Level 3 Physical Education internal assessment resource
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Internal Assessment Resource
Physical Education Level 3
|This resource supports assessment against: |
|Achievement Standard 91502 |
|Examine a current physical activity event, trend, or issue and its impact on New Zealand society |
|Resource title: The iconic Kiwi sporting event |
|4 credits |
|This resource: |
|Clarifies the requirements of the Standard |
|Supports good assessment practice |
|Should be subjected to the school’s usual assessment quality assurance process |
|Should be modified to make the context relevant to students in their school environment and ensure that submitted |
|evidence is authentic |
|Date version published by Ministry of |December 2012 |
|Education |To support internal assessment from 2013 |
|Quality assurance status |These materials have been quality assured by NZQA. |
| |NZQA Approved number A-A-12-2012-91502-01-6237 |
|Authenticity of evidence |Teachers must manage authenticity for any assessment from a public source, because |
| |students may have access to the assessment schedule or student exemplar material. |
| |Using this assessment resource without modification may mean that students’ work is |
| |not authentic. The teacher may need to change figures, measurements or data sources |
| |or set a different context or topic to be investigated or a different text to read or|
| |perform. |
Internal Assessment Resource
Achievement Standard Physical Education 91502: Examine a current physical activity event, trend, or issue and its impact on New Zealand society
Resource reference: Physical Education 3.5B
Resource title: The iconic Kiwi sporting event
Credits: 4
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Physical Education 91502. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the Standard and assessing students against it.
Context/setting
This assessment activity requires students to examine an iconic New Zealand physical activity event for its impact on New Zealand society. To do this, they will need to research a range of perspectives and relevant sociocultural factors. They will then present their findings in the form of a presentation.
The instructions assume that you will select the iconic event and that all students will examine the same event. You may prefer that students choose their own events, in which case they should first submit their choice to you so you can confirm its suitability (especially whether it is significant enough to have an impact upon New Zealand society, as per the Standard).
The instructions assume that students choose the mode of their presentations. Again, they should first discuss their plans with you so you can help them identify any pitfalls.
Conditions
It is suggested that students be given a minimum of four weeks of in-class and out-of-class time for this assessment task, but adjust the time to suit your students’ needs.
Students are required to acknowledge all sources.
Resource requirements
Students will need access to the Internet and library resources of newspapers, magazines, journals etc to research the chosen current physical activity event. Students will need access to and consideration of information on sociocultural factors associated with their chosen topic. These may include social, political, environmental, economic, ethical, cultural and historical (SPEEECH) factors. Other relevant socio-cultural factors may be considered such as gender, commodification, technocentricity, healthism, scientism, the body as a project and identity.
Additional information
Presentation formats should be adapted to reflect the needs of your students, the nature/context of your teaching and learning programme, and the facilities/environment you work in. It may be possible for you to select a more appropriate presentation format without influencing the intent or validity of this task.
Sources of evidence may include self-assessments, peer assessments, and teacher professional judgements.
Presentation formats may include written reports, electronic portfolios, blogs/wikis, and audio/visual portfolios.
Internal Assessment Resource
Achievement Standard Physical Education 91502: Examine a current physical activity event, trend, or issue and its impact on New Zealand society
Resource reference: Physical Education 3.5B
Resource title: The iconic Kiwi sporting event
Credits: 4
|Achievement |Achievement with Merit |Achievement with Excellence |
|Examine a current physical activity |Examine, in depth, a current physical |Critically examine a current physical |
|event, trend, or issue and its impact on |activity event, trend, or issue and its |activity event, trend, or issue and its |
|New Zealand society. |impact on New Zealand society. |impact on New Zealand society. |
Student instructions
Introduction
This activity requires you to create a presentation in which you examine and its impact on New Zealand society.
Teacher note: Select a physical activity event that is relevant to your students. If possible, it should be current and/or local, but it must be significant enough to have had an impact on New Zealand society, as per the Standard.
