asondaar.weebly.com · Web viewWhat impact does group dynamics have on the outdoor experience? The study of this module provides students with the opportunity to develop leadership

Secondary Curriculum 2B Andrew Sondaar17643362

Part A – Unit Outline

UNIT OUTLINESubject: PDHPE Course: PDHPE Number of WeeksUnit title: Preliminary Option 4: Outdoor

Recreation5

Key Concepts/ Big Ideas The importance of this learningIn this unit of study, students will investigate the following critical questions:What is the value of outdoor recreation? What are the technical skills and understanding needed for safe participation in outdoor recreation? What impact does group dynamics have on the outdoor experience?

The study of this module provides students with the opportunity to develop leadership skills and the ability to work in teams. The combination of engaging with the environment and the challenges it presents offers a unique personal development experience. This is explored by students with a critical enquiry approach through practical application.

Unit context within Scope and Sequence/Purpose Syllabus OutcomesThis option module focuses on the development of skills, understanding and attitudes necessary for safe participation in outdoor recreation activities. Students undertake practical learning experiences in order to develop technical skills of campcraft, navigation and survival action. They analyse the interpersonal aspects that enhance the effectiveness of groups in outdoor recreation settings. Students also think critically about the benefits of outdoor recreation and issues such as conservation and managing risk.

P6 proposes actions that can improve and maintain an individual’s health P10 develops plans for participation in physical activity to satisfy a range of individual needsP14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation.

Literacy Focus Numeracy Focus ICT Focus Assessment Task OverviewLiteracy is covered in research tasks, jigsaw tasks and other activities such as Taboo

Numeracy is covered through the use of research tasks to analyse statistics and trends in data.

Students will be using ICT for a number of activities including:

-Analysing health-trends-Design posters for outdoor recreation activity profile-Kahoot quiz

Planning a Three-day Camp-Knowledge and understanding of the course

content 12%-Skills in critical thinking, research, analysis and communicating 18%-Total % = 30%


Week/ Sequence

Syllabus Content Teaching and Learning Strategies

(learning experiences) including assessment FOR learning and differentiation.

Resources

Students learn about…. Students learn to ….

1

Reasons for participation in outdoor recreation o Stress

management/relaxationo Enjoyment, challenge and

excitement social interactiono Appreciation of the

environmento Health and fitness.

o recognise the physical, social, intellectual, spiritual and emotional outcomes that may result from participation in outdoor recreation.

o Think/pair/share activity to create a definition of each of the five outcomes that result from participation in outdoor recreation.

o Create scenarios in which varying types of individuals would participate in outdoor recreation. Relate these scenarios as a class to the physical, social, intellectual, spiritual and emotional outcomes. Examples; 40 yr old hiker, 20 yr old rock-climber, etc.

o Discuss personal experiences of outdoor recreation

o Research statistics on levels of participation in outdoor recreation.Analyse trends and discuss with class.

o Create a profile for an outdoor recreation activity, listing possible benefits in relation to the five health outcomes. Students can use any media to create the profile.

PDHPE In Focus Textbook

NSW Government Office of Sport

http://www.abs.gov.au/ausstats/ [email protected]/mf/4177.0

2 Planning skills o Environment planning, e.g.

weather, venue o emergency management

planning/risk assessment,

o design checklists and strategic plans to manage the preparation for an outdoor experience

o Students watch the ClickView video taking notes on risk managementStudents to

o Perform a risk assessment on any outdoor recreational activity the


ClickView – Risk Management in Recreationhttps://www.clickview.com.au/ curriculum-libraries/video-details/?

