This document provides details for Assessment 1 in the PDHPE 2X unit, which examines the NSW HSC PDHPE syllabus. It consists of two parts:
1. Students will work in groups to develop teaching activities and resources for a core or option topic in the PDHPE syllabus. Each group will present their work in class over weeks 5-7.
2. Within their larger core/option group, students will form smaller focus question teams to investigate specific aspects of the topic.
The assignment aims to develop students' skills in designing engaging pedagogy that meets quality teaching standards. It will assess learning outcomes related to developing best practice teaching strategies and gaining expertise in the PDHPE
Grade 11 to 12 Programme - Greenfield Community Schoolfarrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
2014 National Senior Certificate Examination Diagnostic reportRene Kotze
The National Diagnostic Report on Learner Performance,
which presents a comprehensive, qualitative analysis of the subject performance of the Class of 2014.
Internship Report on ILM College SargodhaUsama Karim
Institute of Leadership & Management (ILM) has 25 Years of making excellent achievement in education; excellent from ILM to a degree awarding institute University of Management & Technology (UMT). It has produced more than twenty thousand students in different disciplines who are making their contribution in the national, multinational and international Organizations. ILM has now embarked upon a new journey by opening a chain of ILM Colleges throughout of country with an added vision of spreading knowledge with innovation. Thus ILM is providing academic ladder from “Intermediate to Ph.D.”
Grade 11 to 12 Programme - Greenfield Community Schoolfarrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
2014 National Senior Certificate Examination Diagnostic reportRene Kotze
The National Diagnostic Report on Learner Performance,
which presents a comprehensive, qualitative analysis of the subject performance of the Class of 2014.
Internship Report on ILM College SargodhaUsama Karim
Institute of Leadership & Management (ILM) has 25 Years of making excellent achievement in education; excellent from ILM to a degree awarding institute University of Management & Technology (UMT). It has produced more than twenty thousand students in different disciplines who are making their contribution in the national, multinational and international Organizations. ILM has now embarked upon a new journey by opening a chain of ILM Colleges throughout of country with an added vision of spreading knowledge with innovation. Thus ILM is providing academic ladder from “Intermediate to Ph.D.”
Managing teaching and learning: ACE School Management and Leadership (PDF)Saide OER Africa
This module is about the management of teaching and learning. We begin by exploring the school as a learning organization and promoting a culture of learning and teaching, which is dedicated to constant renewal and improvement. We will also tackle the issue of context, and will look at the ways in which the physical environment of the school impacts on the quality of learning. This leads us into an exploration of the challenges of effectively planning, implementing, monitoring and evaluating a curriculum that needs constantly to change and reinvent itself in line with the changing needs of a changing society. In particular, we focus on what is required to improve teaching and learning in order to produce enhanced learner outcomes. This paves the way for the identification and development of the skills and processes needed to lead and manage effective teaching and learning.
Nhận viết luận văn Đại học , thạc sĩ - Zalo: 0917.193.864
Tham khảo bảng giá dịch vụ viết bài tại: vietbaocaothuctap.net
Download luận văn đồ án tốt nghiệp ngành ngôn ngữ anh với đề tài: How inversion should be introduced to high schoolers in Vietnam, cho các bạn làm đề tài tham khảo
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
Managing teaching and learning: ACE School Management and Leadership (PDF)Saide OER Africa
This module is about the management of teaching and learning. We begin by exploring the school as a learning organization and promoting a culture of learning and teaching, which is dedicated to constant renewal and improvement. We will also tackle the issue of context, and will look at the ways in which the physical environment of the school impacts on the quality of learning. This leads us into an exploration of the challenges of effectively planning, implementing, monitoring and evaluating a curriculum that needs constantly to change and reinvent itself in line with the changing needs of a changing society. In particular, we focus on what is required to improve teaching and learning in order to produce enhanced learner outcomes. This paves the way for the identification and development of the skills and processes needed to lead and manage effective teaching and learning.
Nhận viết luận văn Đại học , thạc sĩ - Zalo: 0917.193.864
Tham khảo bảng giá dịch vụ viết bài tại: vietbaocaothuctap.net
Download luận văn đồ án tốt nghiệp ngành ngôn ngữ anh với đề tài: How inversion should be introduced to high schoolers in Vietnam, cho các bạn làm đề tài tham khảo
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
Lesson Plan Template – OverviewFor a more detailed explanati.docxsmile790243
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing Ea ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Overview on Edible Vaccine: Pros & Cons with Mechanism
1014012 xpdhpelg2011 5
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