & B)

 This is a really exciting and dynamic task involving large and small groups plus individual
 components. Week 4 class time will be provided to liaise with teams. The task has 3 parts:

 Preparation

 Tutorial groups will be split into 3 and allocated a Preliminary or HSC core or option to explore for
 this task. So approximately 12 people will be working on a particular core or option. This group is
 your ‘Core’ or ‘Option’ team. Core & option allocations: Tutorial #1- Preliminary Core 1 & 2 (wk 5),
 First Aid option (wk 6); Tutorial #2- HSC Core 1(wk 6), HSC Core 2 & Option Improving
 Performance (wk 7).

 Smaller groups will be formed within the larger half. These smaller groups will each be required to
 investigate a specific focus question in the core or option (max. 3 groups per core or option even if
 there are 6 focus questions). This is your ‘Focus question team’.

 So within your tutorial group you will be a member of two teams. Team 1: Core/Option team (about
 12 people) and Team 2: Focus question team (about 4 people). This means that effective and positive
 Co-ordination, Co-operation, and Communication is really, really important for the successful
 completion of this task. One weak link may affect the overall results of 20 of your peers! Don’t be
 that weak link!

 I am always more than happy to chat with groups and individuals.



 Part A) Class presentation (20 marks)

 In lecture time in weeks 5,6,7, ‘Core/Option teams’ will present a 1.5 hour lecture on the core or
 option studied to the whole year group. This means that each ‘Focus question team’ will have only 28
 minutes to present as part of a 1.5 hour core/option lecture OR there may be a more integrated 1.5



 2H 2011                                     PDHPE 2X                                             Page 5
PDHPE 101401


hour presented. Cohesion between ‘Core/Option’ and ‘Focus question’ teams is really important,
especially in terms of timing.

The lecture should be interactive and draw upon learning & teaching theories, Quality Teaching, and
other student centered approaches. (ENGAGEMENT!!)

It is to have the following structure:



FOUR (4) PowerPoint slides for each FQ which provide viewers with an introduction to the content;
define key concepts, terms, ideas; links FQs and/or other cores/options (ensure slides are not
overloaded with content). Do not just cut n paste syllabus content – read, comprehend, synthesize then
lead us succinctly & clearly. HINT: do not spend lots of time just reading this out. Do interactive
activities/games to introduce the content or terms? Engage us!

Two (2) creative, original and interactive learning & teaching experiences (for each FQ) that are
based upon the specific content explored, incorporate Quality Teaching and that are appropriate for
Stage 6 learners. Keep engaging us!



Part B) Handout (20 marks)

 ‘Core/Option teams’ must co-ordinate in order to provide all year group members with a combined
and detailed handout of the lecture & tutorial material. The handout MUST be no longer than three (3)
back to back pages (ie 6 pages total). It should be set out as follows:

Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas)

Page 2 (key terms, concepts, ideas; resource ideas; useful references)

Page 3-4 (copy of the slides with teacher notes-2/page)

Page 5-6 (details of ALL learning & teaching activities used in presentation and others if space
permits)

Handouts are to be emailed to c.curry@uws,edu.au the day before your presentation so they will be
available for students to download from VUWS



Part C) Lesson plan (10 marks)



Each individual is to develop one lesson plan from the FQ studied (ensure you pick different lesson
content from others in your focus question.

The lesson must follow the lesson proforma provided in class and should contain original, creative,
challenging & student centered learning experiences that: clearly link to stated outcomes and possible
assessment strategies; encourage CI & PA and the development of key competencies; are different to
the ones presented in parts A) & B)

Proformas will be provided on VUWS

2H 2011                                     PDHPE 2X                                               Page 6
PDHPE 101401



M ARKING       CRITERIA



 CRITERIA
                                                                                        MARKS
 Part A Class presentation

     An interactive, informative, descriptive and engaging presentation                2 4 6 8
     A 90 minute free flowing and engaging Powerpoint presentation. Three FQs
      equally explored                                                                  10 12 14
   Key terms, concepts & ideas well explained with appropriate activities &
                                                                                        16 18 20
      discussion questions to promote understanding
   A variety of creative, original & students centered learning & teaching
      experiences address content & engage participants by deploying quality teaching
      & learning practices (must signal CI/PA)
   A thorough understanding of the content displayed by all team members
   All members equally involved
 Part B Handout

