Scholarship Physical Education 2012

Scholarship Physical Education 2012

Scholarship Physical Education 2012Introductory Workshop

Auckland PENZ would like to introduce the Teaching Team for today....Tasha Hemara- Lynfield CollegeAli Schofield Diocesan School for Girls

Assisted by Tracey Cusdin Diocesan School for Girls

We also acknowledge Michelle Selak, Chris Williams and Anne MckayMargo introducesIntroductory Workshop OverviewWhat is Physical Education Scholarship all about?The difference between outstanding schol and scholWhats in for it for me and my school?Who gets scholarship?What does the scholarship exam look like?Helpful tips for scholarshipWhat are the specs for 2012 ?What is the difference between Level 3 and Scholarship?What critical thinking tools and strategies will helpUsing the PMI and SPEECH critical thinking tools to critically evaluate

Tasha3Scholarship TypesOutstanding ScholarshipScholarship

School Success

What is in it for me?Challenging myselfMonetary Awards

Tasha4Award 2011 Awardees attained No of Students Premier Awards$10,000 each year for three years (for the very top 5-10 students) as long as they maintain at least a "B" grade average in tertiary studiesAt least four Scholarships at "Outstanding" level.10Outstanding Scholar Awards$5,000 each year for three years (for the top 40-60 students) as long as they maintain a "B" grade average in tertiary studiesEither:at least two Scholarships at "Outstanding" level plus at least one at "Scholarship" level; orone Scholarship at "Outstanding" level plus at least four Scholarships.51Top Subject Scholarship Awards$2,000 each year for three years as long as students maintain a "B" grade in tertiary studiesTop of Subject27 *Scholarship Award$2,000 each year for three years as long as students maintain a "B" grade average in tertiary studies3 or more Scholarships204Single Subject AwardsA "one-off" award of $500 per subject (maximum payment is $1,000)1 or 2 Scholarships2,0232011 Scholarship Monetary AwardsTasha5Scholarship Physical EducationAbility to critically evaluate to show breadth of knowledge & depth of understandingComprehensive knowledge of Bio physical principles and socio-cultural factorsPractical ApplicationDetailed examples of own experiences in, through & about movement (evidence).TashaUNDERSTANDING THE KEY TERMS

Critical Evaluation is the process of making informed and valid judgements or conclusions supported by comprehensive knowledge and evidence. Throughout the process we challenge assumptions and taken for granted points of view through reflecting and examining pros and cons, bias and different perspectives

Biophysical knowledge (skill learning; functional anatomy; biomechanics; principals and methods of training etc)

Socio cultural knowledge (interpersonal skills self, others, society; sociological issues (obesity, body image); lifestyle; SPEECH).

Examples drawn from your own experience in and throughout movement.

Examples drawn from your own readings and research quotes from a range of sources

Tasha7Examiners ReportWho got Outstanding Schol?ability to critically evaluate by providing a range of perspectives with relevant research and/or own experience

ability to provide evidence of wider reading/research/personal experiencesWrote fluently with a high level of sophisticationDeveloped a logical and coherent essay that concluded with a justified positionChallenged assumptions clearly

TashaExaminers ReportWho got Schol but not Outstanding?Critically evaluated some questionsConsidered a range of perspectives and supported these with research and/or effective use of their own experiencesPlanned their answers in relation to the question and where applicable answered both parts of the questionProvided a logical essay that flowed ie one paragraph progressed into another rather than being a series of disjointed statementsTashaExaminers ReportWhy people did not get scholarship?Provided subject knowledge but very little evidence of critical evaluationDiscussed rather than evaluatedUsed prepared answers and attempted to make then fit the questionAnswered only part of the question and /or less than 3 questions.Made assumptions throughout the essayProvided information or irrelevant subject knowledge to the questionRetold stories of experiences without critically evalauting or using it to support a point madeProvided a series of paragraphs or points that did not connect into a logical essayTasha Turn into positivesThe Scholarship Examination

The 2012 Physical Education Scholarship exam will be on Tuesday 13 November 9.30am. Candidates will be required to answer three questions from a choice of four questions during the three hour examination. Ali Select 3 out of 4 questions. No complusory questions.We will try to best guess types of questions in the workshops. In last workshop we will focus on Exam technique/ practice questions. Other things you can do- Attend workshops. Work with teachers. Past exams/ marking schedules. Look back over Level 1 and 2 work and critically evaluate in Level 3 work. Readings and University Level texts. Scholarship support groups.

