Improving student performance in Stage 6 PDHPE

workshop

Improving student performance in Stage 6 PDHPE workshop 1

Agenda

Time Session details

8.30 Registration, tea and coffee

8.45 Welcome and overview of day

8.55 Session 1: Understanding performance standards and new assessment policy

10.45 Morning tea

11.15 Session 2: Developing a top PDHPE student

1.15 Lunch

1.45 Session 3: Quality practice and feedback

3.00 Session 4: Where to from here?

3.30 Evaluation and close

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Session 1: Understanding the performance standards

• Exam setting process• Marking and judging process• Moderation process• Unpacking the standards.

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SWOT analysis of sample assessment schedulesYear 11 sample schedule A Year 11 sample schedule B

Strengths Weaknesses Strengths Weaknesses

Opportunities Threats Opportunities Threats

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Year 12 sample schedule A Year 12 sample schedule B

Strengths Weaknesses Strengths Weaknesses

Opportunities Threats Opportunities Threats

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Session 2: Developing a top PDHPE student

• Unpacking the standards• Explicit teaching• critical thinking• practical application

• Mastering multiple choice questions• process of elimination

•

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Unpacking the standards

Band 4 Difference Band 5 Difference Band 6 demonstrates a clear

understanding of the broad concepts that relate to personal health and physical performance

relates strategies for managing the major causes of sickness and death to the contributing risk factors

demonstrates a sound understanding of the roles of individuals, groups and governments in promoting health

describes a range of factors that affect quality of physical performance

communicates information in a clear and logical way providing some examples about health, participation and performance

clearly expresses ideas that demonstrate a thorough understanding of health and physical performance concepts

identifies strategies for improving health, participation and performance and discusses the links between individual health behaviour, social issues and community health status

demonstrates a detailed understanding of the interrelated roles of individuals, groups and governments in the management and promotion of health

demonstrates an understanding of the interrelationships between the various factors that impact on physical performance

supports particular arguments thoroughly by using relevant examples and current information on health, participation and performance.

demonstrates extensive knowledge and understanding of a range of concepts related to health and physical performance

comprehensively applies theoretical principles to design and evaluate specific strategies for improving health, participation and performance

demonstrate superior understanding of the interrelated roles and responsibilities of individuals, groups and governments in the management and promotion of health

critically analyses movement and the range of factors that affect physical performance and participation

provides relevant and accurate examples to justify complex arguments about health, participation and performance

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Explicit teaching of critical thinking, analysis and practical application Students need to question current understanding, examine issues from a range of perspectives and evaluate beliefs and opinions over time [page 12 syllabus]

For each focus question and Learn about dot point – identify: - what is the BIG concept?- what are the BIG questions being investigated or answered?- What is the BIG problem/issue that we are trying to solve?

o is the issue new or emerging? why now?o what action has been taken to date? how successful?

Practical application- how can we transfer current knowledge to answer the question or create a new solution

to a problem/issue?o what change is possible?o how can the change happen?o is change justified?

Relevant examplesDon’t need a lot of examples but need them to be relevant and provide enough details to demonstrate understanding.

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Focus question: How are priority issues for Australia’s health identified?

Big conceptEpidemiology helps measure current trends in mortality and morbidity in order to prioritise health expenditure to particular issues and to understand how health services and facilities are being used.

Learn about: Measuring health status Learn about: Identifying priority health issuesEpidemiology considers patterns of disease in terms of:Prevalence (number of cases of disease in a population at a specific time)Incidence (number of NEW cases of disease in a population)Distribution (the extent)Apparent causes (Determinants and indicators)

The prevalence of the leading causes of death (CVD, CANCER, STROKE) have decreased since 1991, with most causes of death being half what they were a decade ago. Decreases due to improvements in technology, and a better awareness of diseases and treatment.

Social justice principles value the reduction or elimination of inequity, the promotion of inclusiveness of diversity, and the establishment of environments that are supportive of all people.Identifying population groups with significant health inequities is important to :

Determine the health disadvantages of groups in a population Better understand the social determinants of health Identify the prevalence of disease and injury in specific groups

Epidemiological data reveals the prevalence of condition and illness, and helps us to identify risk factors. The identification of risk factors indicates the potential for prevention and early intervention in a health area.The cost to the individual and community of disease is useful for health authorities whilst they prioritise health issues and determine health interventions.