https://www.clickview.com.au/%20curriculum-libraries/video-details/?id=3714137&cat=%206012042&library=tertiary


http://www.abs.gov.au/ausstats/%[email protected]/mf/4177.0

http://www.abs.gov.au/ausstats/%[email protected]/mf/4177.0


e.g. escape routes, first aid preparation, communication modes with external authorities, reconnoitre of routes

o food and water considerations

o resources for safe participation, e.g. tent, protective clothing

o Legal and administrative requirements, e.g. permission, liaison with authorities, trip intention forms

o determine the essential requirements for an outdoor experience in order to ensure that loads to be carried are manageable

students have participated recently.o In groups, students are given a list of

objects that are available to take on an outdoor experience.Students are given details on the objects such as size and weightA random outdoor experience is chosen for the group by the teacher (i.e. a 3 day hike with a 30L bag or a 7 hr bushwalk with a 10L bag) and students must decide which objects are relevant to ‘pack’ and be able to justify why they have chosen their items.

o Jigsaw TaskIn ‘home’ groups, each student is assigned one of the considerations of planning in relation to outdoor recreation. All groups then separate and form into ‘focus’ groups according to which consideration they have chosen. ‘Focus’ groups work collaboratively to gather information then return to home groups to compile and describe their responses to the other students in their group.Groups are then given a scenario in which they must use the information they have gathered and apply it to the scenario.

id=3714137&cat= 6012042&library=tertiary

Risk management evaluation sheet

3 Campsite Selectiono Geographic, environmental

and climatic considerations

o assess the suitability of a camp site by considering issues such as distance from

o Student research task involving suitability of campsites in NSW National parks. Students pick one





o Establishing the camp site (fireplace, waste disposal)

o Treefall evaluation Conservation Skills o ‘Leave no trace’ camping o Minimal impact practiceso Ethical issues, eg impact of

activities on the environment

creeks and trees, and waste disposal considerations

o critically examine the implications of the following for planning and behaviour: ‘take nothing but photos and leave nothing but footprints’; ‘leave the area cleaner than you found it’

o debate issues from ethical dimensions such as: -should areas be set aside as human-free? -should 4WD and hiking be banned from some areas?

campsite and research information to determine the suitability of the campsite for use of a small group camp.

o Class debate on 2 ethical dimensions on conservation. 4 groups will be chosen, 2 for each topic. 2 groups will debate while the other 2 groups judge and decide the winning team.

o Students create their own advertising campaigns to promote conservation skills in outdoor recreation. Students can be creative in how they present their campaign (speeches, posters, etc.)

Resource 2 – Outdoor recreation activity profile

4 Navigational Skills o Map reading o Grid bearing o Magnetic bearing o True north o Measuring distance o Natural navigation (using

sun, stars)

Emergency management skillso Wilderness first aid, eg

thermoregulation, snake biteo What to do when you are

lost o Bushfire procedures,

lightning, flooded rivers

o navigate using a compass and maps with varying detail

o estimate the approximate time that it will take to walk a designated route

o analyse a range of risk situations and propose prevention and management strategies

o describe how to construct an emergency shelter using natural materials

o perform relevant outdoor activities safely and with a

o Compass Activity In pairs, using a compass and worksheet students are to find magnetic north and true north.

o Discuss the importance of grid referencing with examples using map of school with a grid.

o Treasure Hunt TaskStudents work in pairs to complete a treasure hunt using a custom made map of the school and a compass.

o Students are to design a scenario of an emergency that they might encounter during outdoor recreation activities.Groups are then formed and must pick one of the scenarios that have been created by their group members.


ClickView – Expedition and Navigation Skillshttps://www.clickview.com.au/ curriculum-libraries/video-details/?id=3714160&cat= 3708539&library=secondary

ClickView – Orienteeringhttps://www.clickview.com.au/ curriculum-libraries/video-details/?id=3716537&cat= 3708539&library=secondary

Compasses

Resource 1 -Map of school with grid

https://www.clickview.com.au/%20curriculum-libraries/video-details/?id=3716537&cat=%203708539&library=secondary







Skills needed for other outdoor activities relevant to the experience, eg o canoeing/kayaking o skills abseiling skills

basic level of proficiency. Students are given time to think if management strategies learned that can be implementedStudents must then re-enact that scenario with their management strategy and are assessed by peers.

