EDCURRIC 431

Physical Education Pedagogy

Grading contract proposal.
I, Joanna-Maree Kennedy 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.

Learning Outcomes:
At the completion of this course, my aim is to be able to:
1) CritiqueconceptionsofgoodteachinginPhysicalEducation
2) AnalyseandcritiquethenatureoflearninginPhysicalEducation.
3) Critically reflect on own pedagogies for meeting the needs of diverse learners.

Non-Negotiable Activities :
1) Successfullynegotiateagradingcontract(10%):Successfullynegotiateaagrading
contractwhichincludesanexplanationofyourchoices(12pages)ofwhyyouchose
theseitemsandhowtheysupportyourprofessionallearningasateacher.Thecontract
proposalshoulddemonstratehowtheintendedcourseworkaddressesyourneeds.
2) Reviewfivearticles(10%):Thefivearticlesmaybeusedforotherprojectworkin
thiscourse.Ineachreview,commentonthewhyyouhavechosenthearticle,thecore
ideasbeingpresented,itsrelevancetoyourprofessionallearning,anditsrelationship
totheotherreadingyouaredoing.

3) Projectpresentation(15%):Chooseoneprojecttopresenttotheclass.Youwillbe
gradedonthepresentationandmustachieveatleast80%onthistask.
4) Submitaportfolioofcompletedwork(15%):
Submit a portfolio of the work completed for your contract. All work included in the portfolio
must
have been peer assessed. Include an assessment (1-2 pages) of your accomplishments relative to
your contract and identify what grade you deserve against the grading criteria. Your grade should
derive directly from your contract; any discrepancies must be explained

Negotiable Activities:
1) Camp Leadership (15%):
Demonstrate ability to organise and plan a camp activity for BPE 1 cohort. Show evidence
of the process undergone and document what was done and how. Review your abilities
and write an insightful reflection on effectiveness and areas of improvement for future
teaching. Evidence can be blogs, minutes, bullet points and evidence of shared workload
(LO 2&3).
2) Lesson-Study (15%):
-Collaborate with peers to create a lesson plan on an activity being taught on camp. Draw
on a range (3+) of teaching theories that justify choices of activities and lesson structure.
Outline the intended learning and rationale for the activities within the lesson.
-Take active involvement in the teaching rounds and reflect on how the learning and
teaching met the intended outcomes of the theories and the effectiveness how these were
applied in teaching. In the reflection process answer how and what do students learn
from this activity? and what modifications needed to be made or were made to improve
the learning? (LO 1, 2 & 3).
3) Investigation (20%):
Draw on current research on literature to discuss hegemonic relations, femininity and
masculinity and how these influences influence participation in PE lessons. Recent research
suggests that the problem does not belong with the girls but with gender order and PE being a
site for the reproduction of oppressive power relations which causes negative experiences and
girls and women to dropout. This will be discussed with analysis and evaluation of different
perspectives as well as personal opinion, conclusions and implications for future teaching

(LO 1, 2 & 3).

Justification for negotiable options:

These activities have been chosen to extend myself professionally and personally. The Camp
Leadership activity will be the first time that I have taught and planned an Outdoor Education
lesson. This process will hopefully show me the time, effort and thought involved and also be
confirming of my own organisation and leadership abilities.
The lesson-study and analysis and critique of learning in PE or OE will help my planning,
preparation and teaching in the future. Aspiring to be an effective teacher is about experimenting
and exploring different methods or applying different theories. A lot of time is spent learning
about theories and how they operate and so the lesson-study will provide an opportunity to try
them out. Creating a lesson drawing from a range of learning theories and reflecting on their
usefulness will be helpful in finding out what works, what is effective and what suits my own
teaching style.

Assessment Criteria:
1) Camp leadership (15%)
Aspect being assessed

Leadership
(10 points)

Emerging
-1-2 pieces of
evidence of
meetings prior to
camp
-Relied on others
to complete the
work.
(0-2 points)

Reflection
(5 points)

Little reflection
shown and few
relevance to future
teaching

Developing

Mastering

-Attended up to 2
meetings prior to
camp
-Up to 3 pieces of
evidence of
attendance, work
distribution and
discussions from
meetings.
(3-5 points)

-Attended at least 3
meetings prior to
camp
- 3 or more pieces
of evidence of
attendance, work
distribution and
discussions from
meetings
(6-10 points)

Leadership
evaluated with
some thorough
reflection and few
links to future
teaching

-1-2 pages
evaluation and
reflection of
effectiveness of
leadership and
abilities

-3 clear links made

to future teaching
(4-5 points)
(0-1 points)

(2-3 points)

2) Lesson-study (15%)
Aspect being assessed

Lesson Plan
(5 points)

Reflection
(5 points)

Emerging

Developing

Mastering

- 1 learning
intentions stated
for lesson plan
-Up to 2 learning
theories are
mentioned as a
justification for
theories
-Lesson plan is
difficult to follow
and has few
teaching points
(0-1 points)
-Reflections
provided for 2
lessons taught at
camp
- 1 page of
recordings and
discussion about
the learning that
took place during
the activities
(0-1 points)
No modifications
made during camp.

