EDPROFST 303

Teaching Health and Physical Education 2

Grading contract proposal

I, Caitlin Abbot, 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.

Aim:

My aim of this course is to gain confidence in using a variety of pedagogical methods
to enhance student learning. To achieve this I will analyse academic readings to
explore pedagogical models and digital media to make a creative learning
environment for my students.

Learning Outcomes:

At the completion of the course my aim will be to:
1. Demonstrate knowledge of different curriculum and pedagogical models in
health and physical education.
2. Apply pedagogical knowledge for planning units and programmes of work in
health and physical education.
3. Critically reflect on beliefs and actions as a teacher.
4. Critically analyse and evaluate academic resources to influence the
pedagogical models.

Activity Options:
I will achieve these outcomes by undertaking the following course work options:
1. Group Study
I will actively participate in a study group with Amanda and Debra 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 2, 4).

2. Self Study
Whilst on practicum I will critically analyse a series of lessons I have taught. These
reflections will question how and what do students learn from this lesson? Which
activities engaged the students best and was there enough variety? Did I apply a
range of pedagogical methods? What adaptations and modifications need to be
done to enhance learning? These reflections will be supported by information gained
from the course, associate teacher and use ideas discussed during group study. (LO 3,
4)

3. Developing a skeleton plan
I will create a Year 13 NCEA Physical Education unit of work on violence in sport.
This focuses on the socio-cultural component for level three students and will directly
link to the content being learnt and the NZ curriculum outlines. Using a skeleton plan
provided I will create ideas and questions I believe need to be addressed and
developed into a unit plan. This unit will provide assessment tools, both formative and
summative that directly relate to and enhance the learning within the unit. A range of
digital media will be explored along with different teaching methods. Two successive
lesson plans will be created from this unit plan to demonstrate that I feel will show the
flow on of learning from one lesson to the next. (LO 1,2,4)

Assessment Criteria

1. Group Study:

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 and
reviewed 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 shown
through digital media.
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.

2. Self Study:

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
issues 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 activities and
pedagogical methods
enhanced student
learning.
Presents evidence
systematically
collected from lessons
taught related to issue
under investigation.
Provides good analysis
on what activities and
pedagogical methods
enhanced student
learning. And how
they can be further
improved.

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,
reading material and
group study.

3. Developing a skeleton plan:

Aspect being assessed Emerging Developing Mastering
Rationale
Provides outline of
work submitted.
Provides outline of
work submitted.
Includes an explanation
of why the unit was
developed.
Provides a considered
explanation and
evidence gathered
through different
resources (e.g. NZ
Herald) as to why the
issue violence in
sport is relevant and
necessary in HPE

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.

Teaching strategies and learning activities

Example lesson plans
and unit are poorly
developed or show
little evidence of
different learning
activities used and no
evidence of any
digital media.
There are different
learning activities that
include digital media
clearly outlined in the
unit plan and
developed lesson plans.
There is a range of
different activities,
including digital media
shown in the lesson
and unit plans with
preparation of learning
that provides 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 (if applicable).



High level of creative ability,
originality and critical thinking.
Excellent communication and
presentation skills.
A wide range of activities used.
Lesson 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 outlined.


Unit of work and lesson plans
demonstrates original and creative
thinking.
Presentation of unit is of high
professional quality.
Links to NZC.
Some digital media used.
Lesson plans have a flow from
activity and next lesson and
develops student learning.


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



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.




_________________________ __________________________
Student Signature Course Lecturer