Physical Education: The Planning Process
19 Oct 2012
Science: Learning Journal
02 Nov 2012
Health Education: Critical Concepts
16 Nov 2012
Aegrotat considerations (students should refer to Regulation H of the General Course and Examination Regulations.)
http://www.canterbury.ac.nz/exams/aegrotats.shtml, please see Course links.
Students may only apply for an aegrotat consideration on one piece of assessment for the course. An Aegrotat grade can only be awarded where the students has been able to complete a substantial part of the course and assessment.
Physical Education and the New Zealand Curriculum: Maximising the opportunity;
2008 (Journal of Physical Education New Zealand: Te Kotuku Rerenga, 41, 3, 51-61).
Health promoting schools: a New Zealand perspective;
2008 (Pastoral Care in Education, 26(4), 231-241).
Fleer, M., Jane, B. & Hardy, T;
Science for Children, Developing a personal approach to teaching;
Frenchs Forest: Pearson Education Australia, 2007 (Chapter 7. An interactive approach. pp145-173).
Johnson, B., & Howard, S;
Childhood and adolescent resilience;
Government of South Australia: Children, Youth and Women’s Health Service, 2005 (Virtually Healthy Newsletter 37, p. 4-5).
Making Better Sense of the Physical World;
Ministry of Education;
Wellington: Learning Media, 2001.
Ministry of Education;
Evaluation of the Pilot Primary Schools Physical Activity Project;
Learning Media, 2005 (Final Report. Wellington. (Pending)).
Ministry of Education;
Health and physical education in the New Zealand curriculum;
Wellington. NZ: Learning Media, 1999.
Future changes and new directions in health education;
1997 (Unpublished paper from the New Zealand Conference on Health and Physical Education, Auckland).
Teaching Primary Science Constructively;
Sydney: 2nd edition, Harcourt Brace, 2004 (Chapter 1, pp.1-40).
World Health Organisation;
The Ottawa Charter for health promotion;
Ottawa: World Health Organisation, 1986.
Recommended Reading in Health Education
Automobile Association. (2001). Go play in the traffic. A.A. Directions, Summer Issue 80,12-13.
Carroll-Lind, J. (2009). School safety. An inquiry into the safety of students at school. Wellington: Office of the Commissioner for Children.
Chen, E. (2007). Primary pathways. An integrated approach to drug education. Wellington: New Zealand Drug Foundation.
Durie, M. (1994). Whaiora: Maori health development. Auckland: Oxford University Press.
Ministry of Education. (2002). Sexuality education – Revised guide for principals, Boards of Trustees and teachers. Wellington, NZ: Learning Media.
Ministry of Education. (2000). Better relationships for better learning. Guidelines for Boards of Trustees and schools on engaging with Maori parents, whanau and communities. Wellington, NZ: Author.
Ministry of Health (2008). A portrait of health. Key results of the 2006/2007 New Zealand Health Survey. Wellington, New Zealand: Author.
Ministry of Health. (2007). Food and beverage classification system for Years 1-13. User guide. Wellington: Learning Media.
New Zealand Family Planning. (2009). The sexuality road – Discovering me. Wellington: Author.
Recommended Reading in Physical Education
Bailey, K. & Pangrazi, R. (2004). Fitness/physical activity. It’s the process that counts. The British journal of physical education. Winter. 16-18.
Barrett, T. (2005). Effects of co-operative learning on the performance of sixth grade physical education students. Journal of teaching in PE. 24, 88-102.
Boyes, M. (2000). The place of outdoor education in the Health and Physical Education curriculum. Journal of physical education New Zealand. 33 (2). 75-88.
Culpan, I. & Bruce, J. (2007). New Zealand Physical Education and Critical Pedagogy: Refocusing the Curriculum. International Journal of Sport & Health Sciences. Vol. 5, 1-11.
Graham, G., Holt, S., & Parker, M. (2007) Children Moving: a reflective approach to teaching physical education (7th Ed). USA: McGraw-Hill.
Hellison, D.R. & Templin, T.T. (1991). A reflective approach to teaching physical education. Champaign: Human Kinetics. (Chapt 4).
Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning, Rethinking the Bunker-Thorpe model. Journal of Teaching Physical Education. Winter. 16- 18.
Light, R. (2008). Complex Learning Theory – Its Epistemology and Its Assumptions About Learning: Implications for Physical Education. Journal of Teaching in Physical Education: 27, 21-37.
Metzler, M. (2005). Instructional Models for physical education (2nd Ed). Scottsdale, AZ: Holcomb Hathaway.
