EDPROFST 303

Teaching Health and Physical Education 2

Grading contract proposal.

I, Deb Catherwood, do hereby agree to follow this plan for determining my course grade. I understand that
each course requirement must be satisfactorily completed to earn a passing grade for the course, and that
the extent to which I fulfill the activities specified in this contract will determine the specific grade I receive. My
questions to date have been answered; I realize that the purpose of each activity is to find the best possible
match between my unique learning needs and teaching goals; my contracted activities are a means to
becoming a better teacher, not ends in and of themselves; and how I approach this contract has implications
for the type of teacher I will be.

Overall aim:

My aim of this course is to build on my weaknesses that were highlighted from practicum
last year and be more pedagogically innovative. I aim to do this by using the knowledge
gained from academic resources to develop skills and make creative activities for my
students on practicum. I want to be able to reflect on my own teaching and adapt my
teaching style to enhance student learning and work on becoming a good teacher. I aim
to develop an understanding of cooperative learning and use this in my teaching, and to
be more creative and confident with digital media in my lessons.

A. Learning Outcomes
At the completion of this course, my aim is to be able to:

1. Analyse and determine what skills and values a good teacher needs, and how
this can be beneficial for student learning.
2. Critically reflect on my beliefs and actions as a teacher.
3. Demonstrate knowledge of different curriculum and pedagogical models in
Health and Physical Education.
4. Apply pedagogical knowledge for planning units and programmes of work in
Health and Physical education.
5. Critically analyse and evaluate academic resources to positively influence the
way I teach.

B. Activity Options
I will achieve these outcomes by undertaking the following course work options:

1. Self-study and reflection:
I am going to reflect on my previous practicum at Whangaparoa College and
determine my strengths and weaknesses. From this I am going to create 4 realistic goals
that I want to achieve over my 3
rd
year practicum that work towards the skills and
values that I think a good teacher needs. During practicum I will reflect on a series of
lessons taught, use my associate teachers notes and try to collect evidence to
methodically analyse and reflect on these lessons. The key aspect of this task is to ask
the questions What is a good teacher, Does my practice match what I think a good
teacher is?, Did my students learn what was aimed in these lessons, and if not why
and what can be done about this? I will support my discussion with evidence collected
from the lessons and reference to information taught during the course and what I will
discover during the study group sessions. I will also reflect on my practicum goals and
outline appropriate improvements for future teaching to work towards becoming a
good teacher. (LO 1 & 2)



2. Study group:
I will actively participate in a study group with Amanda and Catlin to discuss the links
between the course readings and the lecture material so that I can apply this knowledge to
my pedagogical practice. We will focus on a variety of different readings each meeting and
it will be obligatory to evaluate this reading prior to our meeting. Each of us will create
notes and ideas based on the reading for the week that we think are important for
discussion. We will participate in a minimum of 6 meetings over the period of this course,
and create 1-2 pages of meeting notes/minutes. We will have read and discussed as a
group a minimum of 8 readings (mastering level) that will be developed into a range of
digital media resources by the end of this course. Both meeting minutes and digital media
links will be shared when my portfolio is submitted. (LO 1 & 5)


3. Develop a skeleton unit plan:
I will apply pedagogical knowledge to develop a skeleton unit plan on the Violence in
sport. This will look at the socio-cultural aspect of HPE, which I have chosen so that I can
better understand this topic and be aimed at Physical Education NCEA L3. This unit will
draw direct links with NZC outlines and will look at different pedagogical models in HPE. I
will look at the skeleton unit and brainstorm questions I feel are important for learners at
this level and I will develop this into a unit overview and rationale. This unit will provide
assessment tools, both formative and summative that directly relates to and enhances the
learning within the unit. I will use the knowledge gained from the study group sessions to
explore digital media in this unit, and create activities that are innovative and fun for
learners. (LO 3 & 4)



C. Assessment Criteria

1. Self study and reflection:

Aspect being assessed Emerging Developing Mastering
Purpose
Introduction provides a brief
explanation of study.
Introduces study with a
clear purpose of key issue
under investigation and
why it is personally
meaningful.
Introduces study with a
clear purpose of key issue
under investigation and
why it is personally
meaningful. Issue is
relevant and important.


Analysis

Collects and presents some
evidence collected from
lessons taught related to
issue under investigation.
Presents evidence
systematically collected
from lessons taught related
to issue under investigation.
Provides some analysis on
what makes a good
teacher
Presents evidence
systematically collected
from lessons taught related
to issue under investigation.
Provides good analysis on
what makes a good
teacher

Discussion and insights

Discussion is limited in
respect to the personal
meaning and value of the
study on the individuals
teaching.
Discussion is considered and
shows how study provides
personal insights into
teaching.
Discussion is considered and
shows how study provides
personal insights into
teaching. Makes connections
to lecture and reading
material, and what has
been learnt in study group.


