UNIT NUMBER 101402

NAME METHODS 2B:PDHPE 2Y School of Education, College of Arts

________________________________________________________________________________________________

LEARNING GUIDE

SEMESTER 2H 2011

HOW TO USE THIS LEARNING GUIDE

ICON KEY

Reading

Activity

Important

Information

Deadline

Online Activity

Warning

Hint

Toolkit

Checklist

This learning guide supplements the unit outline and is designed to help you navigate

through the unit. It will help you focus on what you need to do for classes and the

various assessment tasks. You should consult the relevant section of the learning guide

as you plan your study – it will highlight the main things that you should be getting out

of the resources available and provide guidance on teaching activities and class

preparation.

The learning guide also offers some study tips to assist you in developing the skills and

techniques of an effective learner at university level. In addition to acquiring

information and skills relevant to this unit, you should also focus on developing the

habits and tools of a successful university student. As an adult learner you need to take

control of your own learning and ensure your own success. This learning guide is

specifically designed to help you achieve this.

A standard set of icons is used throughout the learning guide to make navigation easier.

Use the icons to quickly identify important information, things you need to do and hints

for doing them.

ACADEMIC STAFF

Methods

Coordinator

Shirley Gilbert (s.gilbert@uws.edu.au)

PDHPE

Coordinator

Christina Curry

Phone: 97726433 Email: c.curry@uws.edu.au

Lecturer David Lakisa

Phone: 0405103302 Email: d.lakisa@uws.edu.au

Student consultation: appointment via email (d.lakisa@uws.edu.au)

PDHPE 2Y 2011 SECTION TWO Page 1

CONTENTS How this unit relates to your course ...................................................................................... 2

The unit learning outcomes .................................................................................................... 2

Assessment summary ............................................................................................................. 2

Assessment Details ................................................................................................................ 3

Assessment 1: .................................................................................................................. 1

Submission details ..................................................................................................... 1

How the assignment relates to the learning outcomes ............................................... 1

Details of requirements .............................................................................................. 1

Marking criteria ......................................................................................................... 2

Assessment 2: .................................................................................................................. 3

Submission details ..................................................................................................... 3

How the assignment relates to the learning outcomes ............................................... 3

Details of requirements .............................................................................................. 3

Marking criteria ....................................................... Error! Bookmark not defined.

Schedule of teaching activities.............................................................................................. 1

Overview of learning resources ............................................................................................. 2

Recommended readings .................................................................................................. 2

Other resources that might help with university life ....................................................... 4

PDHPE 2Y 2011 SECTION TWO Page 2

HOW THIS UNIT RELATES TO YOUR COURSE The unit examines the current NSW Board of Studies requirements regarding assessment for

Personal Development, Health and Physical Education in Stage 6. The unit further examines

current assessment practices and policy development in secondary schools and assists

students in developing the skills to design and implement an array of teaching and assessment

strategies and models of pedagogy which cater for varying learning styles within the PDHPE

context. Higher School Certificate grading procedures are explored, allowing students the

opportunity to investigate the application of Course Performance Descriptors. The use of

assessment to improve the quality of teaching and learning is investigated through an

examination of outcomes based profiling and reporting. The unit further examines the

teaching of effective practical skills for life in a secondary school.

THE UNIT LEARNING OUTCOMES 1. demonstrate ‘best practice’ in the development of teaching strategies and resources

to support their knowledge and understanding of PDHPE;

2. develop and apply knowledge and understanding of current trends and research

related to PDHPE;

3. demonstrate the ability to design creative, challenging and student-centered

outcomes-based learning experiences that utilise information and communications

technologies as well as other technologies in efficient and effective ways;

4. have an awareness of descriptive profiles and report proformas which reflect

outcomes based assessment and effectively and positively communicate student

progress;

5. demonstrate skills and attitudes appropriate to the effective teaching and assessing

of PDHPE;

6. display the ability to demonstrate skills, explain concepts, organise groups, conduct

discussions and provide instruction.

ASSESSMENT SUMMARY

Assignment Due Date Weighting

Link to

Outcomes

1. Assessment Design Week 4

23rd

August via VUWS 10pm

50% 1,2,4,5

2. Testing Workshop Week 7 & 8

13th /20

th September during

tutorial

50% 1,2,3,4,5,6

PDHPE 2Y 2011 SECTION TWO Page 3

ASSESSMENT DETAILS

ASSESSMENT 1: ASSESSMENT DESIGN

SUBMISSION DETAILS

To be submitted by Week 4, 23rd

August 2011 via VUWS at 10pm in a single word document.