A current physical activity event would include such events as: Masters Games, X Games, Speight’s Coast to Coast, ITM400 Hamilton V8 Supercars, Tour of Southland (cycling), Maadi Cup (rowing), Weet-Bix Kids TRYathlon, rugby sevens, an event in your local community etc.
You will be assessed on the depth of your examination, how critically you question and challenge assumptions around the event, and your drawing of coherent and insightful conclusions about the impact or potential impact of this event on New Zealand society.
Negotiate the presentation format with your teacher. Note that it is the quality of your examination, and not the style of the presentation, that will be assessed.
You will research and complete this activity over weeks of in-class and out-of-class time.
Research sources could include the Internet (for example, stuff.co.nz), books, newspaper and magazine articles, television documentaries, your own interviews with individuals involved in the event (athletes, organisers, volunteers), family members, surveys of peers, and observations.
Task
Examine and its impact on New Zealand society.
Create your presentation on the selected event. In it, explain your own feelings about the event and consider a range of perspectives and factors. These may include (but are not limited to) social, political, ethical, environmental, economic, cultural, and historical perspectives and factors, plus any other relevant sociocultural factors such as gender, commodification, technocentricity, healthism, scientism, the body as a project, and identity could also be considered.
For example, you might include:
• An introduction that explains what you will be examining. It may include historical or background information.
• The positives and negatives of the event – who is advantaged or disadvantaged? How and why? What is its impact on New Zealand society?
• Who is impacted, and to what extent, by the event? Who is in control/power? Who is influential? Who has a vested interest?
• The different viewpoints people have on the event. What has influenced them to adopt these viewpoints?
• Assumptions made about the event. Question and challenge these assumptions: are they accurate or not? (Consider a wide range of perspectives.) What are the consequences of these assumptions? Who benefits/who does not? What is the impact on New Zealand society?
Base your judgements on evidence, class discussions, and your own experiences.
Conclude your presentation with a summary in which you briefly restate your viewpoint and reiterate why it is valid.
Either give your teacher a bibliography listing all sources used in creating your presentation or acknowledge all sources in your presentation.
Assessment schedule: Physical Education 91502 The iconic Kiwi sporting event
|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |
|The student has examined a current physical activity event, trend, or|The student has examined, in depth, a current physical activity |The student has critically examined a current physical activity |
|issue and its impact on New Zealand society. |event, trend, or issue and its impact on New Zealand society. |event, trend, or issue and its impact on New Zealand society. |
|The student has researched and explained the current physical |The student has researched and explained in detail the current |The student has questioned and challenged assumptions about the |
|activity event and has used the findings from this research to draw |physical activity event and has used the findings from this research |chosen event and has used the findings from this research to draw |
|conclusions about its impact or potential impact on New Zealand |to draw coherent conclusions about its impact or potential impact on |coherent and insightful conclusions about its impact or potential |
|society. Their viewpoint is clearly outlined, and they have used |New Zealand society. Their viewpoint is clearly outlined, and they |impact on New Zealand society. Their viewpoint is clearly outlined, |
|SPEEECH and/or other relevant sociocultural factors to examine how |have used SPEEECH and/or other relevant sociocultural factors to |and they have used SPEEECH and/or other relevant sociocultural |
|and why the event has impacted on New Zealand society. |examine how and why the event has impacted on New Zealand society. |factors to examine how and why the event has impacted on New Zealand |
|The chosen event for the following student response is the Coast to |The chosen event for the following student response is the Coast to |society. |
|Coast multisport event held annually in the South Island. |Coast multisport event held annually in the South Island. |The chosen event for the following student response is the Coast to |
|For example: |For example: |Coast multisport event held annually in the South Island. |
|The Coast to Coast utilises some of the most outstanding natural |The Coast to Coast utilises some of the most outstanding natural |For example: |
|landscapes in New Zealand. The iconic nature of the event combined |landscapes in New Zealand. The iconic nature of the event combined |The race begins with a 3 kilometre run from Kumara Beach, followed by|