2. Study Group

Aspect being assessed Emerging Developing Mastering
Coverage
A minimum of 5 articles
have been reviewed that
broadly cover topics related
to the course. Few key ideas
are developed into a digital
media reflection.
The group has met to
review a minimum of 6
articles, with explicit
attention to ensuring some
topics in the course have
been covered. Develops key
ideas into a digital media
reflection.
The group has met and
reviewed 8 or more articles,
with explicit attention to
ensuring majority of topics
in the course have been
covered. Meeting minutes
are taken every meeting
and the duration is between
1-1.5 hours. Develops key
ideas into a range of digital
media tools that directly
relate to our teaching and
student learning.
Review and discussion

Meeting notes demonstrate
that key points from each
reading have been
identified and discussed.
Few key ideas are
developed into a digital
media reflection.
Meeting notes demonstrate
that each reading has been
discussed and related to
content covered in lectures.
Develops key ideas into a
digital media reflection.
Meeting notes demonstrate
critical perspective and full
discussion of each article.
Key ideas from lecture and
readings have been
developed using digital
media to directly relate to
our teaching and student
learning.


3. Develop a skeleton unit plan

Aspect being assessed Emerging Developing Mastering
Rationale
Provides outline of work
submitted.
Provides outline of work
submitted. Includes an
explanation of why the
skeleton unit plan needed to
be redeveloped.
Provides a considered
explanation of why the issue
violence in sport is relevant
and necessary in a HPE
programme, giving evidence
gathered through different
resources eg NZ herald. The
unit uses a range of
pedagogical knowledge and
activities.

Focus and Alignment

Insufficient evidence showing
how work aligns with either
the NZC or NCEA
The alignment to the NCEA
expectations is explained.
Learning intentions clearly
established.
There is a clear alignment
between the unit of work and
NCEA achievement standards
and the NZC.

Teaching strategies and
learning activities

Example lesson plans and unit
are poorly developed with
minimal learning activities
used and no evidence of
digital media.
Lesson plans and overall unit
is appropriately designed for
student learning with a
range of media used.

The unit and lesson plans are
designed with purpose with
particular focus on digital
media and preparation of
learning activities provide high
quality opportunities for
student learning.
Assessment
Assessment has not been
considered or explained.
Assessment activities are
identified that provide
information for formative
and summative purposes.
Assessment has been carefully
considered with opportunities
and activities identified that
provide information for
formative and summative
purposes.






Grade determination: My aim is to achieve an A for this course. In order to achieve this
(and be consistent with the university expectations outline on page 13 of course guide), I
intend to:


Grade Description Evidence
A Work of high to exceptionally high quality
showing:
Excellent knowledge and understanding
of subject matter and appreciation of
issues;



Consistent meeting minutes and
duration of meeting
Development and links created
between lecture content, reading and
digital review.




Critical reflection on teaching and
student learning
Questioning tools, addressing questions
outlined and discussing with associate
teacher and peer (if applicable)






High level of creative ability, originality
and critical thinking;
Excellent communication and
presentation skills.
A wide range of activities used
Lesson plans and unit plan demonstrate a
variety of activities

Consistent high achievement in peerwise
Above 80% in CECIL test
Majority of unit aspects is at Mastering level




Meeting minutes
Digital media evidence and website links, if
needed.
Individual notes and ideas from lecture
content and readings.




Lesson plans and reflections
Reflections include some links to lecture
content and readings.
Associate teachers and peer (if applicable)
comments
Answering questions that I have outlined
about the good teacher.



Unit of work and lesson plans demonstrates
original and creative thinking
Presentation of unit is of high professional
quality
Links to NZC
Digital media is utilised
Lesson plans have a flow from the previous
lessons and the following lesson activities
develops student learning.

A grade point will be deducted for each aspect assessed below Mastering.

D. Proposed Guidelines
1. All course requirements must be completed for contract to be considered.
2. Each activity must be somehow documented to count towards the final
grade.
3. Each activity must be peer assessed and moderated prior to inclusion in portfolio.
4. Insufficiently demonstrating course expectations may result in a reduced grade.
5. The lecturer reserves the right to exercise discretion on determining final grade.


Signature:

Student : Deb Catherwood Teacher: ____________________