File name is: name_assessment design

HOW THE ASSIGNMENT RE LATES TO THE LEARNIN G OUTCOMES

demonstrate ‘best practice’ in the development of teaching strategies and resources

to support their knowledge and understanding of PDHPE;

develop and apply knowledge and understanding of current trends and research

related to PDHPE;

have an awareness of descriptive profiles and report proformas which reflect

outcomes based assessment and effectively and positively communicate student

progress;

demonstrate skills and attitudes appropriate to the effective teaching and assessing

of PDHPE;

DETAILS OF REQUIREMENTS

PART A (15%)

Students are required to design and prepare a Higher School Certificate Assessment schedule.

The schedule needs to:

include a scope & sequence and relate to cores and options taught

be outcomes based include a variety of task types that cater for a range of student

learning styles, learner needs and student diversity

include original, authentic, student centred & challenging student centred assessment

tasks

acknowledge the school calendar of events

demonstrate progressive weightings

reflect group & individual tasks if appropriate

indicate syllabus processes or competencies

Part B (7.5% each = 15%)

Students are required to select 2 tasks from their assessment schedule & prepare a task outline

for school students. The task outline needs to include the following:

Task number

Task timing

Due date

Outcomes assessed

PDHPE 2Y 2011 SECTION TWO Page 4

Task type

Task weighting – total, group & individual

Detailed task description (each task should be original, student centred, authentic &

challenging)

Materials needed

Part C (7.5% each =15%)

Based upon the above tasks students are to provide a:

1. Rubric

2. Detailed marking criteria (marking criteria must relate to the outcomes of the task and

the task description)

Rubric:

Marks will be awarded according to students’ ability to:

Closely adhere to the Board of Studies requirements relating to task information for

school students

Comprehensively detail the requirements of the task

Prepare a challenging, stage appropriate and creative task

Prepare an appropriate rubric and marking criteria

Academic writing (2marks)

Referencing (1 marks)

Formatting (2 marks)

PDHPE 2Y 2011 SECTION TWO Page 1

HSC ASSESSMENT DESIGN (50%)

Name: Total Mark: /50

Criteria Unsatisfactory Meets expectations Exceeds expectations

PART A (15 marks)

Assessment Schedule Content is limited or unclear, with irrelevant information. A lack of evidence of understanding

for board of studies requirements, outcomes based

assessments tasks with unrealistic scope & sequence relating to cores/options taught. The schedule lacks

clarity in acknowledging the school calendar of

events and progressive weightings and accommodating student learning styles and needs.

Demonstrates a solid understanding of the topic with evidence of synthesis and application for most key

concepts for an assessment schedule. The schedule is

student centred and includes challenging student centred assessment tasks set within a realistic scope &

sequence relating to cores/options taught,

acknowledging the school calendar of events and progressive weightings and demonstrates Board of

Studies requirements.

Demonstrates an exceptional level of relevant and extensive content and structure which includes a variety of task types which

are outcomes based and caters for a range of student learning

styles and needs. The schedule is substantially student centred and includes challenging student centred assessment tasks set

within a realistic scope & sequence relating to cores/options

taught, acknowledging the school calendar of events and progressive weightings. Demonstrates Board of Studies

requirements, reflects group & individual tasks if appropriate and

indicates syllabus processes and key competencies.

PART B (15 marks)

Task Outlines (2x7.5marks)

There is no identifiable structure or sequence.

Limited application of key information for stage 6 assessment tasks such as task details, outcomes

assessed, task type, task weighting, detailed task

description catering for a range of student learning styles and accommodates student diversity.

Good level of relevant information for stage 6

assessment tasks. Maintains structure and sequence throughout most of the document by including most

key information such as task details, outcomes

assessed, task type, task weighting, detailed task description catering for a range of student learning

styles and accommodates student diversity.

Outstanding task outlines which are of stage 6 standard, logically

structured with extensive and relevant information such as task number, task timing, due date, outcomes assessed, task type, task

weighting/sl, detailed task description each task should be

original, student centred, authentic, challenging, caters for a range of student learning styles, learner needs & interests and

accommodates student diversity and materials needed.

PART C (15 marks)

Marking Rubric & Criteria

(2x7.5marks)

An unclear and content poor marking rubric and

marking criteria has been provided. Links between

the tasks and outcomes are inconsistent with a lack of adherence shown to Board of Studies

requirements. The marking rubric contains a limited

range of academic language and is not suitable for use in stage 6 assessment purposes.

