Exemplar for Internal Achievement Standard Physical Education Level 1
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1 Exemplar for internal assessment resource Physical Education for Achievement Standard Exemplar for Internal Achievement Standard Physical Education Level 1 This exemplar supports assessment against: Achievement Standard Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries. New Zealand Qualification Authority To support internal assessment from 2014 NZQA 2014
2 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: Low Excellence 1. For Excellence, the student needs to demonstrate, and show comprehensive understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour considering how well the behaviour did or did not result in physical and /or emotional safety judgements that are supported with explanation and examples or evidence. The student has demonstrated responsible behaviour for safety during outdoor education activities (1). The student has demonstrated comprehensive understanding by providing a judgement considering how well the behaviour (assisting and supporting others) resulted in physical and/or emotional safety during the outdoor education activity (mountain biking) (3). The student has demonstrated in-depth understanding by providing an explanation for how and why the responsible behaviour (assisting and supporting others) was applied for safety during the outdoor education activity (tramping) (2). To reach Excellence more securely, the student would need to provide clearer judgements considering how well the behaviour (assisting and supporting others) did or did not result in physical and/or emotional safety for tramping. These judgements need to be supported with detailed examples. NZQA 2014
3 Student 1: Low Excellence Student 1: Low Excellence Activity 1 Tramping I assisted and supported others by making sure they could mentally and physically make it through the 6 hour tramp safely and without giving up. For example, I carried the food and cooking equipment from MM s pack when she looked like she was really struggling with the weight, heat and couldn t keep up. This kept her physically safe from injury such as strains due too heavier baggage and from mental exhaustion by trying to finish an activity which was stretching her capabilities. I also supported the group in general by being really encouraging and motivating. For example when we stopped for water or snack breaks I made positive comments on how good we were all going and showed them the map to see how far we had gone and how long to go. I think this made us all emotionally safe because as a group we were working together to complete the task. After I made these comments I noticed people like Missy seem really more confident and happy. I think that by applying this behaviour I was effective and my group and I was confident, happy and because we helped those who needed it no one got injured, dehydrated or exhausted. 2 On reflection I think it would have been confident to point out our strengths and weaknesses or concerns before the tramp so everyone, not just me, knew the ways or actions they could do to support and assist others keep them safe while tramping. Therefore using open and honesty communication would have helped too and ensured we took supportive action through recognising signs in relation to the individuals need not when it was too late
4 Activity 2 Mountain Biking I assisted and supported others by showing some of the weaker members of the class some techniques especially for going around corners and downhill. By teaching them techniques I think I was effective at keeping them safe from injury of falling and emotionally safe as I improved their confidence. For example, I showed KK and LL how to sit back in their bikes when going on steep downhills. In practice sessions they had been nervous and when they felt like they were going too fast and coming over front of bike they put on their front brakes. This meant they freaked out and because they also used the front brakes they crashed, sometimes over the front of the handle bars. In practice they only hurt themselves but in the group challenge they may have also hurt our team following. On the group challenge they both looked heaps better going downhill and they made it safely around the whole track. They told me they felt much more balanced on their bikes with this technique and had more confidence in their ability even on the harder trails. Therefore my use of this behaviour were very effective at keeping others physically safe as it is shown by KK and LL s actions and comments to me afterwards 3
5 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: High Merit 2. For Merit, the student needs to demonstrate, and show in-depth understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour explaining how and why the responsible behaviour was applied. The student has demonstrated responsible behaviour for safety during outdoor education activities (1). The student has demonstrated in-depth understanding by providing an explanation for how and why the responsible behaviour (tolerance) was applied for safety during the outdoor education activity (surfing) (2). The student has demonstrated comprehensive understanding by providing a judgement considering how well the behaviour (complying with instructions) resulted in physical and emotional safety during the outdoor education activity (mountain biking) (3). To reach Excellence, the student would need to be specific in the judgements about whether the behaviours were effective in relation to improving physical and/or emotional safety for the outdoor education activities (surfing and mountain biking). These judgements should be supported with clear examples. NZQA 2014