- 1-2 learning
intentions stated
for lesson plan
-Up to 3 learning
theories are
explained as a
justification for
theories
-Lesson plan is
structured and
shows some
teaching points
(2-3 points)
-Reflections
provided for 3
lessons taught at
camp
- 1-2 pages of
recordings and
discussion about
the learning that
took place during
the activities
(2-3 points)
Few modifications
made during camp
with minimal
explanation for
improvement to
learning.
(2-3 points)

-3 learning
intentions stated
for lesson plan
- 3+ learning
theories are
explained as a
justification for
theories
-Lesson plan is
logically structured
and shows detailed
teaching points
(4-5 points)
-Reflections
provided for 4
lessons taught at
camp
- 2+ pages of
recordings and
discussion about
the learning that
took place during
the activities
(4-5 points)
-Useful
modifications
made during camp
with explanations
of how it improved
learning.
(4-5 points)

Developing

Mastering

Modifications
(5 points)
(0-1 points)
3) Investigation (20%)
Aspect being assessed

Emerging

Discussion
(10 points)

-No consideration
is given for how
the research affects
future teaching
-Little reference

-Some
consideration
given to future
teaching

-The purpose is
angled towards
future teaching and
considerations are
shown to future

References
(10 points)

made to wider
social contexts and
implications for
student learning
(0-2 points)

(3-5 points)

students
-thought given to
how to improve
learning for
students and wider
social context
(6-10 points)

-At least 5
academic readings
are referenced
-Works shows an
appreciation of
major issues with
limited critical
thinking
(0-2 points)

-At least 8
academic readings
are referenced
-Work shows good
understanding of
topic and of major
issues and critical
thinking
(3-5 points)

-At least 10
academic readings
are referenced
-Shows high
quality knowledge
of topic and
appreciation of
issues and a high
level of critical
thinking
(6-10 points)

Grade determination & description:

The evidence produced from the negotiated and non-negotiated tasks will be judged against the
criteria outlined in the achievement expectations matrix below. The final grade in the course will be
determined by where the balance of judgements indicates is appropriate given the level of
achievement indicated by the criteria.
Expectation
Demonstrates
understanding of the depth
and complexity of
teaching

Engages in a range of
activities to facilitate
learning
Conscious of the Moral
and Social Implications of
Teaching

Committed to Taking

D band grade

C band grade

Work lacks breath

and depth; generally
has gaps and takes a
simple factual
approach without
attempting to
interpret the material.
Understanding and
coverage of the
material is limited.

Work showing a
knowledge of subject
matter and appreciation
of major issues though
with some lapses and
inadequacies;
arguments developed
and supported by
references; theoretical
analysis and critical
thinking present but
limited.

Some non-negotiable
tasks have not been
achieved &/or no
additional items of
work submitted
Works only for the
grade. Tries to escape
others notice.
Perceives value in
terms of immediate
gratification to oneself.

All non-negotiable
tasks completed plus 1
additional item of work

Passively leaves ones

Relies mostly on others

Works mostly for the

grade. Maintains an
inconspicuous
presence. Perceives
value in terms of
immediate benefits to
oneself and peers.

B Band grade
Work showing good to
strong grasp of subject
matter and
understanding of
major issues though
not necessarily of the
finer points;
arguments clearly
developed; relevant
literature referenced;
evidence of good
theoretical analysis
and critical thinking.
High level of
achievement in nonnegotiable tasks plus 2
additional items of
work (or equivalent)
Works for the benefit
of future students. Is
always actively
present. Perceives
value in terms of
improved teaching and
student learning.
Takes initiative to

A band grade
Work of high to
exceptionally high
quality showing
excellent knowledge
and understanding of
subject matter and
appreciation of issues;
well formulated
arguments; relevant
literature referenced;
high level of theoretical
analysis and critical
thinking.
High level of
achievement in nonnegotiable tasks plus at
least 2 additional items
of work (or equivalent)
Works to create a better
society. Actively leads
by example. Perceives
value in terms of longterm social and moral
implications.
Extends beyond oneself

Responsibility for Ones

Own and Others Growth

own growth to chance.

Prepares minimally for
the course experience.
Responds only to
coercion to display
commitment.

to shape ones growth.

Prepares for course
experiences, but mostly
at the last minute.
Needs external
motivation to grow and
develop.

shape ones growth.

Prepares in advance for
course experiences.
Exercises self-direction
in reflecting,
researching and making
connections.

to help others grow.

Prepares extensively &
shares insights to
inform the course
experience. Is selfdirected and
passionately
committed.

Courageous Enough to
Question, Critique and
Collaborate within the
Course

Is largely indifferent to
all aspects of the course
experience. Participates
in gossip and private
chat, but maintains a
faade of satisfaction in
the presence of others.

Expresses
dissatisfaction about
different aspects of the
course experience.
Offers criticisms and
complaints, but without
strong support or
argumentation.

Identifies and
articulates different
strengths and
weaknesses of the
course experience.
Offers constructive,
well-reasoned
suggestions for
improvement.

Collaborates with
others to address
problematic aspects of
the course experience.
Actively seeks
clarification &
elaboration for
purposes of mutual
improvement.

Negotiables:

Non-Negotiables:

Camp
Leadership:
Leadership
(10 points)
CL:
Reflection
(5points)
Lesson Study:
Lesson Plan (5
points)
LS: Reflection
(5 points)

Contract:
/10
/5

/10
Article
Review:

/
10

/5

Project
Presentation
:
Portfolio:

/
15

/5

/
15

LS:
RModification
s (5 points)
Investigation:
Discussion (10
points)
I: References
(10 points)

/5
/10
/10

Total:
Proposed Guidelines:
1

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. Insufficiently demonstrating course expectations may result in a reduced grade.

4. The lecturer reserves the right to exercise discretion on determining final grade.

5. Students reserve the right to question the final grade.

__________________________________

___________________________________

Student Signature

Course Lecturer