A satisfactory marking rubric and marking criteria are

provided that relates to the aspects of the task and the

associated outcomes. The majority of the assessment criteria adhere to the Board of Studies requirements,

successfully support and compliment challenging,

stage appropriate and creative tasks. The marking rubric appropriately uses academic language which is

clear and user friendly for stage 6 assessment purposes.

Marking rubric and marking criteria is relevant, in depth and

explicitly linked by outcomes of the task and the task description.

Closely adhere to the Board of Studies requirements relating to task information for school students with comprehensively detail

of the requirements for tasks. The rubric and criteria successfully

support and compliment challenging, stage appropriate and creative tasks. The marking rubric appropriately uses academic

language which is clear and user friendly for stage 6 assessment

purposes.

Academic Writing (2 marks)

Academic style is inconsistent with expressions and writing conventions vague and errors present (i.e.

spelling, punctuation, grammar).

Academic style is consistently used, expression and writing conventions are generally clear and error free

(i.e. spelling, punctuation, grammar).

Demonstrates an excellent standard of writing conventions and has presented an error free document (i.e. spelling, punctuation,

grammar).

Referencing (1 mark) Referencing is inconsistent and/or inaccurate where sources are not acknowledged.

General use of APA conventions when citing sources in text. The reference list is presented alphabetically,

using correct APA format.

Referencing is consistent and accurate with APA conventions. The reference list is presented alphabetically, using correct APA

format

Formatting (2 marks) Poor formatting gives the document an unprofessional and disjointed look for users. Not

user friendly due to the non-inclusion of headings

and titles to guide the reader

The document is presented in a logical way with most sections coherent and developed. Overall the sequence

and structure assists the reader due to its satisfactory

design elements.

Effective formatting presented with ideas structured and sequenced in a logical way. Excellent inclusion of headings and

titles to guide the reader within a professionally looking

document.

PDHPE 2Y 2011 SECTION TWO Page 1

ASSESSMENT 2: TESTING WORKSHOP

SUBMISSION DETAILS

To be presented on either Week 7 & 8; 13th or 20

th September 2011 between 4-6pm or 6-8pm.

HOW THE ASSIGNMENT RE LATES TO THE LEARNING OUTCOME S

This assessment is designed to develop your competency in successfully incorporating student assessment

strategies into the teaching and learning experiences of PDHPE.

DETAILS OF REQUIREMENTS

This assessment will consist of two (2) parts:

PART A: TESTING WORKSHOP (20%)

In small groups (3/4 per group) students will be allocated a fitness, sport specific- performance or skill

related physical/health ‘testing’ component to research. These components will be of relevance to the

fitness, health and skill related ‘testing’ content explored in K-12 PDHPE. The idea is to explore and design

a specific but challenging creative ‘test/s’ that are easily administered in a school setting. Do not use

standard fitness tests, rather make the ‘tests’ fun and enjoyable but also able to collect a suitable set of data

that may provide a useful gauge of various levels of health and/or skill fitness. In the main this will require

modifying the standard fitness ‘tests’ that we are used to.

The group will be required to:

Research the component in order to conduct a suitable test or series of tests in tutorials with peers using the

component. You will be assessed based on: group organisation, engagement and originality of ‘test’. Each

group only has 20 minutes to deliver a testing workshop catered towards any K-12 PDHPE level. Students

must organise their own equipment and be set up prior to their presentation. Students must not miss any

other presentation for set up reasons. Students must come prepared to participate enthusiastically to support

their peers.

PART B: ANALYSIS REPORT (30%)

Provide an analysis report of part A of this assessment (minimum 1500 words) in a clear, concise manner

by using the following structure and report components as a guide:

Title Page

Table of contents

Executive Summary

o Presents an overview of the analysis findings in a format that allows decision makers to make

important decisions effectively and efficiently

Introduction/Background

o This section describes the purpose(s) of the analysis and any information which is needed to provide

the reader with an understanding of the background for the analysis

Aims/objectives

Methodology

o A description of the component, a description of the ‘test’ or activities in the ‘test’, sample group, the

analysis techniques used such as observations and data collection analysis instruments/tools used.

Step-by-step descriptions of what was done should be provided.

Discussion/Analysis

PDHPE 2Y 2011 SECTION TWO Page 2

o Critically analyse the data findings in relation to effective assessment and pedagogical practices,

current fitness research, clear links to relevant PDHPE content and student progress. Figures, graphs

and charts should be used wherever they are appropriate.