6 Student 2: High Merit Student 2: High Merit Activity 1 Mountain biking In our group for teams mountain bike race at Woodhill there was a range in our abilities. I was one of the more advanced riders and was tolerant of those less able than me. For example, on a section of the Body Bag, I warned JJ that a 2X trick was coming up. I knew she only had basic techniques so instead of doing trick myself, I went on the bypass so she could follow me. She didn t fall off meaning her and the rest of the group were also safe from not crashing or injuring themselves. As it was not the fastest time that won but the fact you all got back as a group this made us feel good about ourselves and helping less able riders feel safe and to complete the ride. As the trails we used at Woodhill were suitable for novice right through to advanced there was a huge range of difficulty of uphill climbs, downhills and obstacles. The instructor told us to recognise our capabilities and to use the bypassses if we felt unsafe attempting a trick. While I was going through a section of Big Mumas I felt nervous about 3X trick coming up so I used the bypass we were told to. As I then completed the difficult section safely this gave me confidence to complete the rest and work on my technique. My group probably thought this was good I used the bypasses as this kept us all safe. Making good decisons is important so we can complete the group task uninjured and with all our group members together. This was effective to apply. 3
7 Activity 2 Surfing While surfing I had to be tolerant and patient of both others and the environment. It was important that we didn t try to catch a wave in front of another classmate who was already on it as this could cause as accident or one of another classmate who was already on it as this could cause an accident or one of us to lose our nerve and make a silly mistake. This was even more important on days where the surf was bad and there were not many waves for us to catch in the hour. I did this by looking out for others around me before catching the wave and also taking my turn to catch the wave. It was frustrating if someone was already on it and you hadn t had a turn for ages. I used this everytime as I was also not confident to think I could catch a wave and my class mates safe. 2 I followed instructions by only surfing where we were allowed. Some others got into a bit of trouble when they got too close to the rocks. I found myself drifting especially when I had been waiting for a wave for ages. I used my paddling technique to get in a safe position away from the rocks. By doing this I found I felt more relaxed and confident to try a catch the next good wave as I knew the path it took me on would be a safe one.
8 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: Low Merit 3. For Merit, the student needs to demonstrate, and show in-depth understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour explaining how and why the responsible behaviour was applied. The student has demonstrated responsible behaviour for safety during outdoor education activities (1). The student has demonstrated in-depth understanding by providing an explanation for how and why the responsible behaviour (assisting and supporting) was applied for safety during one outdoor education activity (mountain biking) (2). The student has demonstrated understanding by providing an account of responsible behaviour (assisting and supporting others) for safety during the outdoor education activity tramping (3). To reach Merit more securely, the student would need to provide a more detailed explanation for how and why the responsible behaviour (assisting and supporting others) was applied during the outdoor activity (tramping). NZQA 2014
9 Student 3: Low Merit Student 3: Low Merit Activity 1 Mountain biking I encouraged my team on the tricky parts. This made me and others feel emotionally supported and as if we could do it. We warned each other of upcoming obstacles/tricks and used encouraging words when struggling to keep the group together. For example on the uphills I encouraged ML by saying, Come on you can do it. This helped him feel like we were all working togther as a group to complete the race safely and I saw his spirits and effort lift. 2 The instructor explained to us the varying degrees of difficulty of the tracks at Woodhill. I followed instructions by sticking to the tracks on the Kee Wee trail. The difficulty of these tracks, particularly the Big Muma section, was well within my capabilities. There were bypasses on the tracks which I used when it scared me so I didn t get hurt. I felt safe during this ride and made it to the end unhurt. Activity 2 Tramping When on the tramp I showed encouragement by offering food and drink to others who were getting low. I also encouraged others who seemed to be finding it hard. For example, I gave Brent some water as he really looked tired and had no water left. This action ensured others didn t get hydrated. 3 On the tramp I made sure I stuck to the tracks. The Waitakeres have some very steep drop offs which we could fall and injure ourselves from. We also heard stories from the newspaper of people who went unprepared for a day walk in the Waitakeres and because it is so dense they got lost. Because I stuck to the tracks of the loop track I made it back without injury or getting lost.