references

https://www.nationalparks.nsw.gov.au

5 Leadership Styles o Democratic o Laissez-faireo Autocratico Strategic non-intervention

Understanding group dynamics o Stages of group dynamics

(form, storm, norm, transform)

o Conflict resolution o Team buildingo Cooperation

Facilitation skills o Communication skillso Decision-makingo Flexibility

Understanding strengths and weaknesses o Participant readiness o Self-efficacy o Balancing challenge and

safety (challenge by choice, taking risks in bounds of competence)

o distinguish between the different leadership styles and debate their suitability for different situations

o work cooperatively to solve simulated initiative challenges

o distinguish actions that enhance group cohesion when working in teams

o apply cooperative decision-making processes to solve problems and challenges faced in outdoor experiences

o debate questions such as: how do you control risks

when participants are encouraged to push their comfort zone?

what ethical considerations confront a leader in balancing challenge and safety?

o Clickview resources are both viewed and notes taken by students in relation to qualities of leadership and teamwork.

o Discussion of definitions of different leadership styles and examples.What qualities make a good leader?

o Practical Leadership TaskIn groups of four, students are each given a card with different leadership styles. Groups must then complete each task with a different student acting in the leadership style of their card.Reflecting afterwards on the effectiveness of each style.

o Team-building ExercisesStudents are given a number of tasks to complete by the teacher, such as the human knot. After the completion of the activity, students are asked to reflect on the stages of group dynamics.


Clickview – Good Coach, Bad Coachhttps://www.clickview.com.au/ curriculum-libraries/video-details/?id=3714155&cat= 3708539&library=secondary

Clickview – Team Buildinghttps://www.clickview.com.au/ curriculum-libraries/video-details/?id=3714122&cat= 3708539&library=secondary

Resource 3 - Kahoot Quiz







https://www.nationalparks.nsw.gov.au/


o Pushing the comfort zone

Assessment Details Outcomes to be assessed

Students are required to submit a 600 word plan for a three-day camp for 15 participants, detailing all aspects that need to be considered. The report should discuss: -location

-environment-emergency management-food and water considerations -minimal impact practices-any other relevant considerations

P10 develops plans for participation in physical activity to satisfy a range of individual needsP14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities

Evaluation of the Learning and Teaching

(How will you know students have achieved the outcomes?)

-Informal evaluations-Peer evaluations-Formal evaluations based on research tasks and scenarios



PART B – 3 resources to be used within this unit of work

Resource 1 – Treasure HuntStudents are split into groups of 4. In these groups students must follow the instructions on the worksheet to get to each checkpoint and collect the information at each checkpoint. Once all checkpoints have been found, students are to return to class to discover the what the information holds. Each part of information can be found at each checkpoint, each checkpoint can be found by following the instructions.

Instructions: 1) Beginning at 528060, travel at a bearing of 90 degrees for 100m, then at 135

degrees for 100m.2) Checkpoint at 5130743) From Checkpoint 2, walk 50m at 200 degrees, then at 0 degrees for 300m4) Checkpoint at 5361155) Checkpoint at 5440716) Checkpoint at 5550287) Checkpoint at 5430358) From Checkpoint 7, travel 80m at 180 degrees, then 50m at 270 degrees and finally

100m at 315 degrees.9) Checkpoint at 56005010) Checkpoint at 569111

50 51 52 53 54 55 56 57

01

02

03

04

05

06

07

08

09

10

11

50m 50m

100m


Once all checkpoints have been found, students return to class to solve the word jumble.Information

Checkpoint 1 2 3 4 5 6 7 8 9 10Information P F U P E H N S I D

Solved Phrase

P D H P E I S F U N

Reflection Questions1) What was difficult about navigating the map?2) What could you have done in your groups to make the task easier?3) What was the role of each individual in your group?4) Did you experience any unexpected situations? If so, what were they?