|with the spectacular scenery of the route have made it one of the |with the spectacular scenery of the route have made the it one of the|a 55 kilometre cycling segment through the Southern Alps. The next |
|world’s most popular multisport events for both local and |world’s most popular multisport events for both local and |segment of the race is a 33 kilometre run up Deception River, through|
|international competitors. Many New Zealanders with an interest in |international competitors. Many New Zealanders with an interest in |Goat Pass, and then down Mingha River. A 15 kilometre cycling leg |
|outdoor activity or multisport consider the Coast to Coast as the |outdoor activity or multisport consider the Coast to Coast as the |brings competitors to Waimakariri River and the 67 kilometre kayaking|
|ultimate challenge and something that must be attempted at least once|ultimate challenge and something that must be attempted at least once|leg of the race. The final segment is a 70 kilometre cycling race |
|in their lives. The event has grown every year since its inception in|in their lives. Competitors come from all over the world to take part|into Christchurch, finishing at Sumner Beach on the Pacific Ocean. |
|1983. In the event’s first year it only had 79 competitors, but it |in this event and enjoy the reputation that New Zealand has of being |The Coast to Coast utilises some of the most outstanding natural |
|has grown every year since with over 850 this year. |‘100% pure’. In the event’s first year it only had 79 competitors, |landscapes in New Zealand. The iconic nature of the event combined |
|The environment that the race takes competitors through is one of the|but it has grown every year since with over 850 this year. |with the spectacular scenery of the route have made it one of the |
|major drawcards for entrants. Race organisers minimise the impact the|In fact, for those wanting to do the event there is a waiting list. |world’s most popular multisport events for both local and |
|race has on the environment by informing all participants and support|My dad wanted to be involved in the event this year and was told that|international competitors. Many New Zealanders with an interest in |
|crew about respecting the environment, fire safety, removing rubbish,|he would have to go onto a waiting list to take part, such is the |outdoor activity or multisport consider the Coast to Coast as the |
|and remaining in designated areas while camping and passing through |popularity of it. |ultimate challenge and something that must be attempted at least once|
|national parks, for example, while camping at Klondyke Corner. This |The event is also an opportunity for those who wish to be involved |in their lives. In the event’s first year it only had 79 competitors,|
|means the environment is left in the state in which it was found and |but not as a competitor. Each competitor requires a support crew to |but it has grown every year since with over 850 this year. |
|other people are able to use it. The impact for New Zealand society |assist them throughout the race with their equipment and transitions.|In fact, for those wanting to do the event, there is a waiting list. |
|is that when tourists use the facilities and the environment that the|While completing the event as a competitor ensures entry into the |My dad wanted to be involved in the event this year and was told that|
|Coast to Coast took place in they will find that New Zealand does |Coast to Coast family, support crews also enjoy the sense of |he would have to go onto a waiting list to take part, such is the |
|have a true ‘100% pure’ reputation as the race has respected the |contributing and being part of the race and the Coast to Coast |popularity of it. The shortest time taken to complete the event was |
|environment. |experience. |10 hours and 34 minutes, while the longest time taken was 24 hours |
|The examples above relate to only part of what is required, and are |The environment that the race takes competitors through is one of the|and 30 minutes (Coast to Coast website). |
|just indicative. |major drawcards for entrants. Race organisers minimise the impact |The event is also an opportunity for those who wish to be involved |
| |that the race has on the environment by informing all participants |but not as a competitor. Each competitor requires a support crew to |
| |and support crew about respecting the environment, fire safety, |assist them throughout the race with their equipment and transitions.|
| |removing rubbish, and remaining in designated areas while camping and|While completing the event as a competitor ensures entry into the |
| |passing through national parks, for example, while camping at |Coast to Coast family, support crews also enjoy the sense of |
| |Klondyke Corner. |contributing and being part of the race and the Coast to Coast |
| |Keeping the environment clean and green is needed to help promote New|experience: “The end of day one, at Klondyke Corner, really |
| |Zealand’s ‘100% pure’ reputation, and the removal of rubbish and the |epitomises the Speight’s Coast to Coast. While runners are pouring |