Recommendations

o Present recommendations based upon the findings of the report. Pedagogical improvements for the

testing workshop for future application

Conclusion

Reference List

o List the sources reviewed or consulted during the analysis (mnimum 4 academic references)

Appendices (if any)

During the testing workshop, students should collect a range of data from peers and analyse the ‘test’

results. The analysis report should clearly examine these findings in relation to current fitness research,

student progress, assessment and pedagogical practices and also have with clear links to relevant syllabus

content. The group should make an executive comment about the effectiveness of the ‘test’ based on its

purpose, K-12 learners, and PDHPE syllabus content.

The report is due in tutorials in the week following the presentation. Students are encouraged to consult

relevant fitness, training and/or testing journals in order to present this report.

PLEASE REFER TO MARKI NG RUBRIC BELOW

PDHPE 2Y 2011 SECTION TWO Page 1

TESTING WORKSHOP (50%)

Components Needs Improvement Meets Expectations Exceeds Expectations

PART A: TESTING WORKSHOP (20 marks)

Group Organisation There is little or no preparation or focus on

effective processes in place to collect data/evidence of student progress and

proficiency.

Good administration and understanding of the testing

workshop. The group needed to work more collaboratively to successfully meet the objectives

and implement more effective processes to improve

proficiency.

Thoroughly prepared, cohesive, and well timed test

administration session with each group member displaying a strong understanding of relevant tests and protocols.

Exceptional processes in place to collect evidence of student

progress and proficiency.

Engagement

A poor teaching and learning environment with a

lack of engagement. Little use or lack of quality teaching and learning techniques to engage and

create relevance for to learners in K-12 PDHPE.

Provides an acceptable learning environment with a

good level of participation. Basic feedback, coaching, guidance and are used to engage and create

relevance for to learners in K-12 PDHPE.

Creates a positive teaching and learning environment with an

excellent level of engagement and participation. Effective use

of quality teaching and learning techniques to successfully

engage and create relevance for to learners in K-12 PDHPE

Originality of ‘test’

Poor levels of creativity or originality

demonstrated which was reflected in the lack of intellectual stimulation and innovation.

Sound levels of creativity and originality shown in

testing workshop with intellectual stimulation and innovation achieved.

High levels of efforts were evident in demonstrating the

creativity and originality o the testing workshop. The successfully facilitated "cutting edge" ideas which created

intellectual stimulation and innovation.

PART B: ANALYSIS REPORT (30marks)

Structure and design of report The structure of the report lacks clarity and flow. The document appears unprofessional with the

design leaves the reader are disjointed due to the

lack of information displays such as figures, tables, flow charts, etc. when appropriate along

with the effective use of design elements.

Most sections are coherent and developed. Overall the structure and design is satisfactory however the

keys sections required improved design elements and

graphical inclusions in order for it to be presented in a more plausible and coherent manner.

An exceptionally clear, succinct, and well structured report with relevant data analysis. Key sections of the report such as

the executive summary, methodology, discussion/analysis,

conclusion and recommendations allow the interpretation to be presented in a plausible and coherent manner. The writer

takes advantage of information displays such as figures, tables,

flow charts, etc. when appropriate along with the effective use of design elements (font, layout, formatting) creating a

professional-looking document.

Evidence and Research Supplements analysis report with limited

research with limited research sources consulted.

Limited links to the discussion of the ‘value’ and usefulness of the ‘test’ to K-12 learners and

PDHPE content were made. A poor level of

understanding was shown of the testing protocols, assessment practices and critical

analysis of the data collected from peers.

Competent descriptive discussion with some insights

and reasonable use of recommended sources. Solid

links to PDHPE learners and the discussion of the ‘value’ and usefulness of the ‘test’ to K-12 learners

and PDHPE content were made. A sound

understanding of the testing protocol, assessment practices and purpose via a critical analysis of the

data collected from peers. A variety of relevant

sources were also used to illuminate the topic.

Comprehensive, relevant and extensive research information

presented with strong links to PDHPE learners by providing

strong commentary about student progress, pedagogical practices with regards to the ‘test’ conducted, and makes a

conclusive statement about the ‘value’ and usefulness of the

‘test’ to K-12 learners and PDHPE content. Students show superior understanding of the testing protocol, assessment

practices and purpose via a critical analysis of the data

collected from peers. A wide variety of relevant sources were also used to illuminate the topic.