Resource 2 - Outdoor recreation activity profileCreate a profile for an outdoor recreation activity, listing possible benefits in relation to the five health outcomes; physical, social, intellectual, spiritual and emotional.Students can use any ICT media to create the profile, graphic design websites, PowerPoints, storyboards, infographics etc.

The example was created by the teacher using Canva.

When completed students will decide on two profiles that they believe are the best at communicating the health benefits of outdoor recreation activities. Students will then analyse one of the two profiles, evaluating its effectiveness.


Resource 3 – Kahoot Quiz

Students are required to participate in a Kahoot Quiz to demonstrate their knowledge of the musculoskeletal and cardiorespiratory systems. Students will open a web browser and make their way to kahoot.it and enter the ‘Game PIN’.


PART C – Justification

The Australian Professional Standards for Teachers (2017) requires teachers and

educators to show evidence that they understand how students learn information and

understanding the needs of the students that they are in charge of educating. Educators are

also required to show that they know the students and how to teach them ("Australian

Professional Standards for Teachers", 2017). These aspects are evident when developing unit

outlines for implementation in schools as teachers must be able to ensure that students are

engaged and deep levels of knowledge and understanding are facilitated. Ensuring that these

concepts of knowledge and understanding occur for students require the inclusion of the

NSW Quality Teaching Framework to guarantee that positive learning experiences occur

(Quality teaching in NSW public schools, 2003). This justification will discuss the

constructivist approach to student learning and how it relates to student-centred learning.

Pedagogical approaches that were implemented into the unit outline to achieve these

outcomes will then be discussed.

Social-cultural theory discusses the idea that learning takes place for individuals in a

social context through social interactions and that these interactions play a vital role in

cognitive development (McInerney, Liem and Walker, 2011). In an educational specific

context, socio-cultural theory is built upon that idea that practical problems are able to be

solved and that individuals can use theory to inform practice from information and

knowledge that they have gained (Mills, Bonner and Francis, 2006). The transition from

behavioural approaches to learning towards a sweeping embrace of constructivist approaches

to learning through socio-cultural learning theories has been occurring over previous decades

(Beck and Kosnik, 2006).

When developing the unit outline, it is important to consider the critical questions that

are related to each unit, these questions give teachers and educators an insight to the type of

information that the syllabus is aiming to assess. The stage 6 syllabus also contains a list of

key competencies that should be taken into consideration when designing unit outlines

("PDHPE Stage 6 Syllabus | NSW Education Standards", 2018). The key competencies can

be used as a guide when selecting and creating activities to be implemented in the unit

outline, for example, the key competencies which are closely linked to the socio-cultural

learning theories can be applied to enable student-centred approaches to learning through

critical enquiry or enquiry based learning and practical application. These key competencies


include working with others and in teams, communicating ideas and information and

collecting, analysing and organising information ("PDHPE Stage 6 Syllabus | NSW

Education Standards", 2018).

In an effort to develop student-centred learning and constructivist methodologies to

student learning, a number of pedagogical approaches were considered and implemented into

the unit outline. These pedagogical approaches aimed to allow students to be motivated with

the content and engaged and if these approaches are applied effectively by teachers and

educators then student-centred learning is more likely to occur (Gore, Griffiths and Ladwig

2004).

The first pedagogical approach that was considered is the concept of backwards

mapping known as Understanding by Design (UbD). UbD is used in the planning processes

and is a practice where teachers look at the desired final outcomes to design units, classroom

activities and assessments (McTighe and Wiggins, 2012). Before beginning the unit outline,

the critical concepts and questions were identified in order to create and implement effective

learning activities that incorporated socio-cultural learning theories. Following on from this,

UbD allows teachers to implement learning activities that also suit the needs and abilities of

the students in the classroom. Yurtseven and Altun (2017) discuss that by developing unit

with the end in mind, more meaningful and student-centred learning is able to take place.

