Physical Education - moderator's newsletter

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November 2011

Contents

• Level 1 – Intent of the Level 1 standards
• Level 1 cognitive descriptors
• Annotated exemplars for new Level 2 standards

Physical Education – Intent of the Level 1 standards 

AS 90962 - Participate actively in a variety of physical activities and explain factors that influence own participation

The intent of this standard includes having students come to understand their own participation by being involved in a range of activities, then reflecting and recognising and then explaining what influences the level of their participation.  The links to wellbeing and lifelong learning are likely to be included in the reflection.  Students are encouraged to become self-reflective 'in action' and not simply after a participatory event.  The physical activity/ies utilised within this standard could be 'overlaid' with other assessment contexts.  It is intended that students will participate in a variety of activities over an extended period of the teaching and learning programme, and not simply a series of three one-off activities.  This standard has one criterion, yet there is a practical and a theoretical component to it.  The step up is in the practical component, therefore merit and excellence is based upon the students’ level and consistency of effort.  Collecting practical evidence over a period of time is an important aspect to this standard as well as gathering evidence required for the explanation of factors that influence students own participation.  Refer to the annotated exemplars for AS 90962 which demonstrates a number of ways how practical evidence could be collected. 

AS 90963 - Demonstrate understanding of the function of the body as it relates to the performance of physical activity

It is intended that tasks for the assessment of this standard will place value on the student's ability to relate knowledge to movement in action.  Large muscle locomotor-type physical activities are should be used so that students are able to relate the knowledge of the body function to the resulting movement/performance.  The basics of functional anatomy, principles of biomechanics and physiological responses are examples of what may be included in an assessment task when asking students to demonstrating their understanding of the function of the body as it relates to the performance of physical activity.  Demonstrate understanding (describe) means more than a simple recall of facts, eg, it is not sufficient to simply label the skeleton as questions must be in context of application to a physical activity. 

AS 90964 - Demonstrate quality movement in the performance of a physical activity

It is intended that the assessment of this standard is related to the teaching and learning programme.  As it is based solely on practical performance, the collection of evidence for teachers to confirm judgements across all criteria is vital.  Detailed checklists are one method of how a teacher could collect evidence over the duration of the teaching and learning programme.  Refer to annotated exemplar for AS 90964, Resource A and Resource B for ways on how the practical evidence has been collected to make a final judgment. 

AS 90965 - Demonstrate understanding of societal influences on physical activity and the implications for self and others

The intent is for students to reflect on their own views and interpretations of the societal influences on physical activity, and then consider implications of these influences for self and others.  Some examples of societal influences include media, advertising, popular view, policy, social marketing and peers.  It is from these societal influences some themes may be explores.  Examples of these themes include sexism, healthism, commodification, school culture, youth culture and the body. 

AS 90966 - Demonstrate interpersonal skills in a group and explain how these skills impact on others

The intent of this standard is that students undertake ongoing reflection of their own interpersonal skills and the impact these and act on their reflections – attempting to make improvements based on evidence from their reflections.  It is expected that students will be aiming to continually improve the quality and use of their interpersonal skills.  The demonstration of, as well as the evidence gathered from these interpersonal skills is essential.  There is a practical and a theoretical component to this standard.  The step up for this standard is in the practical component, and is based upon the level and consistency of demonstration of interpersonal skills.  It is fundamental that practical evidence is gathered over a period of time, which could be gathered throughout a unit of work, or more than one unit.  It is unlikely that a single summative assessment event would meet the true intent of this standard.  Teacher recording sheets are one method of collecting this practical evidence.  Refer to AS 90966 Resource A and Resource B for examples of how evidence has been gathered over time. 

AS 90967- Demonstrate strategies to improve the performance of a physical activity and describe the outcomes

The intent of this standard is for students to show that they understand the range of strategies that influence performance development (including learning), and apply appropriate strategies for attempted improvement in learning and performance.  It is intended that the assessment of this standard will provide the opportunity for ongoing evaluations and reflection in action, which is indicative of the learning and improvement process in movement contexts.  Strategies to improve the performance of a physical activity should be developed from knowledge of technique(s) and one of the following:  quality of practice, type of practice, amount of practice, knowledge of tactics and strategies, levels of related fitness, level of motivation and goal setting.  Note that these are not the strategies themselves, although the strategies should be developed within these.  The intended link between 1.6 and 1.3 remains but there is flexibility.  Teachers need to verify that students have applied strategies for performance improvement.

AS 90968 - Demonstrate and show understanding of responsible behaviour for safety during outdoor education activities

It is intended that this standard provides an opportunity to assess behaviours in relation to safety in outdoor education contexts.  An assessment will allow for authentic demonstration of responsible behaviours.  It is expected that students will demonstrate the behaviours prior to describing them and that these will need to be verified by the teacher.  Responsible behaviour includes demonstrating current best practice for the chosen activities and may include physical and emotional safety.

AS 90969 - Take purposeful action to assist others to participate in physical activity

The intent is for students to have the opportunity to be assessed on their ability to make meaningful action in assisting others to participate for a particular purpose or aim.  To assist others means to support others or to provide opportunities for others to take part in physical activity.  Students need to have a defined aim and plan of action that leads to others participating in the physical activity.  This physical activity may include; school athletic sports days, inter-form sport, school sport, adapted physical education classes and recreational activities. 

AS 90970 - Demonstrate self management strategies and describe the effects on participation in physical activity

The intent of this standard values the link between self management and participation, and learning in physical education.  It is intended that students will demonstrate self management strategies within the participation.  There is a practical and a theoretical component to this standard. It is fundamental that practical evidence is gathered to verify that student demonstrate self management strategies.  Examples may include; strategies for being a successful learner, seeking knowledge, seeking feedback and/or feed forward, meeting a challenge, becoming more resourceful, becoming more reliable, goal setting, time management, stress management, adaptability, self control, risk management, resiliency, motivation, perseverance, dealing with success and disappointment.  Refer to AS 90969 Resource A and B for examples on how to collect evidence for both the practical and theoretical components for this standard.

Level 1 cognitive descriptors 

The cognitive descriptors used in the new Level 1 standards are reflective of the expectations of Level 6 of the NZC. The following table provides some further detail as to the expectations relevant to specific Level 1 standards.

Annotated exemplars for new Level 2 standards 

A number of schools have trialled the assessment tasks for the draft Level 2 standards this year.  Student evidence has been gathered to create annotated exemplars.  Six grade boundaries will be available for teachers to view:  High Not Achieved, Low Achieved, High Achieved, Low Merit, High Merit and Low Excellence.  It is intended that these exemplars will strengthen the sector capability around making judgements, particularly those more difficult grade boundary decisions.