Clarity of writing and

referencing

The writing is convoluted with spelling errors words, incorrect grammar, and improper

punctuation. Referencing is not in alignment

with APA Information displays are improper or confusing.

Good use of academic language with clear and concise explanations. Minimal errors (i.e. spelling,

punctuation, grammar) with referencing in alignment

with APA Information displays are improper or confusing.

Excellent use of academic language with clear, succinct and articulate explanations. Excellent standard of writing

conventions and an error free document (i.e. spelling,

punctuation, grammar) Referencing is consistent and accurate with APA conventions with the reference list presented in

alphabetical order.

PDHPE 2Y 2011 SECTION TWO Page 1

Schedule of Learning and Teaching Activities

Week

(Tuesday)

Lectures

5.30-6.30 (D.G.19: Playhouse)

Tutes/Assessment

4-5.30/6.30-8 (K.G.20)

1

2nd

August

Unit orientation

Significance of PDHPE KLA

Accountability

Issues and concerns of the

beginning teacher

Assessment 2 Grouping

2

9th

August

PDHPE assessment in Stage 6

- Assessment, Certification & Examination (ACE)

Manual

- Board of Studies (BOS) requirements

- internal and external assessment

- assessment tasks v ongoing assessment

Stage 6 Assessment

workshop

- planning and designing

assessment programs

- planning and designing

assessment tasks

- consistent teacher

judgements

- marking criteria and rubrics

3

16th

August

Online task (submitted via vuws) - Assessment & Reporting in PDHPE

- Higher School Certificate grading

procedures, policies and reporting

Online task

(submitted via vuws)

4

23rd

August

ICT in Stage 6 PDHPE ICT in stage 6 workshop

Assessment 1 due

5

30th

August

Self and peer evaluation in assessment

(BD Sports Gym: Werrington Campus)

Assessment workshop

(prac clothes)

BD Sports Gym

(Werrington Campus)

6

6th

September

Assessment for practical components in Stage 6

(BD Sports Gym: Werrington Campus)

Assessment workshop

(prac clothes)

BD Sports Gym:

Werrington Campus

7

13th

September

Assessment 2 presentations

Tutorial 1: 4-6pm

Tutorial 2: 6-8pm

8

20th

September

Assessment 2 presentations

Tutorial 1: 4-6pm

Tutorial 2: 6-8pm

27th

September Semester Break

9

4th

October

Preparing for Professional Experience

Unit Evaluation

‘Prac ready’ workshop

4 Week Block Professional Experience

Unit name and number

1H Semester 2011 SECTION FIVE Page 2

dapt this as

OVERVIEW OF LEARNING RESOURCES

RECOMMENDED READINGS

Essential textbooks:

Board of Studies, NSW. (2001). Personal Development, Health and Physical Education Years 7-10 Syllabus. Sydney:

Author.

NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.au

New South Wales Department of Education and Training. Available at www.det.nsw.edu.au

New South Wales Department of Education and Training: Curriculum Support Directorate. Available at

http://www.curriculumsupport.education.nsw.gov.au

New South Wales Department of Education and Training: Professional Learning & Leadership Development.

Available at http://www.det.nsw.edu.au/proflearn/

New South Wales Department of Education and Training. (2003a). Quality Teaching in NSW Public Schools. Sydney:

Author. Available at http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm

New South Wales Department of Education and Training. (2003b). Quality Teaching in NSW Public Schools. Sydney:

Author. Available at

http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm

New South Wales Institute of Teachers. Available at www.icit.nsw.edu.au

Morley-Warner. T, (2009), Academic writing is :a guide to writing in a university context, N.S.W: Association for

Academic Language and Learning Broadway

8.2 Additional readings

Austin, J., & Hickey, A. (2007). Education for healthy communities: possibilities through SOSE and HPE.

Frenchs Forest NSW: Frenchs Forest NSW: Pearson Education Australia.

Held at BAN and PEN 362.107094 1

Capel, S. A. (2004). Learning to teach physical education in the secondary school: a companion to school

experience (2nd ed.). New York: RoutledgeFalmer.

Held at PEN 613.70712 1

First ed. available electronically from

http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=68867

Casten, C. M. S., & Darst, P. W. (2009). Lesson plans: dynamic physical education for secondary school

students (6th ed.). San Francisco: Pearson/Benjamin Cummings.

