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NZQA Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR TEACHER USE Approved
Internal Assessment Resource
Physical Education Level 3
This resource supports assessment against:
Achievement Standard 91504
Analyse issues in safety management for outdoor activity to
devise safety management strategies
Resource title: Ready for anything
3 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 December 2012
Ministry of Education To support internal assessment from 2013
Quality assurance status These materials have been quality assured by NZQA.
NZQA Approved number A-A-12-2012-91504-01-6241
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.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard Physical Education 91504: Analyse
issues in safety management for outdoor activity to devise safety management strategies
Resource reference: Physical Education 3.7B
Resource title: Ready for anything
Credits: 3
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 91504. 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
In completing this assessment activity, students will draw on knowledge from safety management systems, the New Zealand Environmental Care Code, environmental sustainability principles, and personal experiences in outdoor activities. It would be an advantage for students to take part in outdoor experiences in order to be able to analyse issues in safety management for an outdoor scenario. For the purposes of this assessment issues in safety management for the tragedy scenario should consider a range of issues including physical and emotional safety, and sociocultural, environmental, philosophical, ethical, perceived risk etc. The example used in the assessment schedule was based upon a scenario about two young men in the Tararuas whose experience ended in tragedy. It is suggested that teachers use a different scenario for this assessment activity with their students, for example, the Mangatepopo event or the incident at Paritutu Rock in New Plymouth.
Conditions
You will need to decide a time period and set a due date for students to complete the assessment work by.
Resource requirements
, Haddock, C. (1993). Outdoor Safety: Risk Management for Outdoor Leaders.
Wellington: New Zealand Mountain Safety Council.
, Hunt, J.S. (1990). Ethical Issues in Experiential Education (2nd ed.). Boulder,
CO: The Association for Experiential Education.
, Ministry of Education. (2009). EOTC Guidelines: Bringing the Curriculum Alive.
Wellington: Learning Media.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR TEACHER USE
, Ministry of Education. (2005). Outdoor Activities: Guidelines for Leaders. Sport
and Recreation New Zealand (SPARC).
, Hunt, J. S. (1990). Ethical issues in experiential education (2nd ed.). Boulder,
CO: The Association for Experiential Education.
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.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Physical Education 91504: Analyse
issues in safety management for outdoor activity to devise safety management strategies
Resource reference: Physical Education 3.7B
Resource title: Ready for anything
Credits: 3
Achievement Achievement with Merit Achievement with
Excellence
Analyse issues in safety Analyse, in depth, issues in Critically analyse issues in
management for outdoor safety management for safety management for
activity to devise safety outdoor activity to devise outdoor activity to devise
management strategies. safety management safety management
strategies. strategies.
Student instructions
Introduction
In this assessment activity you are required to write an article for an outdoor magazine in which you analyse the issues in safety management, in a scenario, either fictional or based upon actual events, as suggested by your teacher. You will then devise safety management strategies that are informed by your analysis.
Teacher note: This resource could be based on the study of a fictional article,
novel, news report, documentary etc that is appropriate to the students and their
learning. You may specify that resource or provide a list of possible resources for
the students to choose from.
Alternatively, students may be interested in studying a particular event of their
own choosing. However, they should negotiate with you first to ensure that they
study an event that includes all the features appropriate for this assessment.
You will be assessed on the extent to which you undertake a critical analysis of the safety management issues and devise strategies to address them. This is an individual assessment activity.
You have <> of in-class and out-of-class time to
complete it.
The due date for your article is <>.
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR STUDENT USE
Task
Read an article suggested by your teacher or one that you have negotiated with them.
Teacher note: You may specify that resource or provide a list of possible
resources for the students to choose from. Alternatively, students may be
interested in studying a particular event of their own choosing. However, they
should negotiate with you first to ensure that they study an event that includes all
the features appropriate for this assessment.
Respond to it by writing your own article suitable for publishing in an outdoors magazine.
In your article, comprehensively examine the issues in safety management that contributed to this scenario. See Student Resource for help with developing your article.
