Activity 1: What I Know?

Rod Tunyman

PDHPE Enrichment Day 2017 - Exam Technique – Page 4

Activity 1: What I Know?

Complete the table below writing your knowledge of the PDHPE HSC exam.

Question Answer

1. How much reading time is allowed in the HSC PDHPE examination?

2. How long is the PDHPE examination, including reading time?

3. How many marks are allocated to Section I, Part A of the PDHPE exam paper?

4. What is the suggested time you should allocate for Section I, Part A in the PDHPE exam paper?

5. What types of questions are in Section I, Part B of the HSC PDHPE exam paper?

6. Where do you write your answers to Section I, Part B questions?

7. How many marks are allocated to Section I, Part B of the PDHPE exam paper?

8. What is the suggested time you should allocate for Section I, Part B in the PDHPE exam paper?

9. How many marks are allocated to Section II of the HSC PDHPE exam paper?

10. What types of questions are asked in Section II of the HSC PDHPE exam paper?

11. Where do you write your answers to the Section II questions?

12. What will you be questioned on in Section II of the HSC PDHPE exam paper?

13. How many questions should you answer from Section II of the HSC PDHPE exam paper?

14. If I cross out a response, will it be marked?

15. Where are the multiple choice questions sourced?

(Adapted from ACHPER Enrichment Presentation 2010)


Time Allocation (Slide 4)

Activity 2: What next?

Answer the following questions:

What will you read in the reading time and why?

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Where should you begin answering questions and why?

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What if I get stuck on a question? Where do I go from here?

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Multiple Choice Questions (Slide 5)

Activity 3: Pass Practice

Mark only ‘sure things’ first; make three passes through the multiple choice questions.

1. Go through the MC questions first and answer all the questions for which the answers come easily.

2. For the questions that seem more difficult :

- Read the question and try to answer it in your head before looking at the possible answers.

- Even if you think you know the right answer, read ALL the alternatives.

- As you read through, put a line through the alternatives you know are definitely wrong.

- Mark the qualifiers (words that alter a statement, eg always, most, good).

- Mark the negatives (words like words such as no, never, none; or prefixes like ill as in illegal, un as in undone; these words can reverse the meaning of a sentence.

This will give you a start for the second pass. You may come across another question that gives you a clue to the one that stumped you.

3. On the second pass spend extra time to figure out the ‘best’ of the rest of the answer options. Remember there are two answers definitely wrong and two that are close together.

4. On the third pass, take an educated guess at the ones that are still bothering you because any answer is better than no answer. Do not leave questions unanswered.

In pairs using the three pass method complete the following activity.

For each multiple choice question identify eliminated answers and explain why you eliminated these responses and then choose the correct answer.


Questions

1. In recent times, there has been a decrease in cancer related deaths and an increase in new cancer cases in Australia.

These changes are most likely to be the result of:

(A) Improved detection and increased survival rates. (B) Improved detection and decreased skin cancer rates. (C) An increase in healthy eating and physical activity habits. (D) An increase in the Australian population and the influence of gender and family history.

Eliminated answer/s …………………………. Explain why you eliminated this/these answers.

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The correct answer is ………………………….

Why? .............................................................................................................................................................

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Source: HSC 2010 PDHPE exam

2. Compared to an untrained person, a trained endurance athlete is likely to have a: (A) Lower resting heart rate. (B) Higher resting heart rate. (C) Increased fast-twitch fibre concentration. (D) Decreased fast-twitch fibre concentration.


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Why? .............................................................................................................................................................

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3. Features of a resistance training program are listed.

Sets 3–6

Reps 5–6

Load 35% – 50% of 1 Repetition Maximum (RM)

Rest 3–4 minutes (between sets)

Speed Fast

What is this training program specifically designed to improve?

(A) Endurance (B) Hypertrophy (C) Power (D) Strength


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Why? ............................................................................................................................................................