Big questionsWhat doesn’t epidemiology tell us? Doesn’t always show the significant variations in the health status among

population subgroups. Quality of life is not always accurately indicated in terms of people’s level of

distress, impairment, disability or handicap. Statistics explain little about the degree and impact of illness. Cannot provide the whole health, data on areas such as mental health is

incomplete and non-existent. Fails to explain WHY health inequities persist Does not account for health determinants (social, economic, environmental,

and cultural factors that shape an individual’s health)

Why is it important to prioritise? Focus public attention and health policy on those causes of illness and

death that are creating the greatest burden of disease and having the greatest economic impact

Focus on the disadvantaged groups that contribute significantly to the burden of disease in Australia

Limited health budget so expenditure has to be prioritised in order to ensure best possible outcomes for the expenditure.

Examples or new solutionsCreate data gathering tools that can assess the impact of dollar spent on a health issue and impact on morbidity, mortality rates and quality of life for people experiencing the issue.Create tools that predict dollars saved in curative treatments for dollars spent on health promotion and prevention activities.

Focus question: What are the priority issues for improving Australia’s health?

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Big concept: There is not enough money to address all health issues in Australia so the government must prioritise expenditure based on best return on investment by focusing on groups in most need, conditions that are preventable and managing costs associated with more people living longer.

Learn about: Groups experiencing health inequities

Learn about: High levels of preventable chronic disease, injury and mental health problems

Learn about: A growing and ageing population

Big questions

Examples or new solutions

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Focus question: How does training affect performance?

Big concept: The type of activity we are training for will determine the energy systems used and therefore the types of training and training methods that are most effective in improving performance. Different training methods and principles of training will influence the adaptations that occur within the body in response to training.

Learn about: Energy systems Learn about: Types of training and training methods

Learn about: Principles of training

Learn about: Physiological adaptations in response to training

Big questions

Examples or new solutions

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Mastering the techniques for answering multiple choice questions

Notes:

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insert multiple choice questions from 2016 exam(Q 13-20 - 4 pages)

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multiple choice questions from 2015 exam

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multiple choice questions from 2015 exam

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Session 3: Practice and feedback

• Maximising learning and performance• Task preparation• Understanding effective feedback• Providing quality feedback

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Notes:

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Notes:

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Providing quality practice and feedback: - Prior to task completionQuestion 24 (8 marks)Discuss how the principles of social justice apply to responsibilities of individuals, communities and governments, under TWO action areas of the Ottawa Charter.

ORQuestion 28 (8 marks)Compare the way feedback can be applied to somebody in the cognitive and autonomous stages of skill acquisition. Planning a responseWhat content/concepts need to be addressed?

What syllabus content and key concepts need to be included?

How can they demonstrate critical thinking and practical application? What’s the big question / key problem and what knowledge can they transfer/synthesise to create new solutions?

How can they make their answers stand out from the crowd?Use of resources, examples and activities that move students beyond what everyone else is doing – avoid examples used in textbooks, come up with your own examples.

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Scaffold your sample response

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Providing quality feedback: during task completionQuestion 24 (8 marks)Discuss how the principles of social justice apply to responsibilities of individuals, communities and governments, under TWO action areas of the Ottawa Charter.

Criteria MarksProvides an accurate, in-depth inquiry of the principles of social justice and applies to responsibilities of individuals, communities and governments.Provides informed, relevant and accurate examples clearly linked to TWO action areas of the Ottawa Charter.Presents information in a clear, logical and well-structured manner

7-8

Provides an accurate, in-depth inquiry of the principles of social justice and applies to responsibilities of individuals, communities and governments.Provides relevant examples clearly linked to TWO action areas of the Ottawa CharterPresents information in a clear and logical manner

5-6

Provides a simple or limited discussion of the principles of social justice AND/OR the responsibilities of individuals, communities and governments.Provides some examples linked to TWO action areas of the Ottawa Charter

3-4

Recalls basic information about the principles of social justice AND/OR the responsibilities of individuals, communities and governments OR provides some relevant information about the action areas of the Ottawa Charter

1-2

Feedback and script of conversation:

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Providing quality feedback: during task completionQuestion 28 (8 marks)Compare the way feedback can be applied to somebody in the cognitive and autonomous stages of skill acquisition.

Criteria MarksClearly shows the similarities and / or differences in the way feedback can be applied to the cognitive and autonomous stages of skill acquisition.Uses relevant examples

7 – 8

Sketches in general terms the similarities and / or differences in the way feedback can be applied to the cognitive and autonomous stages of skill acquisition.Uses relevant examples

5 – 6

Outlines feedback with some reference to the stages of skill acquisition.OROutlines the stages of skill acquisition with some reference to the nature of the skill.

3 – 4

Provides some information about stages of skill acquisition OR feedback 1 – 2

Feedback and script of conversation:

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Setting priorities for implementationPriority areas How can you improve in this area?

What will be your indicators of success?Who can help and support you in your development?

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