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

Reading

Activity

Important

Information

Deadline

Online

Activity

Warning

Hint

Toolkit

Checklist

This learning guide supplements the unit outline and is designed to help

you navigate through the unit. It will help you focus on what you need to

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

highlight the main things that you should be getting out of the resources

available and provide guidance on teaching activities and class

preparation.

The learning guide also offers some study tips to assist you in developing

the skills and techniques of an effective learner at university level. In

addition to acquiring information and skills relevant to this unit, you

should also focus on developing the habits and tools of a successful

university student. As an adult learner you need to take control of your

own learning and ensure your own success. This learning guide is

specifically designed to help you achieve this.

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

Methods

Coordinator

Shirley Gilbert (s.gilbert@uws.edu.au)

PDHPE

Coordinator

and Lecturer

Name: Christina Curry

Phone: 97726433 Email: c.curry@uws.edu.au

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

PDHPE 101401

2H 2011 PDHPE 2X Page 3

CONTENTS

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 .........................................................

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2H 2011 PDHPE 2X Page 4

HOW THIS UNIT RELATES 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.

THE 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

ASSESSMENT SUMMARY

Assignment Due Date Weighting

Link to

Outcomes

1.Cores & Options Wk 5,6,7 50% 1, 2, 3, 4,5, 6

2. Stage 6 PDHPE Wiki

Monday 6th

October 8pm via

vuws

50% 2, 3, 5, 6

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2H 2011 PDHPE 2X Page 5

ASSESSMENT DETAILS

ASSESSMENT 1: CORES & OPTIONS

SUBMISSION 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.

HOW THE ASSIGNMENT RELATES TO THE LEARNING OUTCOMES

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.

DETAILS OF REQUIREMENTS

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

PDHPE 101401

2H 2011 PDHPE 2X Page 6

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

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2H 2011 PDHPE 2X Page 7

MARKING CRITERIA

CRITERIA MARKS

Part A Class presentation

An interactive, informative, descriptive and engaging presentation

A 90 minute free flowing and engaging Powerpoint presentation. Three FQs

equally explored

Key terms, concepts & ideas well explained with appropriate activities &

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

2 4 6 8

10 12 14

16 18 20

Part B Handout

Three pages back to back ONLY and in format

Complete details of all learning & teaching activities (plus others if space

allows)

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

2 4 6 8

10 12 14

16 18 20

Part C Lesson plan

The lesson plan:

- display additional original, creative, challenging & student centered

learning experiences that clearly link to stated outcomes and possible

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

1 2 3 4 5

6 7 8 9 10

Examples of what is expected

An example will be found on vuws

PDHPE 101401

2H 2011 PDHPE 2X Page 8

ASSESSMENT 2: STAGE 6 PDHPE WIKI

SUBMISSION DETAILS

This assignment is to be submitted by Monday 6th

October prior to 10pm via vuws.

HOW THE ASSIGNMENT RELATES TO THE LEARNING OUTCOMES

This assignment ensures students have the skills, knowledge and ability to plan and develop

quality teaching and learning tools for their students.

DETAILS OF REQUIREMEN TS

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 WIKI-WIK 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.

PDHPE 101401

2H 2011 PDHPE 2X Page 9

MARKING CRITERIA

Marking Guidelines

Provides a well structured, organised and complete wiki which highlights the

professional commitment and attention to details required in a HSC resource.

Demonstrates superior skills in planning for learning where all materials, reference

to additional support materials and HSC needs are provided to ensure student and

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

HD

44-50

Provides an organised and complete wiki which highlights the professional

commitment and attention to details required in a HSC resource.

Demonstrates sound skills in planning for learning where all materials, reference to

additional support materials and HSC needs are provided to ensure student and

teacher success in the unit

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

DISTINCTIO

N

37-44

Provides a complete wiki which highlights the professional commitment and

attention to details required in a HSC resource.

Demonstrates developing skills in planning for learning where all materials,

reference to additional support materials and HSC needs are provided to ensure

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

CREDIT

32-37

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

PDHPE 101401

2H 2011 PDHPE 2X Page 10

ensure 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 blogs for the topic

Has incorporated all criteria

Navigation and visual appeal is developing

PASS

25-32

Provides a wiki which demonstrates limited professional commitment and attention

to details required in a HSC resource.

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

Below 25

EXAMPLES OF WHAT IS E XPECTED

An example will be placed on vuws

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2H 2011 PDHPE 2X Page 11

SCHEDULE OF TEACHING ACTIVITIES

Week

(Wednesday)

Lectures

5.30-7.00 (K1-04)

Tutes/Assessment

4-5.30/7-8.30pm (I.1.04)

1

3rd

August

Unit outline and assessment

NSW HSC Reform

Stage 6 PDHPE syllabus

Bring Stage 6 PDHPE syllabus

(download from vuws)

Evaluating Professional

Experience

Exploring Stage 6 PDHPE

syllabus

Assessment 1 grouping

2

10th August

Quality Pedagogy and

Engagement

Bring your laptop

3

17th August

SYLLABUS PROCESSES

Critical inquiry & practical

application

CI & PA activities

4

24th August

Assessment 1 meeting time Assessment 1 meeting time

5

31st August

EXPLORING CORES/OPTIONS

PRELIM 1 & 2

(3 HOUR LECTURE 5-8PM)

Assessment 1

6

7th

September

EXPLORING CORES/OPTIONS

FIRST AID & HSC CORE 1

(3 HOUR LECTURE 5-8PM)

Assessment 1

7

14th

September

EXPLORING CORES/OPTIONS

HSC Core 2 & Improving

Performance

(3 HOUR LECTURE 5-8PM)

Assessment 1

8

21st

September

COMMUNITY AND FAMILY STUDIES

Sport Lifestyle and Recreation

VET Sports Coaching

Designing engaging lesson

activities

28TH

SEPTEMBER SEMESTER BREAK

PDHPE 101401

2H 2011 PDHPE 2X Page 12

9

6th October

PDHPE HSC Exam

Unit evaluation

‘Preparing your students for

HSC’ workshop

Assessment 2

4 Week Block Professional Experience

OVERVIEW OF LEARNING RESOURCES

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

RECOMMENDED READINGS

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.

PDHPE 101401

2H 2011 PDHPE 2X Page 13

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.

REFERENCING REQUIREME NTS

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.