     Three pages back to back ONLY and in format                                       2 4 6 8
     Complete details of all learning & teaching activities (plus others if space
      allows)                                                                           10 12 14
     Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas)
                                                                                        16 18    20
      Page 2 (key terms, concepts, ideas; resource ideas; useful references)

      Page 3-4 (copy of the slides with teacher notes-2/page)

      Page 5-6 (details of ALL learning & teaching activities used



 Part C Lesson plan

        The lesson plan:                                                               1 2 3 4 5
          - display additional original, creative, challenging & student centered
              learning experiences that clearly link to stated outcomes and possible    6 7 8 9 10
              assessment strategies
          - is stage appropriate, relevant & outcomes based
          - considers learner needs and interests
          - caters for a variety of learning styles
          - uses current pedagogical approaches, theory & practice in PDHPE
          - encourages the development of critical thinking & key competencies
     All support material is included and suitably acknowledged and referenced
      according to Faculty policies where appropriate




Examples of what is expected
An example will be found on vuws



2H 2011                                    PDHPE 2X                                          Page 7
PDHPE 101401



 A SSESSMENT 2: S TAGE 6 PDHPE W IKI
 S UBMISSION        DETAILS
This assignment is to be submitted by Monday 6th October prior to 10pm via vuws.


 H OW    THE ASSIGNMENT RE LATES TO THE LEARNIN G O UTCOMES

 This assignment ensures students have the skills, knowledge and ability to plan and develop
 quality teaching and learning tools for their students.

 DETAILS OF REQUIREMENTS
 Students are to design a WIKI for their HSC students. (Individual task)

 The below link is a good place to start.

 Go to http://www.wikispaces.com/site/for/teachers

 Go to http://www.wikispaces.com/content/wiki-tour for a tutorial that will walk you through...

 Educational Value of Wikis
 Wikis encourage group social interaction and collaboration and support asynchronous communication
 allowing users to contribute at a time, and from a place that suits them. Many students find that their
 learning is most effective when they are actively involved in the construction of their knowledge.

 A wiki is an online collaboration tool. Wikis look like ordinary websites, but are in fact very different,
 due to certain features that allow users to easily add, edit, and create the content of the site
 collaboratively. Users can create wiki pages, which are connected through hyperlinks, and can be
 searched by title and/or full-text. Many new wikis allow users to customize the appearance of their
 wiki and enhance their wiki pages with uploaded images, imported blogs, and embedded media. The
 word wiki comes from the Hawaiian term W I K I - W I K I , which means quick or fast. For additional
 information on wikis see Wikipedia's detailed description of a wiki. Watch this You Tube video that
 demonstrates the power of a wiki.



 Your wiki must include

        Welcome page with easy navigation and visual appeal
        HSC PDHPE syllabus is to be uploaded
        Blog with 4 separate relevant articles for discussion (one relating to each of the 4 cores).
         These are to be sourced from media, websites or resources but must be clearly acknowledged.
        Collaborative writing space for 4 HSC questions (two from HSC core 1& two from HSC
         core 2). This must be set up ready to be used for this purpose.
        HSC dictionary for terms (20) commonly used in PDHPE and HSC papers
        A rolling photo show http://www.slideshare.net/ (use personal photos as the purpose is only to
         ensure you can incorporate this into your wiki)
        A link for each Core (4) :each link must include syllabus content, 4 website links appropriate
         to the core, sample Prelim/HSC questions, video footage to support an area in the core/option


 Due to copyright, no photos of children are allowed to be used on your wiki.

 2H 2011                                      PDHPE 2X                                             Page 8
PDHPE 101401




 M ARKING          CRITER IA

Marking Guidelines
  Provides a well structured, organised and complete wiki which highlights the
   professional commitment and attention to details required in a HSC resource.                         HD
  Demonstrates superior skills in planning for learning where all materials, reference
   to additional support materials and HSC needs are provided to ensure student and                    44-50
   teacher success in the unit
  Provides a superior well planned range of technologies, strategies and pedagogy
   which is appropriate for learning environment and outcomes. These strategies are
   clearly based on a combination of practical experience, theory, research and
   documented best practice. (Link for each core and HSC questions)
  Provides a superior set of blogs for the topic which are well organised, logical, and relevant
   to the HSC
  Has incorporated all criteria to a superior standard
  Extremely easy to navigate
  Excellent visual appeal

