Wesley College

Year 11 Physical Education

Course Description

Teacher in Charge: Miss R. Autagavaia.

“In physical education, the focus is on movement and its contribution to the development of individuals and communities. By learning in, through and about movement, students gain an understanding that movement is integral to human expression and that it can contribute to people’s pleasure and enhance their lives. They learn to understand, appreciate, and move their bodies, relate positively to others and demonstrate constructive attitudes and values. This learning takes place as they engage in play, games, sport, exercise, recreation, adventure and expressive movement in diverse physical and social environments” (NZC 2007).

At Wesley College, the underlying principles (hauora, socio-ecological perspective, health promotion and attitudes and values) are studied in a range of contexts across NCEA levels 1-3.

Year 11 Physical Education - Course Aims

1. Develop in students a deeper awareness of factors that influence their participation in physical activity

2. Develop the tools to be able to dissect, learn and evaluate skills in a physical activity.

3. Develop in students the ability to promote interpersonal skill and self-management in all areas of physical education.

4. Develop students understanding of the body systems and its functions and how it relates to physical activities.

5. Promote Fair play

6. Create a learning environment that prepares students for further lifelong learning in Physical Education

Course Overview

Term 1
Apply movement strategies in an applied setting: Students are able to apply movement strategies in an applied setting.

Assessment Conditions
Assessor involvement during the assessment event is limited to providing general feedback. For example, identifying sections of student work that would benefit from further development.

Students may work on assessment evidence in and out of class time, over a period of time specified by the assessor. This can include using evidence from participation in a movement context outside of class; however, teachers will need to verify the live marking of the movement strategies.

Students must be assessed in an applied setting. This means it must be an authentic situation (game, tournament, competition, festival, event, etc) where they are applying their movement strategies to unpredictable external cues. These cues could involve environmental factors, teammates, opposition players, or fellow competitors.

Students will be assessed on the live performance of their chosen range of movement strategies. This can be evidenced through a teacher verification sheet and student-submitted evidence of their application of strategies. If student-submitted evidence does not correlate to the teacher verification sheet, teacher annotations can provide the details and examples of how the Standard has been met.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Term 2
Demonstrate understanding of how kotahitanga is promoted in movement through application of strategies: Students are able to demonstrate understanding of how kotahitanga is promoted in movement through application of strategies.

Assessment Conditions
Students may work on assessment responses in and out of class time, over a period of time specified by the assessor. They may evaluate how kotahitanga is promoted in movement throughout the process, or at the end.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Term 3
Demonstrate understanding of the influence of a personal movement experience on Hauora: Students are able to demonstrate understanding of the influence of a personal movement experience on Hauora.

Assessment Specifications
Must be submitted by 25th October to NZQA

Term 4
Outdoor Education Experiences

Learning Areas:

Health and Physical Education

Assessment Information

In this course there will be 2 internal standards offered and one external standard offered. The new changes around NCEA provide us with more of an opportunity to assess over a longer period of time.

Physical Education at Level 1, 2, and 3 pathways to many great career opportunities, such as:

- Defence Force (Army, Navy, Air force)

- Police

- Sports scientist

- Physiotherapist

- Occupational Therapist

- Personal trainer

- Sports Coach / Official

- Teacher

- Environmental Ranger

- Outdoor Guide

- Professional athlete