Differentiation is another of the pedagogical approaches found in this unit outline. It

can be implemented in to the unit outline through the use of providing students with the

choice in activities, for example the choice of the medium in which they wish to present

work. Differentiation can be implemented in the way that students are grouped together,

which lends itself to the pedagogical approach of collaborative learning. Collaborative

learning can provide the students with effective learning opportunities by increasing levels of

engagement and enabling them to develop their critical thinking skills (Laal & Ghodsi, 2012;

Wang, 2007). Vygotsky’s zone of proximal development (ZPD) can also be linked with

implementation of collaborative learning. Vygotsky’s ZPD can be used by teachers to

identify cognitive development of students (Goggin et al., 2016). By including

differentiation, collaborative learning and aspects of ZPD , student-centred learning is more

effectively facilitated ("NSW Syllabus :: Differentiated programming", 2018).

Literacy, numeracy and information and communication technologies are found to be

included in the unit outline. These three concepts are considerations included from the

Australian Curriculum in relation to developing cross-curriculum priorities. According to


Edmunds, Thorpe & Conole (2010), these concepts can assist with keeping students engaged

and motivated during lessons, specifically in relation to engagement levels and information

and communication technologies. Aspects of literacy and numeracy are evident in the unit

outline through the use of gathering data and identifying trends, calculating between

magnetic and true north, jigsaw tasks and research tasks. They are evident in the unit outline

as they are also listed in the key competencies for the syllabus.

In conclusion, the unit outline that has been provided displays, through strategies such

as differentiation, backwards mapping and collaborative learning, that considerable thought

has been put into the way in which students learn as well as the ways in which educators

teach their students in order to facilitate a positive learning environment and promote

effective learning practices to take place.


References

Australian Professional Standards for Teachers. (2017). Australian Institute for teaching and

School Leadership. Retrieved 26 March 2018, from

https://www.aitsl.edu.au/teach/standards

Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist

approach. Suny Press.

Edmunds, R., Thorpe, M. and Conole, G. (2010). Student attitudes towards and use of ICT in

course study, work and social activity: A technology acceptance model

approach. British Journal of Educational Technology, 43(1), pp.71-84.

Goggin, T., Rankin, S., Geerlings, P., & Taggart, A. (2016). Catching them before they fall:

A vygotskian approach to transitioning students from high school to

university. Higher Education Research and Development, 35(4), 698-711. Retrieved

from https://search.proquest.com/docview/1826536902?accountid=36155

Gore, J., Griffiths, T., & Ladwig, J. (2004). Towards better teaching: productive pedagogy as

a framework for teacher education. Teaching And Teacher Education, 20(4), 375-387.

http://dx.doi.org/10.1016/j.tate.2004.02.010

Laal, M., & Ghodsi, S. (2012). Benefits of collaborative learning. Procedia: Social

And Behavioural Sciences, 31, 486-490.

Mcinerney, D., Liem, G., & Walker, R. (2011). Sociocultural Theories of Learning and

Motivation: Looking Back, Looking Forward (10th ed.). Charlotte, NC: IAP.

McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA:

Association for Supervision and Curriculum Development.

Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded

theory. International journal of qualitative methods, 5(1), 25-35.


NSW Syllabus :: Differentiated programming. (2018). NSW Education Standards Authority.

Retrieved 27 March 2018, from

https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

PDHPE Stage 6 Syllabus | NSW Education Standards.(2018). Boardofstudies.nsw.

edu.au. Retrieved 25 March 2018, from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/pdhpe-st6-syl-

from2010.pdf

Quality teaching in NSW public schools. (2003). Sydney, N.S.W.

Wang, L. (2007). Sociocultural learning theories and information literacy teaching

activities in higher education. Reference & User Services Quarterly, 149-158.

Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL Teaching:

Teachers' Professional Development and Students' Achievement *. Kuram Ve

Uygulamada Egitim Bilimleri, 17(2), 437-461.

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asondaar.weebly.com · Web viewWhat impact does group dynamics have on the outdoor experience? The study of this module provides students with the opportunity to develop leadership