  Provides an organised and complete wiki which highlights the professional
   commitment and attention to details required in a HSC resource.
                                                                                                    DISTINCTIO
  Demonstrates sound skills in planning for learning where all materials, reference to
   additional support materials and HSC needs are provided to ensure student and                         N
   teacher success in the unit                                                                         37-44
  Provides a well planned range of technologies, strategies and pedagogy which is
   appropriate for learning environment and outcomes. These strategies are clearly
   based on a combination of practical experience, theory, research and documented
   best practice. (Link for each core and HSC questions)
  Provides a good set of blogs for the topic which are well organised, logical, and relevant to
   the HSC
  Has incorporated all criteria to a high standard
  Easy to navigate
  Good visual appeal

  Provides a complete wiki which highlights the professional commitment and
   attention to details required in a HSC resource.
                                                                                                     CREDIT
  Demonstrates developing skills in planning for learning where all materials,
   reference to additional support materials and HSC needs are provided to ensure                      32-37
   student and teacher success in the unit
  Provides some technologies, strategies and pedagogy which is appropriate for
   learning environment and outcomes. These strategies are clearly based on a
   combination of practical experience, theory, research and documented best practice.
   (Link for each core and HSC questions)
  Provides a sound set of blogs for the topic which are well organised, logical, and relevant to
   the HSC
  Has incorporated all criteria to a sound standard
  Easy to navigate
  Good visual appeal
  Provides a wiki which shows developing professional commitment and attention to
   details required in a HSC resource.
  Demonstrates developing knowledge about planning for learning where all
   materials, reference to additional support materials and HSC needs are provided to

 2H 2011                                           PDHPE 2X                                              Page 9
PDHPE 101401


  ensure student and teacher success in the unit                                           PASS
 Provides some technologies, strategies and pedagogy which is appropriate for
                                                                                           25-32
  learning environment and outcomes. These strategies are clearly based on a
  combination of practical experience, theory, research and documented best practice.
  (Link for each core and HSC questions)
 Provides blogs for the topic
 Has incorporated all criteria
 Navigation and visual appeal is developing
 Provides a wiki which demonstrates limited professional commitment and attention
  to details required in a HSC resource.
                                                                                        Below 25
 Provides limited materials and information about unit planning and a developing
  knowledge of syllabus document requirements. And/or
 Demonstrated basic knowledge about technologies, strategies and pedagogy which
  is appropriate for learning environment and outcomes. (Link for each core and HSC
  questions)
 Provides blogs which are irrelevant or limited
 Has not incorporated all criteria



E XAM PL E S OF W HA T I S E X PE C T E D
An example will be placed on vuws




2H 2011                                    PDHPE 2X                                          Page 10
PDHPE 101401



S CHEDULE           OF TEACHING ACTIVITIES
         Week                    Lectures                    Tutes/Assessment

(Wednesday)                 5.30-7.00 (K1-04)             4-5.30/7-8.30pm (I.1.04)

1                  Unit outline and assessment         Bring Stage 6 PDHPE syllabus
                                                       (download from vuws)
 rd
3 August           NSW HSC Reform
                                                       Evaluating Professional
                   Stage 6 PDHPE syllabus
                                                       Experience

                                                       Exploring Stage 6 PDHPE
                                                       syllabus

                                                       Assessment 1 grouping

2                  Quality Pedagogy and                Bring your laptop
                   Engagement
10th August

3                  SYLLABUS PROCESSES                  CI & PA activities
                   Critical inquiry & practical
17th August
                   application

4                  Assessment 1 meeting time           Assessment 1 meeting time

24th August

5                  E XPLORING CORES /OPTIONS           Assessment 1
    st             PRELIM 1 & 2
31 August
                   (3 HOUR LECTURE 5-8PM)

6                  E XPLORING CORES /OPTIONS           Assessment 1

 th                FIRST AID & HSC CORE 1
7
September          (3 HOUR LECTURE 5-8PM)

7                  E XPLORING CORES /OPTIONS           Assessment 1
    th             HSC Core 2 & Improving
14
                   Performance
September
                   (3 HOUR LECTURE 5-8PM)

8                  COMMUNITY AND FAMILY STUDIES        Designing engaging lesson
    st             Sport Lifestyle and Recreation      activities
21
September          VET Sports Coaching
      TH
28         SEPTEMBER SEMESTER BREAK




2H 2011                                           PDHPE 2X                                Page 11
PDHPE 101401



9             PDHPE HSC Exam                     ‘Preparing your students for
 th                                              HSC’ workshop
6 October     Unit evaluation
                                                 Assessment 2

4 Week Block Professional Experience



O V E RV I E W OF L E A R N I N G R E S O UR CE S
Board of Studies, NSW. (2010). Personal Development, Health and Physical Education HSC
Syllabus. Sydney: Author.

NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.au


New South Wales Department of Education and Training. Available at www.det.nsw.edu.au



New South Wales Department of Education and Training: Curriculum Support Directorate.
Available at http://www.curriculumsupport.education.nsw.gov.au


New 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.htm

New South Wales Department of Education and Training. (2003b). Quality Teaching in NSW
Public Schools. Sydney: Author. Available at
http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm

New South Wales Institute of Teachers. Available at www.icit.nsw.edu.au


R EC O M M EN D E D R EA D IN G S
Kirk, D. (2006). Sport Education, Critical Pedagogy, and Learning: Toward an Intrinsic
Justification for Physical Education and Youth Sport. Quest, 58, 255-264.

Light, R., & Fawns, R. (2001). Thinking body: constructivist approaches to games teaching
        in physical education. Melbourbe Studies in Education, 43(2), 69-88.

Sirna, K., Tinning, R., & Rossi, T. (2008). The social tasks of learning to become a physical
        education teacher: considering the HPE subject department as a community of
        practice. Sport, Education and Society, 13(3), 285 - 300.

Wallian, N., & Chang, C.-W. (2007). Language, thinking and action: towards a semi-
       constructivist approach in physical education. Physical Education & Sport Pedagogy,
       12(3), 289 - 311.

2H 2011                                 PDHPE 2X                                      Page 12
PDHPE 101401




Wright, J., & Forrest, G. (2007). A social semiotic analysis of knowledge construction and
       games centred approaches to teaching. Physical Education & Sport Pedagogy, 12(3),
       273-287.




R E F E RE NC I N G R E Q U I R E M E N T S
Referencing must be undertaken according to APA conventions with the addition of page
numbers for all in-text citations.

An in-text citation names the author of the source, gives the date of publication, and for a
direct quote includes a page number, in parentheses. At the end of the paper, a list of
references provides publication information about the source; the list is alphabetised by
authors' last names (or by titles for works without authors). Further information on
referencing and general study skills can be obtained from vuws.




2H 2011                                PDHPE 2X                                     Page 13