Debates looking at both sides of the argument.ATTENDING THE PENZ WORKSHOPS ARE VERY HELPFULThink about how each topic applies to not only school, but different groups of people within society, the country etc. JEREMYSWriting practice essays is the most helpful Group discussionsRead as much as you canTHINK OUTSIDE THE SQUARE

KNOW LEVEL 3 content really well KNOW THE SPECS REALLY WELLHave a folder to put all articles in during the yearIn exam having a factual evidence to back up your pointsAli12

THE SPECS-Candidates will be required to answer three questions from a choice of four questions.

Planning, implementation and / or evaluation of physical activity programmes / experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740.

Trends and / or issues impacting on New Zealand society, such as the globalisation of sport, drawing upon knowledge underpinning achievement standard 90743.

Programmes for performance improvement drawing upon knowledge underpinning achievement standards 90741 and 90742.

Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739, 90740, 90743, and 90744.

Ali

Link to L3 StandardsAli14Link to L3 StandardsSCHOLARSHIPOutcome descriptionThe student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

LEVEL 3 PEExcellence90739 (3.1) - Apply comprehensive knowledge to produce a plan for a physical activity programme or experience. EN 5: Comprehensive knowledge could involve full understanding of a wide range of contributing issues or factors (hauora, biophysical, sociocultural), establishing priorities in balancing risk and challenge, justifying a plan from a range of alternatives, recognising if there is only one viable plan and showing an in-depth understanding of this.

Ali15Link to L3 StandardsSCHOLARSHIPOutcome descriptionThe student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

LEVEL 3 PEExcellence90740 (3.2 )- Critically evaluate, with supporting evidence, a physical activity programme and its influence on personal hauora/well-being. EN 6: For achievement with excellence, the critical evaluation must, with supporting evidence, examine, question, evaluate, and challenge taken for granted assumptions about issues and practices (p. 56 of H&PEiNZC); eg effectiveness of the programme, the process, the outcomes, and the related bio-physical principles and/or socio-cultural factors; before drawing conclusions about the effectiveness of their own physical activity programme and its influence on personal hauora/wellbeing.


LEVEL 3 PEExcellence90741 (3.3 )- Comprehensively and accurately appraise performance in a chosen physical activity before and after a performance improvement programme.Critically evaluate the programme to improve performance.EN 9: Critically evaluate is the ability to make a valid judgement clearly supported by evidence gained through the process of critical thinking examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg judgements are made in regard to the application of biophysical knowledge and the success or otherwise of the performance improvement programme.


LEVEL 3 PEExcellence90743 (3.5) - Critically examine a current physical activity event or trend or issue and explain in detail its impact on NewZealand society. EN 5 Critically examine involves critical analysis, evaluation and reflection, all of which are based on the process of critical thinking examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg relevant socio-cultural factors and/or biophysical principles and their relationship to the event/trend/issue are considered in depth.