Held at PEN CC613.7 CAST/1

Clements, R. L., & Kinzler, S. K. (2003). A Multicultural Approach to Physical Education: Proven Strategies

for Middle and High School. Champaign, IL: Human Kinetics.

http://smallworld.lastfirst.net/product_info.php?cPath=975&products_id=53116

Held at BAN and PEN CC613.7 CLEM/1

Unit name and number

1H Semester 2011 SECTION FIVE Page 3

Darst, P. W., & Pangrazi, R. P. (2009). Dynamic physical education for secondary school students (6th ed.).

San Francisco: Pearson/Benjamin Cummings.

Held at PEN CC613.7 DARS/1 [2009]

Fronske, H. A. (2008). Teaching cues for sport skills for secondary school students (4th ed.). San Francisco:

Pearson Benjamin Cummings.

Held at PEN CC796.07 FRON/1

Froude, C., & Polley, S. (2008). Outdoor education: foundations for tertiary and senior secondary education

(1st ed.). Cottlesloe, W.A.: Impact Publishing.

Held at PEN 371.384 8

Kleinman, I. (2009). Complete physical education plans for grades 5 to 12 (2nd ed.). Champaign, IL: Human

Kinetics.

Held at PEN 613.71 138

Nemec, M. (2003). Jump into PDHPE (2nd ed.). South Yarra, Vic.: Macmillan Education Australia.

Held at BAN and PEN CC613 JUMP/1 [2003]

Nemec, M. (2004). Jump into PDHPE: teacher resource book (2nd ed.). South Yarra, Vic.: Macmillan

Education Australia.

Held at BAN CC613 JUMP/1 [2003]

New South Wales. Board of Studies. (2003). PDHPE years 7-10 assessment for learning in a standards-

referenced framework,

1 CD-ROM

This CD-ROM was developed to assist teachers in implementing the PDHPE syllabus for years 7-

10. It contains assessment activities, student work samples, examples of feedback and examples of

ways to record student progress. Also included are the syllabus, guide to the syllabus, draft DLAs

and advice on programming and assessment.

Held at BAN and PEN CC373 PDHP/17

New South Wales. Dept. of Education and Training. Drug Prevention Programs & Peer Support Foundation

(N.S.W.). (2004). Peer-led alcohol lessons for students (PALS): alcohol education activities for

Stage 4 students: curriculum support material for Stage 4 Personal development, health and

physical education. Sydney, N.S.W.: NSW Dept. of Education and Training.

Held at PEN CC373 PDHP/16

New South Wales. Dept. of School Education. Curriculum Directorate. (1996). Curriculum support for the

teaching of PDHPE, 7-12 (pp. v.). [Ryde, N.S.W.?]: Department of School Education, Curriculum

Directorate

Held at BAN 613.0712944/1 and at PEN 613.0712944/C2

Ruskin, R., & Proctor, K. (2005). Active outcomes 1: PDHPE stage 4. [Milton, Qld.]: Jacaranda.

Held at PEN CC613 RUSK/1

Watt, A., Nemec, M., & Dawe, B. (1999). Jump into PDHPE. Book 1. South Yarra, Vic.: Macmillan

Education Australia.

Held at BAN CC613.0712 WATT

Unit name and number

1H Semester 2011 SECTION FIVE Page 4

Wright, P. (2000). Inside & out: a health and physical education textbook (3rd ed.). Milton, Qld. John Wiley

& Sons.

Held at PEN 613.7 10 [2000]

Wright, P. (2000). Inside & out: a health and physical education workbook (3rd ed.). Milton, Qld. John

Wiley & Sons.

Held at PEN 613.7 10 [2000]

OTHER RESOURCES THAT MIGHT HELP WITH UNIV ERSITY LIFE

This information is to be read and applied in conjunction with each unit outline of your course.

The “Current Students” page of the UWS web site http://www.uws.edu.au/students contains many

important links, including:

Student Administration http://www.uws.edu.au/students/stuadmin: This site contains much of the

information necessary for the administration of your course throughout your study at UWS;

Student Support Services http://www.uws.edu.au/students/ods: This site is a useful resource for

students

and a hub for coordinating developments to improve your university experience.

e-learning http://www.uws.edu.au/students/onlinesupport: This is your entry to all aspect of e-

learning at UWS

Students with a disability should visit: http://www.uws.edu.au/students/ods/disabilityservice

Course and unit rules

http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements: This site provides

information on pre-requisites, co-requisites and other matters concerning how your course is

structured.

Policies http://www.uws.edu.au/policies/masterlist.php: This site includes the full details of

policies that apply to you as a UWS student.