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1014012 xpdhpelg2011 6

  • 1. UNIT NUMBER: 101401 NAME: SECONDARY METHOD 2B: PDHPE 2X School of Education, College of Arts LEARNING GUIDE SEMESTER 2H 2011
  • 2. HOW TO USE THIS LEARNING GUIDE ICON KEY This learning guide supplements the unit outline and is designed to help  Reading you navigate through the unit. It will help you focus on what you need to  Activity do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will  Important highlight the main things that you should be getting out of the resources Information available and provide guidance on teaching activities and class  Deadline preparation.  Online The learning guide also offers some study tips to assist you in developing Activity the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you  Warning should also focus on developing the habits and tools of a successful Hint university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is  Toolkit specifically designed to help you achieve this.  Checklist 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 for doing them. ACADEMIC STAFF Shirley Gilbert (s.gilbert@uws.edu.au) Methods Coordinator Name: Christina Curry PDHPE Coordinator Phone: 97726433 Email: c.curry@uws.edu.au and Lecturer Student consultation via email (c.curry@uws.edu.au )
  • 3. PDHPE 101401 C O NT E NT S How this unit relates to your course ...................................................................................... 4 The unit learning outcomes .................................................................................................... 4 Assessment summary ............................................................................................................. 4 Assessment Details ................................................................................................................ 5 Assessment 1: .................................................................................................................. 5 Submission details ..................................................................................................... 5 How the assignment relates to the learning outcomes ............................................... 5 Details of requirements .............................................................................................. 5 Marking criteria ......................................................................................................... 7 Assessment standards................................................................................................... Examples of what is expected .................................................................................... 7 Assessment 2: .................................................................................................................. 8 Submission details ..................................................................................................... 8 How the assignment relates to the learning outcomes ............................................... 8 Details of requirements .............................................................................................. 8 Marking criteria ......................................................................................................... 8 Assessment standards................................................................................................... Examples of what is expected .................................................................................. 10 Schedule of teaching activities ...................................................................................... 11 Overview of learning resources ........................................................................................... 12 Recommended readings ................................................................................................ 12 Referencing requirements ............................................................................................. 13 Other resources that might help with university life ......................................................... 2H 2011 PDHPE 2X Page 3
  • 4. PDHPE 101401 H OW THIS UNIT RELATE S TO YOUR COURSE This unit has been devised to give all students the opportunity to develop their knowledge, understanding, skills, confidence and competence in PDHPE. Through the delivery of lectures, theoretical and practical tutorials we believe all students will enjoy and achieve confidence to successfully implement PDHPE. This unit of study examines the current NSW Board of Studies requirements regarding HSC PDHPE and focuses on the stage 6 school learning and teaching environment, and learners. Through an examination of the HSC syllabus, support documents, and the NSW Department of Education Quality Teaching documents students will develop the necessary skills to design an effective scope and sequence for HSC PDHPE and develop lessons suitable for a specific stage of learner. This unit further examines models of pedagogy and a range of strategies for teaching and assessing PDHPE. By closely linking theory with practice and contemporary literature the unit will provide students with the opportunity to practice and develop creative learning and teaching skills relevant to the HSC syllabus content and the needs and interests of HSC learners. T HE UNIT LEARNING OUTCOMES 1. demonstrate ‘best practice’ in the development of teaching strategies and resources to support their PDHPE teaching area for Years 11-12; 2. develop and apply knowledge and understanding of interrelationships expressed within the relevant Stage 6 syllabus/es; 3. demonstrate depth of insight and understanding into the content of the relevant Stage 6 syllabus/es; 4. demonstrate skills and attitudes appropriate to the effective teaching of the topics relevant to the specific Stage 6 syllabus/es; 5. acquire and use knowledge and skills appropriate to effective course planning in PDHPE; 6. be able to critique aspects of the relevant Stage 6 syllabuses and integrate this understanding into planned learning experiences A SSESSMENT SUMMARY Weighting Link to Assignment Due Date Outcomes 1.Cores & Options Wk 5,6,7 50% 1, 2, 3, 4,5, 6 th 2. Stage 6 PDHPE Wiki Monday 6 50% 2, 3, 5, 6 October 8pm via vuws 2H 2011 PDHPE 2X Page 4