| |environmental care that is drummed into the competitors by the |off the river bed to finish the end of day one’s activities, |
| |organisers helps to preserve this. The organisers ensure that at the |community groups are bonding together to feed the masses, small |
| |end of every race a team of volunteers from the area go around and |businesses are promoting the benefits of their new products, |
| |clean up any rubbish that is left behind so the environmental |volunteers are taking a well deserved rest, and crew people are |
| |footprint left behind is minimal. This is to ensure that New |conversing over the wonder of the iconic event” |
| |Zealand’s reputation as a pure country and its appearance to other |(). |
| |New Zealanders is not tainted. |The Coast to Coast, currently in its 30th year, has a reputation |
| |Due to conservationists protesting about the impact of the race on |amongst those who have been involved in the race for creating a sense|
| |flora and fauna, particularly through the Goat Pass crossing, race |of identity through camaraderie, community, and belonging to the |
| |organisers have long considered the positive impact the race can have|multisport and Coast to Coast family. |
| |on the environment. A programme of predator trapping, paid for by the|The environment that the race takes competitors through is one of the|
| |Coast to Coast organisers, has seen a marked increase in the blue |major drawcards for entrants. Race organisers minimise the impact |
| |duck population and other bird life in the area. Their numbers have |that the race has on the environment by informing all participants |
| |increased so significantly over the past few years that the species |and support crew about respecting the environment, fire safety, |
| |is becoming less endangered and numbers are returning to what they |removing rubbish, and remaining in designated areas while camping and|
| |were 10 years ago. This means that more people in New Zealand will |passing through national parks, for example, while camping at |
| |get to see this species of duck due the efforts of the Coast to Coast|Klondyke Corner. |
| |organisers and their environmental support of this country’s |Due to conservationists protesting about the impact of the race on |
| |habitats. |flora and fauna, particularly through the Goat Pass crossing, race |
| |The examples above relate to only part of what is required, and are |organisers have long considered the positive impact the race can have|
| |just indicative. |on the environment. A programme of predator trapping, paid for by the|
| | |Coast to Coast organisers, has seen a marked increase in the blue |
| | |duck population and other bird life in the area. |
| | |However, concerns are still raised about the impact so many |
| | |competitors have on the flora and fauna in the area. Predator |
| | |trapping does not pay for the irreparable damage. This country was |
| | |not meant to have 850 people tramping and running through its native |
| | |bush all in one go. Tracks are not marked, and competitors can take |
| | |any route they wish. This often leads to routes being cleared and |
| | |then others using these routes. The result is a large amount of |
| | |people trampling the flora and fauna, leading to valuable plants |
| | |being destroyed, which could in turn lead to erosion. Conservation |
| | |groups ask: “What are the Coast to Coast organisers doing about |
| | |this?” |
| | |Talking to a competitor in the event, I think this is a bit |
| | |far-fetched on the part of the conservationists. You have to follow |
| | |the race trails and stay within tape that is put up. Going outside |
| | |these trails and the tape can lead to personal injury and |
| | |disqualification. You are always going to get a small number of |
| | |people who don’t follow these rules. But as the competitor I spoke to|
| | |said, “Are a few people going to have a big effect on the flora and |
| | |fauna?” These generally regenerate fairly quickly in this area as it |
| | |has low use by people. The limit on the amount of competitors that |
| | |can take part also means you do not have thousands of people running |
| | |through these areas, which could readily happen if the event were to |
| | |expand. The negative impact on the flora and fauna is far outweighed |
| | |by the positive impacts of economic and commercial benefits for the |
| | |country. |
| | |Despite efforts by race organisers to ensure the Coast to Coast has a|
| | |positive impact on the environment, a race that we as New Zealanders |
| | |take for granted and assume will continue to be held, may in fact be |
| | |in danger of discontinuing. With the increase in irrigation on the |
| | |Canterbury Plains and water being taken from Waimakariri River, race |
| | |organisers are concerned that the water levels in the river may be |
| | |too low for the kayak section of the event. Any change to the current|
| | |route of the Coast to Coast would detract from the iconic nature of |
| | |the scenery and the event. |
| | |The examples above relate to only part of what is required, and are |
| | |just indicative. |
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
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