Ministry of Education. (2004). Olympism: Attitudes and Values in Physical Education. The Curriculum in Action series. Wellington, NZ: Learning Media.
Mosston, M., & Ashworth, S. (2002). Teaching physical education. (5th Ed.) Sydney, NSW: Merrill Publishing Company.
Tinning, R., Kirk, D., & Evans, J. (1993). Learning to teach physical education. Australia: Prentice Hall.
Tinning, R. (2010). Pedagogy and human movement: theory, practice, research. New York: Routledge.
SPARC. (2007). Developing fundamental movement skills. Wellington
Suggested readings for Science
Appleton, K. (2006). Elementary Science Teacher Education International Perspectives on Contemporary Issues and Practice. Lawrence Erlbaum Associates Inc., Routledge.
Hipkins, R., Barker, M., & Bolstad, R. (2005). Teaching the 'nature of science': modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.
Roth, W-M. & Lee, S., (2004). Science education as / for participation in the community, Science Education, 88(2), 263-291.
Schibeci, R. (2006). Student images of scientists: What are they? Do they matter? Teaching Science vol. 52, no. 2, pp. 12-16.
Skamp, K. (2007). Conceptual learning in the primary and middle years: The interplay of heads, hearts and hands-on science. Teaching Science - the Journal of the Australian Science Teachers Association, 53(3), 18-22.
Show Additional Outline Information...
Additional Course Outline Information
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Grade GPA Marks
A+ 9 90 – 100
A 8 85 – 89
A- 7 80 – 84
B+ 6 75 – 79
B 5 70 – 74
B- 4 65 – 69
C+ 3 60 – 64
C 2 55 – 59
C- 1 50 – 54
D 0 40 – 49
E -1 0 – 39
The score for all assessment items will be aggregated for the final grade however ALL assessment items must gain a pass mark to pass the course. Assessment item will be given an A+, A, A-, B+, B, B-, C+, C,C-, D or E, and this will become part of the overall course grade. All parts of the assessment MUST receive a minimum of a C- grade in order to pass the course.
Calculating the final assessment grade
The course grade will be the calculated using assessment grades if attendance and participation are sufficient to meet the learning outcomes of the course. The final grade will be calculated as (Total score for assessment item 1*0.34) + (Total score for assessment item 2*0.33) + (Total score for assessment item 3*0.33). The final assessment grade given will be based on the final mark.
Internal cross-lecturer moderation will occur for each assessment item.
External moderation will follow External Moderation Procedures for the School of Sciences and Physical Education.
No work will be marked if it is handed in after the due date without an extension being granted.
Please refer to the Assessment Guidelines for students.
FLO assignments submitted by hand, email, fax, drop-box or any other online repository after the due date, with no extension granted, are considered late.
FLO assignments submitted by post or courier which are date stamped by the College's Academic Services Team more than two days after the due date are considered 'late'.
No work will be marked if it is handed in late (as defined above) without an extension having been granted.
Extensions are reserved for exceptional circumstances only and are not granted automatically. The lecturer must be contacted at least 3 days prior to the due date of the assessment item. Applications must be supported by relevant evidence of the special circumstances (e.g. medical certificate) and made in writing (email or letter).
In the event that an assessment item has achieved most, but not all, of the required learning outcomes a resubmit may be granted. This decision will be made at the discretion of the lecturer. However:
• Students are restricted to one resubmit in any one curriculum area within the course (ie one resubmit for the entire course of 3 subject areas)
• The maximum grade for a resubmitted assessment item will be C
• Assessment items for which an extension has been given are not eligible for a ‘resubmit’
• Students will not have the opportunity to resubmit an item that has already been resubmitted.
• Students who have had unexplained absences will not be eligible for a resubmission for the assessment item in that area.
• Late assessment items will not be accepted.
Timetable for Resubmits: A maximum of one week or five working days from the day assignments are returned is allowed for resubmissions.
Criteria for resubmission: Conditions or criteria for resubmissions will be clearly outlined on the returned assignment.
On Campus students’ assignments are to be submitted with a Cover Sheet to the Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm on or before the due date. Hours of operation are 11am-2pm weekdays. For dropping off assignments outside these hours, please use the drop boxes placed at the back entrance to Ōrakipaoa.
Pick up Arrangements: It is your responsibility to pick each assignment up from the Academic Services Team. Lecturers will not follow up on resubmits and fails. This is your responsibility.
The location and time of collection of assignments will be posted on LEARN.