  • 5. PDHPE 101401 A SSESSMENT D ETAILS A SSESSMENT 1: C O R E S & O P TIO N S S UBMISSION DETAILS This assignment will be presented in class. Each group will be allocated either week 5, 6 or 7. All parts must be handed in on the day your group presents. H OW THE ASSIGNMENT RE LATES TO THE LEARNING O UTCOME S The aim of this assignment is to ensure you have the skills and understanding to develop activities and resources that meet the elements of the Quality teaching and learning framework. You are to demonstrate good use of pedagogy and ensure students are engaged. D ETAILS OF REQ UIREMENTS This assessment will consist of group and individual parts. (All students are to contribute to the workload in a fair and responsible manner. You are to attend all meetings and meet group deadlines and be contactable. If you fail to contribute equally to others in your group you will not receive any marks for Part A & B) This is a really exciting and dynamic task involving large and small groups plus individual components. Week 4 class time will be provided to liaise with teams. The task has 3 parts: Preparation Tutorial groups will be split into 3 and allocated a Preliminary or HSC core or option to explore for this task. So approximately 12 people will be working on a particular core or option. This group is your ‘Core’ or ‘Option’ team. Core & option allocations: Tutorial #1- Preliminary Core 1 & 2 (wk 5), First Aid option (wk 6); Tutorial #2- HSC Core 1(wk 6), HSC Core 2 & Option Improving Performance (wk 7). Smaller groups will be formed within the larger half. These smaller groups will each be required to investigate a specific focus question in the core or option (max. 3 groups per core or option even if there are 6 focus questions). This is your ‘Focus question team’. So within your tutorial group you will be a member of two teams. Team 1: Core/Option team (about 12 people) and Team 2: Focus question team (about 4 people). This means that effective and positive Co-ordination, Co-operation, and Communication is really, really important for the successful completion of this task. One weak link may affect the overall results of 20 of your peers! Don’t be that weak link! I am always more than happy to chat with groups and individuals. Part A) Class presentation (20 marks) In lecture time in weeks 5,6,7, ‘Core/Option teams’ will present a 1.5 hour lecture on the core or option studied to the whole year group. This means that each ‘Focus question team’ will have only 28 minutes to present as part of a 1.5 hour core/option lecture OR there may be a more integrated 1.5 2H 2011 PDHPE 2X Page 5
  • 6. PDHPE 101401 hour presented. Cohesion between ‘Core/Option’ and ‘Focus question’ teams is really important, especially in terms of timing. The lecture should be interactive and draw upon learning & teaching theories, Quality Teaching, and other student centered approaches. (ENGAGEMENT!!) It is to have the following structure: FOUR (4) PowerPoint slides for each FQ which provide viewers with an introduction to the content; define key concepts, terms, ideas; links FQs and/or other cores/options (ensure slides are not overloaded with content). Do not just cut n paste syllabus content – read, comprehend, synthesize then lead us succinctly & clearly. HINT: do not spend lots of time just reading this out. Do interactive activities/games to introduce the content or terms? Engage us! Two (2) creative, original and interactive learning & teaching experiences (for each FQ) that are based upon the specific content explored, incorporate Quality Teaching and that are appropriate for Stage 6 learners. Keep engaging us! Part B) Handout (20 marks) ‘Core/Option teams’ must co-ordinate in order to provide all year group members with a combined and detailed handout of the lecture & tutorial material. The handout MUST be no longer than three (3) back to back pages (ie 6 pages total). It should be set out as follows: Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas) Page 2 (key terms, concepts, ideas; resource ideas; useful references) Page 3-4 (copy of the slides with teacher notes-2/page) Page 5-6 (details of ALL learning & teaching activities used in presentation and others if space permits) Handouts are to be emailed to c.curry@uws,edu.au the day before your presentation so they will be available for students to download from VUWS Part C) Lesson plan (10 marks) Each individual is to develop one lesson plan from the FQ studied (ensure you pick different lesson content from others in your focus question. The lesson must follow the lesson proforma provided in class and should contain original, creative, challenging & student centered learning experiences that: clearly link to stated outcomes and possible assessment strategies; encourage CI & PA and the development of key competencies; are different to the ones presented in parts A) & B) Proformas will be provided on VUWS 2H 2011 PDHPE 2X Page 6