LEVEL 3 PEExcellence90744 (3.6) - Collect evidence of, and critically analyse factors that influence, participation in physical activity in the community. Critically evaluate the action taken to promote physical activity in the community. EN 5: Critically means with personal, considered opinions that examine the evidence.EN 11:Critically evaluate is the ability to make a valid judgement based on personal experience, readings, and gathered information clearly supported by evidence gained through the process of critical thinking examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC). It requires a synthesis of information and extrapolation to consider possible solutions or outcomes.Ali19

Ali20Help there is so much to learn where should I start??? A recipe for successTerm 2 - BreadthTerm 3 - DepthTerm 4 Structure & timeRead articles related to each spec throughout the L3 teaching and learning programme and discuss with your school schol group or Level 3 class

Prepare a PMIS with the notes

Visit Auckland PENZ wiki (http://peandhealth.wikispaces.com/Scholarship+Page) http://aucklandpenz.wikispaces.com/Scholarship+Workshops

Prepare sample essays for each of the specs using quotes and examples

Read through the exemplars on http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-physical-education/ Attend PENZ/ Team Solution Workshops meetings

Practice tests look at structure of essay and time

(http://www.nzqa.govt.nz Scholarship Resources)

Ali talks about how Dio sets up our scholarship programme a recipe for success21Critical thinking/ evaluating Tools & StrategiesDebonosCritical Thinking Hats (add bias after white)Compare And ContrastPMIS(Plus, MinusIssues, Suggestions)Reasonable/InspirationSPEECHCourt room battles3 Storey Intellect ModelCAMPERFact vs opinion chart3 level GuideDATT toolsAli You may have used a variety of critical thinking tools and strategies, today we are going to focus on PMIS and SPEECH as two tools you may use.

Ali talks about there is not one right way however, critical thinking is not as easy as this

TIPS ON HOW TO STRUCTURE A SCHOL ANSWER

INTRO

Positives

Minuses

Issues/ Bias

Suggestions

CONCLUSIONINTRODUCTION Dont just reword the introductory paragraph say something different! Use the information/ statistics given to you in the introductory paragraph. State in this paragraph what you know; what would you like to know and what is missing.

Tasha24EXAMINE ALL SIDES OF THE ISSUEPOSITIVES

Presents the positive view points; i.e. what do you agree with in the statement put forward. Back up with quotes, research and your own experiences to show depth of understanding. (May include SPEECH influences, and use Others Point of View).

Tasha25MINUSES

Examines a negative view point. What do you disagree with in the statement? Looks at weaknesses and who is to benefit from such a statement. Points out errors of logic or show that the conclusion does not necessarily follow. When disagreeing with something start, I can think of another way of looking at it / alternative explanation or that may fit some peoples values, however.

Tasha26Lets get critical & creativeIssues/ Bias & suggestionsISSUES Examines any bias that may exist. Challenges validity of figures, backed up with quotes.CHALLENGE ASSUMPTIONS: Are there any blanket terms used in the paragraph or question? Start by defining these terms and challenging there use in the statement. Are extraploitations used at all i.e. statements that take a trend forward and assume the trend will continue.

SUGGESTIONS What are some initiatives, new ideas, alternatives, you or others have about helping this issue move forward or be improved.

Tasha27Innovation?

CONCLUSION

Begin I am now going to conclude by reflecting on the major points I have discussed. . Reach a valid judgment. In my opinion after examining a range of points I.If data is used in the question, use this data to back up your answer.

Tasha29Finally.For all points raised use S.E.DE.CMake sure you are not just listing facts or ideas, that you link your ideas, data, interpretations into a coherent paragraph! (S) make a valid statement, or say in my opinion (E) Explain what you mean by this statement (how and why). (DE) Give a detailed example backed up with evidence. (C) Conclude how this evidence relates to your statement.Use quotes, dont just regurgitate them. If using a direct quote follow with I would choose to take this quote literally.Make sure you put course work knowledge into your answers where necessary. It is important that you are familiar with what you did this year!

tasha30PERLAssociate Professor Alison Jones, University of AucklandP make your pointE elaborate that point, provide an example, use personal experienceR what is the relevance of the point to your argument RELATE to the questionL link to the next pointA common thread will appear through your essayS P E E (E) C HS societalP politicalE economicalE environmental(E ethical)C- culturalH- historicalhttp://www.youtube.com/watch?v=Jpdg5XOZZDY

+ ves- vesissuesAli32

Documents

Scholarship Physical Education 2012