Examine the wider implications or impacts of the factors that influence the issues, and the inter-relationship between the factors. Note that relevant and wider implications may include physical and emotional safety, and sociocultural, environmental, philosophical, ethical, perceived risk, and so on.
You also need to evaluate the issues raised in your article in terms of their relative importance, and question and challenge the practices used in the scenario relating to outdoor safety in the outdoors.
Evaluate the issues in safety management that you have identified in terms of their relative importance. For example, what issues do you consider to be the most/least important to this scenario?
Question and challenge assumptions and practices relating to safety management in outdoor situations. How and why does thinking need to change?
Devise strategies that would have addressed (eliminated or minimised) the safety management issues that you have identified.
Justify the strategies, giving reasons for your suggested use of them.
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WIDER IMPLICATIONS WIDER IMPLICATIONS This resource is copyright ? Crown 2012 Page 6 of 9
Internal assessment resource Physical Education 3.7B for Achievement Standard 91504 PAGE FOR TEACHER USE
Assessment schedule: Physical Education 91504 Ready for anything
Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with
Merit Excellence
The student analyses issues in safety management The student analyses, in depth, issues in safety The student critically analyses issues in safety for outdoor activity to devise safety management management for outdoor activity to devise safety management for outdoor activity to devise safety strategies. They have done this by: management strategies. They have done this by. management strategies. They have done this by:
, examining issues in safety management , examining the wider implications and/or , critically analysing the issues in safety
inherent in the proposed scenario, impacts of factors influencing safety management inherent in the proposed
considered factors that influence the issues, management (such as sociocultural, scenario, considered factors (sociocultural,
and devised safety management strategies environmental, philosophical, and ethical environmental, philosophical, ethical) that
to address the identified issues. factors), influence the issues, and evaluated these
issues in terms of their relative importance. , devising safety management strategies to
address the identified issues. , devising safety management strategies to For example: address the identified issues. The hikers described in the scenario did not carry For example: , questioning and challenging taken-for-granted water during their tramp and had only food bars to Peter had never tramped before, so he would not assumptions and practices relating to safety eat. This lack of water and food contributed to have had an understanding of what he needed to be management and outdoor activities. The Peter’s hypothermia and eventual death. He could prepared for. He had inadequate food and water, evidence they have provided with their own have eliminated dehydration by carrying water and and had bare legs and wore clothes made of cotton, article demonstrates a clear, coherent drinking it at regular intervals. He could have kept his which does not adequately maintain body heat. As relationship between their analysis of the energy levels up by bringing and eating food with he was not an experienced tramper, he had no idea adequate fats, proteins, and carbohydrates. issues and the safety management strategies of what to bring. He lacked the necessary that they devised. Bevan did not stop walking and tried to get Peter knowledge about tramping in the winter, and which For example: warm. If Bevan had first aid knowledge, he would equipment to take.
The trampers described in the article lacked first aid have identified that Peter was showing signs of To minimise this risk, he could have talked to skills and the knowledge and skills to undertake their hypothermia and could have stopped and tried to someone else who had been tramping there before tramp safely. warm him up. in the winter and asked what the conditions would Bevan left Peter behind, and they were separated for a The tramper who went past Peter should have be like. There may have been family members or period of time. If Bevan had a basic knowledge of stopped and asked how he was, rather than going schoolmates who could have given him the
tramping he would have known the importance of past him. He had more knowledge than both of the necessary knowledge required to tramp in that part
staying together. He didn’t recognise the early guys and should have had an ethical consideration of the country. They could have also given him symptoms of hypothermia. These include slurred to stop and help both Peter and Bevan. He even told knowledge about what clothing to wear.