  • 7. PDHPE 101401 M ARKING CRITERIA CRITERIA MARKS Part A Class presentation  An interactive, informative, descriptive and engaging presentation 2 4 6 8  A 90 minute free flowing and engaging Powerpoint presentation. Three FQs equally explored 10 12 14  Key terms, concepts & ideas well explained with appropriate activities & 16 18 20 discussion questions to promote understanding  A variety of creative, original & students centered learning & teaching experiences address content & engage participants by deploying quality teaching & learning practices (must signal CI/PA)  A thorough understanding of the content displayed by all team members  All members equally involved Part B Handout  Three pages back to back ONLY and in format 2 4 6 8  Complete details of all learning & teaching activities (plus others if space allows) 10 12 14  Page 1 (title, FQs, linked outcomes, suggested assessment & evaluation ideas) 16 18 20 Page 2 (key terms, concepts, ideas; resource ideas; useful references) Page 3-4 (copy of the slides with teacher notes-2/page) Page 5-6 (details of ALL learning & teaching activities used Part C Lesson plan  The lesson plan: 1 2 3 4 5 - display additional original, creative, challenging & student centered learning experiences that clearly link to stated outcomes and possible 6 7 8 9 10 assessment strategies - is stage appropriate, relevant & outcomes based - considers learner needs and interests - caters for a variety of learning styles - uses current pedagogical approaches, theory & practice in PDHPE - encourages the development of critical thinking & key competencies  All support material is included and suitably acknowledged and referenced according to Faculty policies where appropriate Examples of what is expected An example will be found on vuws 2H 2011 PDHPE 2X Page 7
  • 8. PDHPE 101401 A SSESSMENT 2: S TAGE 6 PDHPE W IKI S UBMISSION DETAILS This assignment is to be submitted by Monday 6th October prior to 10pm via vuws. H OW THE ASSIGNMENT RE LATES TO THE LEARNIN G O UTCOMES This assignment ensures students have the skills, knowledge and ability to plan and develop quality teaching and learning tools for their students. DETAILS OF REQUIREMENTS Students are to design a WIKI for their HSC students. (Individual task) The below link is a good place to start. Go to http://www.wikispaces.com/site/for/teachers Go to http://www.wikispaces.com/content/wiki-tour for a tutorial that will walk you through... Educational Value of Wikis Wikis encourage group social interaction and collaboration and support asynchronous communication allowing users to contribute at a time, and from a place that suits them. Many students find that their learning is most effective when they are actively involved in the construction of their knowledge. A wiki is an online collaboration tool. Wikis look like ordinary websites, but are in fact very different, due to certain features that allow users to easily add, edit, and create the content of the site collaboratively. Users can create wiki pages, which are connected through hyperlinks, and can be searched by title and/or full-text. Many new wikis allow users to customize the appearance of their wiki and enhance their wiki pages with uploaded images, imported blogs, and embedded media. The word wiki comes from the Hawaiian term W I K I - W I K I , which means quick or fast. For additional information on wikis see Wikipedia's detailed description of a wiki. Watch this You Tube video that demonstrates the power of a wiki. Your wiki must include  Welcome page with easy navigation and visual appeal  HSC PDHPE syllabus is to be uploaded  Blog with 4 separate relevant articles for discussion (one relating to each of the 4 cores). These are to be sourced from media, websites or resources but must be clearly acknowledged.  Collaborative writing space for 4 HSC questions (two from HSC core 1& two from HSC core 2). This must be set up ready to be used for this purpose.  HSC dictionary for terms (20) commonly used in PDHPE and HSC papers  A rolling photo show http://www.slideshare.net/ (use personal photos as the purpose is only to ensure you can incorporate this into your wiki)  A link for each Core (4) :each link must include syllabus content, 4 website links appropriate to the core, sample Prelim/HSC questions, video footage to support an area in the core/option Due to copyright, no photos of children are allowed to be used on your wiki. 2H 2011 PDHPE 2X Page 8
  • 9. PDHPE 101401 M ARKING CRITER IA Marking Guidelines  Provides a well structured, organised and complete wiki which highlights the professional commitment and attention to details required in a HSC resource. HD  Demonstrates superior skills in planning for learning where all materials, reference to additional support materials and HSC needs are provided to ensure student and 44-50 teacher success in the unit  Provides a superior well planned range of technologies, strategies and pedagogy which is appropriate for learning environment and outcomes. These strategies are clearly based on a combination of practical experience, theory, research and documented best practice. (Link for each core and HSC questions)  Provides a superior set of blogs for the topic which are well organised, logical, and relevant to the HSC  Has incorporated all criteria to a superior standard  Extremely easy to navigate  Excellent visual appeal  Provides an organised and complete wiki which highlights the professional commitment and attention to details required in a HSC resource. DISTINCTIO  Demonstrates sound skills in planning for learning where all materials, reference to additional support materials and HSC needs are provided to ensure student and N teacher success in the unit 37-44  Provides a well planned range of technologies, strategies and pedagogy which is appropriate for learning environment and outcomes. These strategies are clearly based on a combination of practical experience, theory, research and documented best practice. (Link for each core and HSC questions)  Provides a good set of blogs for the topic which are well organised, logical, and relevant to the HSC  Has incorporated all criteria to a high standard  Easy