EDUC2002: PDHPE SECONDARY CURRICULUM AND PEDAGOGY i

EDUC2002: PDHPE SECONDARY CURRICULUM AND PEDAGOGY i

Summary

Title Infographic Teaching Resource

Type Poster

Due Date Sunday, week three

Length 1x A3 page

Weighting 50%

Submission Document submitted to Turnitin

Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:

ULO1: critically engage with the role, value, requirements and issues of the PDHPE (Stage 4 and 5) syllabi within the K-12 continuum of learning and global context.

ULO2: demonstrate a working knowledge of the PDHPE (Stage 4 and 5) syllabi through the design of lessons, assessments, resources and activities related to units from a subject syllabus that are informed by teaching and learning priorities including cross curriculum priorities and general capabilities.

ULO3: demonstrate a working knowledge of the (Stage 4 and 5) syllabi through the design of lessons, assessments, resources and activities related to units from a subject syllabus that are informed by teaching and learning priorities including differentiation, disability and inclusion, and embedding Aboriginal & Torres Strait Islander cultures, digital technologies, literacy and numeracy.

ULO4: demonstrate effective teaching, learning and assessment strategies, based on a range of current pedagogical frameworks (e.g. Quality Teaching Framework) designed to encourage the development of knowledge, understanding, skills, and student engagementRationale

The purpose of this assessment is to test your knowledge and understanding of the importance of teaching health and physical education topics to students, that are stage and age appropriate, with refence to the correct syllabus outcomes. This assessment also requires the demonstration of appropriate pedagogical approaches that will be used to deliver the content in a developmentally appropriate and engaging manner.

Task Description

You have been tasked by your school to create an Infographic Teaching Resource for Stage 4 on a topic of your choice (selected from the provided list, available in the Assessment one tab). Using the PDHPE K-10 (Stage 4/Years 7 and 8) Syllabus and/or Australian Curriculum - you are to locate where your topic sits within the syllabus document and use this to guide you in creating an engaging, informative and well-constructed infographic using images, information and resources.

Your assessment will be in the form of an infographic that will illustrate the importance of a health or physical education topic of your choosing, for Stage 4. Show where this topic fits with government, community and school priorities, and provide source information relating to pedagogical approaches for the teaching and learning of your chosen topic.

Task Instructions

The infographic must:

Use a range of data sources (government docs., curriculum, school policy etc), to justify the inclusion of your topic in education (why do we teach this topic) in the sequence of learning for Stage 4 (WHY).

Show where teachers can link (where can it lead) their teaching and learning to the Australian curriculum and/or PDHPE NSW Syllabus (PDHPE, HPE, other KLAs, general capabilities and cross curriculum priorities including strong literacy and numeracy links and ICT. (WHERE)

Link to resources (meaningful, relevant and credible resources) that show how your allocated topic can be taught and assessed in Stage 4 - Years 7 and 8 (HOW).

Present your infographic with consideration for visual appeal and organisation - use imagery, colour, icons, text, layout, and hyperlinks to design a rich, informative, and visually appealing infographic. Demonstrates effective use of ICT's (hyperlinks that work etc).

SUBMISSION SIZE approximately 1 x A3 page (please note that infographics may take on a variety of shapes - use your professional judgement).

Referencing Style

APA 7th referencing style required SCU Library referencing guides

Academic Integrity

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see theSCU Academic Integrity Framework

NOTE:Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the Assessment Item by the Unit Assessor.

GenAI May Not be UsedGenerative Artificial Intelligence (GenAI) tools, such as ChatGPT,may not be usedfor this Assessment Task. You are required to demonstrate if you have developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in theStudent Academic and Non-Academic Misconduct Rules, Section 3.

Special Consideration

Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 7 days for marks to be posted.

Assessment Rubric

Marking Criteria and % allocation High Distinction +

100% High Distinction

(8599%) Distinction

(7584%) Credit

(6574%) Pass

(5064%) Marginal Fail

(35-49%) Fail

(1-34%) Not Addressed

(0%)

WHYCritically examine the importanceof your allocated topic beingtaught and justify using a range ofdata sources.25%

Exemplary examines theimportance of the allocatedtopic being taught and justifythis using an extensive range ofdata sources includinggovernment documents,curriculum and school policy.