10 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: High Achieved 4. For Achieved, the student needs to demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour giving an account of responsible behaviour for safety during outdoor activities. The student has demonstrated responsible behaviour for safety during outdoor education activities (1). The student has provided a provided a brief explanation how the responsible behaviour (assisting and supporting) was applied during safety during the outdoor education activity mountain biking (2). The student has demonstrated understanding by providing an account of responsible behaviour (complying with instructions) for safety during the outdoor education activity surfing (3). To reach Merit, the student would need to provide: an explanation for why the responsible behaviour (assisting and supporting) was applied for safety during the outdoor education activity (mountain biking) an explanation how and why the responsible behaviour (complying with instructions) was applied for safety during the outdoor education activity (surfing). NZQA 2014
11 Student 4: High Achieved Student 4: High Achieved Activity 1 Mountain biking On the team mountain bike event I always supported my group members by saying positive things e.g. You can do it, Keep going when riding on the difficult part of the track. This made my friend feel emotionally safe and confident. 2 I used complying with instructions on the mountain biking unit. I stuck to the trails that the instructor advised us too.. I didn t get lost and my team rode confidently. Activity 2 Surfing During surfing I demonstrate the responsible behaviour of cooperating with others. I made sure I looked and listened for others on the waves before trying to catch one myself. I let others have the wave to themselves or with lots of room between us and I did not collide with anyone else and got no injuries. I also used complying with instructions. I only went in the area that the instructor told us where to go for beginners making sure I stayed away from the rocks that the current and waves could take us to quickly. Being away from the rocks I felt ok to give it a try without the fear of getting hurt. 3
12 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: Low Achieved 5. For Achieved the student needs to demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour giving an account of responsible behaviour for safety during outdoor activities. The student has demonstrated responsible behaviour for safety during outdoor education activities (1). The student has demonstrated understanding by providing a brief account of responsible behaviour (cooperation/teamwork) for safety during the outdoor education activities mountain biking and tramping (2). To reach Achieved more securely, the student would need to provide a more detailed account of the responsible behaviour (cooperation /teamwork) for safety during the outdoor education activities (mountain biking and tramping). For example, what was said or done by the student when demonstrating these behaviours. NZQA 2014
13 Student 5: Low Achieved Student 5: Low Achieved Activity 1- Mountain biking I cooperated with my team mates by all taking turns leading at the front and following at the back. When I was in the middle in particular I always felt safe because our team was together and I wouldn t get lost. 2 During the team event it was important to assist and support our team members if we were to finish in a good time. I assisted others through difficult parts of the trail which made me safe because I knew I could do it without falling over too. Activity 2 Tramping I used team work on the tramp. We all worked together to make sure everyone was safe. For example before our overnight tramp we all packed together to ensure we had everything we needed and our safety was not jeopardised. 2 When crossing the river I used assisting and supporting others. The river was quite swift and it was a bit nerve wracking walking across the cold water. I linked arms with my group to keep them balanced. We felt happy when we achieved it.
14 Exemplar for internal assessment resource Physical Education for Achievement Standard Grade Boundary: High Not Achieved 6. For Achieved, the student needs to demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities. This involves: students demonstrating the responsible behaviour giving an account of responsible behaviour for safety during outdoor activities. The student has demonstrated responsible behaviour (complying with instructions and appropriate communication) for safety during outdoor education activities (1). The student has demonstrated understanding by providing a brief account of responsible behaviour (appropriate communication) for safety during the outdoor education activity (tramping) (2). To reach Achieved, the student would need to provide a more detailed account of the responsible behaviour for safety during the outdoor education activities (mountain biking and tramping). For example, clearer links to how the behaviour relates to safety need to be provided. NZQA 2014
15 Student 6: High Not Achieved Student 6: High Not Achieved Activity 1- Mountain biking While going down the downhill section of Big Mumas, I followed the instructions. Our instructor asked my group to follow the alternative trail so I did not fall off my bike. Activity 2 -Tramping At the same time my group used appropriate communication. During the tramp we used a numbering off system to keep a check on people and make sure we were all still together and did not get lost. Our group felt supported as they knew we would all stay together and get to the end safely. 2
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