to navigate  Good visual appeal  Provides a complete wiki which highlights the professional commitment and attention to details required in a HSC resource. CREDIT  Demonstrates developing skills in planning for learning where all materials, reference to additional support materials and HSC needs are provided to ensure 32-37 student and teacher success in the unit  Provides some technologies, strategies and pedagogy which is appropriate for learning environment and outcomes. These strategies are clearly based on a combination of practical experience, theory, research and documented best practice. (Link for each core and HSC questions)  Provides a sound set of blogs for the topic which are well organised, logical, and relevant to the HSC  Has incorporated all criteria to a sound standard  Easy to navigate  Good visual appeal  Provides a wiki which shows developing professional commitment and attention to details required in a HSC resource.  Demonstrates developing knowledge about planning for learning where all materials, reference to additional support materials and HSC needs are provided to 2H 2011 PDHPE 2X Page 9
  • 10. PDHPE 101401 ensure student and teacher success in the unit PASS  Provides some technologies, strategies and pedagogy which is appropriate for 25-32 learning environment and outcomes. These strategies are clearly based on a combination of practical experience, theory, research and documented best practice. (Link for each core and HSC questions)  Provides blogs for the topic  Has incorporated all criteria  Navigation and visual appeal is developing  Provides a wiki which demonstrates limited professional commitment and attention to details required in a HSC resource. Below 25  Provides limited materials and information about unit planning and a developing knowledge of syllabus document requirements. And/or  Demonstrated basic knowledge about technologies, strategies and pedagogy which is appropriate for learning environment and outcomes. (Link for each core and HSC questions)  Provides blogs which are irrelevant or limited  Has not incorporated all criteria E XAM PL E S OF W HA T I S E X PE C T E D An example will be placed on vuws 2H 2011 PDHPE 2X Page 10
  • 11. PDHPE 101401 S CHEDULE OF TEACHING ACTIVITIES Week Lectures Tutes/Assessment (Wednesday) 5.30-7.00 (K1-04) 4-5.30/7-8.30pm (I.1.04) 1 Unit outline and assessment Bring Stage 6 PDHPE syllabus (download from vuws) rd 3 August NSW HSC Reform Evaluating Professional Stage 6 PDHPE syllabus Experience Exploring Stage 6 PDHPE syllabus Assessment 1 grouping 2 Quality Pedagogy and Bring your laptop Engagement 10th August 3 SYLLABUS PROCESSES CI & PA activities Critical inquiry & practical 17th August application 4 Assessment 1 meeting time Assessment 1 meeting time 24th August 5 E XPLORING CORES /OPTIONS Assessment 1 st PRELIM 1 & 2 31 August (3 HOUR LECTURE 5-8PM) 6 E XPLORING CORES /OPTIONS Assessment 1 th FIRST AID & HSC CORE 1 7 September (3 HOUR LECTURE 5-8PM) 7 E XPLORING CORES /OPTIONS Assessment 1 th HSC Core 2 & Improving 14 Performance September (3 HOUR LECTURE 5-8PM) 8 COMMUNITY AND FAMILY STUDIES Designing engaging lesson st Sport Lifestyle and Recreation activities 21 September VET Sports Coaching TH 28 SEPTEMBER SEMESTER BREAK 2H 2011 PDHPE 2X Page 11
  • 12. PDHPE 101401 9 PDHPE HSC Exam ‘Preparing your students for th HSC’ workshop 6 October Unit evaluation Assessment 2 4 Week Block Professional Experience O V E RV I E W OF L E A R N I N G R E S O UR CE S Board of Studies, NSW. (2010). Personal Development, Health and Physical Education HSC Syllabus. Sydney: Author. NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.au New South Wales Department of Education and Training. Available at www.det.nsw.edu.au New South Wales Department of Education and Training: Curriculum Support Directorate. Available at http://www.curriculumsupport.education.nsw.gov.au New 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.htm New South Wales Department of Education and Training. (2003b). Quality Teaching in NSW Public Schools. Sydney: Author. Available at http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm New South Wales Institute of Teachers. Available at www.icit.nsw.edu.au R EC O M M EN D E D R EA D IN G S Kirk, D. (2006). Sport Education, Critical Pedagogy, and Learning: Toward an Intrinsic Justification for Physical Education and Youth Sport. Quest, 58, 255-264. Light, R., & Fawns, R. (2001). Thinking body: constructivist approaches to games teaching in physical education. Melbourbe Studies in Education, 43(2), 69-88. Sirna, K., Tinning, R., & Rossi, T. (2008). The social tasks of learning to become a physical education teacher: considering the HPE subject department as a community of practice. Sport, Education and Society, 13(3), 285 - 300. Wallian, N., & Chang, C.-W. (2007). Language, thinking and action: towards a semi- constructivist approach in physical education. Physical Education & Sport Pedagogy, 12(3), 289 - 311. 2H 2011 PDHPE 2X Page 12
  • 13. PDHPE 101401 Wright, J., & Forrest, G. (2007). A social semiotic analysis of knowledge construction and games centred approaches to teaching. Physical Education & Sport Pedagogy, 12(3), 273-287. R E F E RE NC I N G R E Q U I R E M E N T S Referencing must be undertaken according to APA conventions with the addition of page numbers for all in-text citations. An in-text citation names the author of the source, gives the date of publication, and for a direct quote includes a page number, in parentheses. At the end of the paper, a list of references provides publication information about the source; the list is alphabetised by authors' last names (or by titles for works without authors). Further information on referencing and general study skills can be obtained from vuws. 2H 2011 PDHPE 2X Page 13