Critically examines theimportance of the allocatedtopic being taught and justifythis using an extensive range ofdata sources includinggovernment documents,curriculum and school policy.

Thoroughly examines theimportance of the allocated topicbeing taught and justifies this usinga solid range of data sourcesincluding government documents,curriculum and school policy.

Demonstrates a sound understandingof the importance of the allocated topicbeing taught and supports this using arange of data sources includinggovernment documents.

Demonstrates a basic understanding of theimportance of the allocated topic beingtaught and justifies this using some datasources.

Provides minimal requirements Does notmeet thepassstandardThe student has submitted no assessment item or has not attempted this part of the task

WHEREDemonstrates knowledge of linksto the relevant PDHPE syllabusand/or Australian Curriculumincluding consideration of ageappropriateness, generalcapabilities and cross curriculumpriorities.25%

Demonstrates exemplary knowledge of links to the relevantsyllabus documents with carefulconsideration for age appropriatecontent, generalcapabilities, and crosscurriculum priorities.

Demonstrates sophisticated knowledge of links to the relevantsyllabus documents with carefulconsideration for age appropriatecontent, generalcapabilities, and crosscurriculum priorities.

Demonstrates thorough knowledgeof links to the relevant syllabusdocuments with consideration forage-appropriate content, generalcapabilities, and cross curriculumpriorities.

Demonstrates sound knowledge of links tothe relevant syllabus documents with someconsideration for age-appropriate content,general capabilities, and cross curriculumpriorities.

Demonstrates basic knowledge of links tothe relevant syllabus documents withlimited consideration for age-appropriatecontent, general capabilities, and crosscurriculum priorities.

Provides minimal requirements Does notmeet thepassstandardThe student has submitted no assessment item or has not attempted this part of the task

HOWDemonstrate models of pedagogy,and a strategy, for teaching andassessing PDHPE, including the useof ICTs.25%

An exemplary range ofpedagogy and strategies, forteaching and assessingPDHPE are included,and ICTs are integrated in anexceptional manner. Utilises anexemplary range of meaningful,relevant, and credibleresources.

A sophisticated range ofpedagogy and strategies, forteaching and assessingPDHPE are included,and ICTs are integrated in anexceptional manner. Utilises anextensive range of meaningful,relevant, and credibleresources.

An advanced range of pedagogyand strategies, for teaching andassessing PDHPE are included,and ICTs are integrated in anadvanced manner. Utilises athorough range of meaningful,relevant, and credible resources.

A sound range of productive pedagogiesand strategies, for teaching and assessingPDHPE are included, and ICTs areintegrated in an expanded manner. Utilisessome meaningful, relevant, and credibleresources.

Some pedagogy and strategies for teachingand assessing PDHPE are included, and ICTsare integrated in a satisfactory manner.Utilises some relevant resources but therange is limited.

Provides minimal requirements Does notmeet thepassstandardThe student has submitted no assessment item or has not attempted this part of the task

WHATVisual appeal and organisation.25%

Information is exemplary,organised and supports thereaders comprehension in anexemplary manner.Imagery, colour, icons, text,layout, and hyperlinks are usedeffectively, and visual elementsinstruct, communicate andtransport the viewer.

Information is sophisticated,organised and supports thereaders comprehension in anexceptional manner.Imagery, colour, icons, text,layout, and hyperlinks are usedeffectively, and visual elementsinstruct, communicate andtransport the viewer.

Information is seamlessly organisedand supports the readerscomprehension in an advancedmanner.Imagery, colour, icons, text, layout,and hyperlinks are usedthoughtfully, and visual elementsinstruct and communicate.

Information is systematically organised andsupports the readers comprehension ofthe main message.Imagery, text, layout, and hyperlinks areused and visual elements contribute to theInfographics overall message.

Information is organised and aidscomprehension of the main message.Text, colours, and visual elementscontribute minimally to the Infographicsoverall message.

Provides minimal requirements Does notmeet thepassstandardThe student has submitted no assessment item or has not attempted this part of the task

Description of SCU Grades

High Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.

Pass:

The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The students performance fails to satisfy the learning requirements specified.