speech, loss of coordination, and lethargy. If Bevan Bevan that Peter was not doing so well. He must Safety management strategies that would have had been trained in first aid, he would have stopped have recognised the symptoms of hypothermia and minimised Peter’s risk of hypothermia include his and ensured Peter had warm, dry clothes. These should have stopped to help him. In leaving Peter participating in a bushcraft course before strategies could have resulted in the tragedy being behind, he helped in his death. Bevan should have undertaking the tramp. From that, he would have avoided. asked for help from this tramper, who was probably learned what clothing is appropriate for tramping, for This resource is copyright ? Crown 2012 Page 7 of 9
Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
PAGE FOR TEACHER USE
better prepared than he and Peter were. example, a polypropylene layer, a wool or polar The article does not say if Peter had any experience in fleece layer, and a waterproof layer. He would have tramping at all. We must suppose that he had very The examples above relate to only part of what is learned the importance of drinking water and taking little experience in the outdoors due to the clothes he required, and are just indicative. adequate food in order to meet increased nutritional was wearing and how he had not prepared appropriate needs when tramping. food and drink. Bevan must have had some
experience to organise this trip and therefore had an The person who walked on past Peter, and told ethical obligation to make sure that they were both Bevan that his friend did not look good, had a moral prepared. This could have been a strategy that was obligation to stop and try to help the pair out. Instead implemented before leaving. Checking equipment and he just walked on by, even though he knew that considering what a trip into the Tararua Ranges would Peter was in trouble. He could probably guess that require would probably have helped to prevent this from the clothing that Peter was wearing. The occurring. culture of our society is such that people are maybe
too afraid to help each other out because of the The ethics of the person who walked past Peter are
implications of what might happen. also questionable. Is it morally correct for this person
to not help when he knew there was a problem with For example, if there was a fight in the street would Peter? The response indicated by him suggests that you step in and help? Morally, it is the right thing to he knew Peter was struggling and may have had do, but there is the thought in the back of your mind hypothermia, but he just walked on by. that you might get hurt or even killed. This may have been the thinking behind the actions of the tramper This may be a result of our modern society in which
who passed Bevan and Peter. He may have thought we are reluctant to help strangers because it is not in that he needed to hurry and that his own safety was our nature. Maybe it is due to our desensitisation to more important than that of this pair. death and indifference to helping others. Take, for
example, the homeless man in New York who tried to The examples above relate to only part of what is stop an assailant stabbing a woman. He in turn was required, and are just indicative. stabbed, then 20 people walked past him, one taking a
photo and not ringing for help. Similarly, this man may
be part of a culture where you don’t stop to help.
Ethically, you could argue that he should have helped
the pair.
How do you plan for this ethical issue? It is a sad
society that we find ourselves in, where people are
interested only in themselves. I think that this is where
our society is heading with Generation Z wanting to
know, “What do I get out of this? If the answer is
nothing, then I am not going to help.”
Avoiding this type of incident or listening to the
weather forecast may have been strategies to help
with this problem. The management strategy of being
prepared and taking a course that would have helped
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Internal assessment resource Physical Education 3.7B for Achievement Standard 91504
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with the preparation of the tramp may have reduced
some of the ethical issues involved. However, if the
two had been prepared and there had been an
emergency, would the response of the other tramper
have been any different?
The trampers should have also considered preparing a
RAMs form of some kind before setting off. This is
common practice in most outdoor activities and helps to minimise risks by identifying them before they occur and planning strategies to deal with them if they do.
Even if this was some sort of informal checklist the two trampers may have been more prepared for the
situations that they found themselves in.
The biggest issue to consider I think was the fact that they got lost and did not have a GPS or any other form of navigation. I think that the perceived risk by them was much less than the real risk posed. Even a compass may have prevented them from getting lost and then they would not have been in the situation that they found themselves in. I think RAMs forms should be done in terms of relative importance.
When we did our RAMs forms for kayaking we just put
down risks we thought might happen. Some people
put down flash flood, but the reality of this actually happening would be fairly low. The weather would have to be really bad and the river would be up so
there would be no chance of us going anyway. I think for this trip the biggest risk was capsizing and not
being able to get up, and then drowning. If this was the
biggest risk then perhaps we should have managed our risk analysis around this like correct teaching and learning, for example. I think some people thought it
was a bit of a joke and wrote stupid things on their
forms. Death in the outdoors is no joke.
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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