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Breaking Down Questions (Slides 6 and 7)

Activity 4: Breaking Down Questions Use slide 6 to underline, circle and highlight following the presenter’s instructions. Do this on the exam question below. Outline the post-performance dietary considerations of an endurance athlete. (3 marks)

Comments ............................................................................................................................................................ ..............................................................................................................................................................................

Complete SELL practice for the question in slide 7

Syllabus content

Explain using the key word/examples

Links to the question

Look back and check you have covered everything

Adapted from ACHPER Enrichment presentation 2015


S E X Y – Writing a Response (Slide 8)

Activity 5: Writing a Response

SELL and SEXY

After you have broken down the question using SELL and have planned your answer you can now move onto writing your response. Each paragraph in your exam responses should show your knowledge and understanding of the question and cover the relevant components from the question. Using the SEXY acronym and concept will help you construct paragraphs in a clear and logical way. For extended answer questions you are required to:

demonstrate knowledge and understanding of health and physical activity concepts relevant to the question

apply the skills of critical thinking and analysis

communicate ideas and information using relevant examples

present a logical and cohesive response

Source: HSC PDHPE Exam 2016


S tatment - state the syllabus point (make a statement) regarding a factor, stating a fact, establishes the main idea. Sometimes called the topic sentence as it introduces the topic of the paragraph. E xplanation – Expands, elaborates, develops, unpacks, and clarifies the idea. It explains how the statement is relevant to the question. Sometimes the requirements of the key/directive verb can help you to explain. For example, if the question asks to explain, describe, outline, analyse, etc then you need to follow the scaffold of the key verb to create your response. X Example – evidence. The example should give a practical illustration, real life simulation or reflect a common everyday occurrence to prove in which you have elaborated. Provide about 1 to 3 examples for short answer responses up to 8 marks and at least 1 example per paragraph for extended response questions. (guide only) Y Why – Explain why this example is relevant to the question. Here is an opportunity to refer back to the question and make links to show the relationship between the syllabus content.

Activity 5: Practice breaking down questions

Select one of the short answer questions below and practice breaking down the question. On the lines provided list the things you would include in your response. Try SELL and SEXY!

Short answer questions

Core 1 How do the five action areas of the Ottawa Charter address the Principles of Social Justice? Include examples in your answer. (8) Adapted from 2013 HSC

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Core 2 Describe how the principles of specificity and reversibility apply to an aerobic training program.

(4) Adapted from 2002 HSC

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Tips for Answering HSC Questions Breakdown the question (SELL)

What is the value of the question?

What is it asking you to know? – underline the syllabus related words.

What is asking you to do? Circle the key verb/directive words.

Highlight any other relevant information given in the question that should be addressed.

Are there any links needed to be made between syllabus content?

Draw up a plan/mind map PLAN your response. You can note your plan in the writing booklet, and refer to it as you write.

As you answer the question you can cross off points you listed on your plan/mind map to ensure you

have fully responded to the question.

Don't fall into the trap of writing a pre prepared response on the topic. Better answers are targeted in addressing the specific demands of the question.

Be familiar with the key words in the BOSTES Glossary. Remember that some questions may start with words such as 'how?', 'why?' or 'to what extent?' and use terms that are not in the glossary, such as 'design', 'translate' or 'list'.

If not entirely crossed out everything you plan and write can marked.


Present ideas in a cohesive and logical way (SEXY)

Remember SEXY. Let the markers know your knowledge understanding of the PDHPE content and how to apply it. They don’t know you!

You need to take time to scaffold what you want to include in your response and show links between the points made – don’t forget examples.

It’s a good idea to read over your answers and make sure they make sense – you might factor this in

your timing. Remember more marks more time

Don’t spend too long on a question worth 3 marks and then have no time left for an 8 to 12 mark question. Consider answering larger value questions first.

Pretend the marker knows nothing Don’t assume the marker will know what you are talking about.

Ensure you demonstrate what you know and apply it to the question.

You have to show your expertise in physical activity and health concepts.

Use appropriate terminology This will demonstrate your expertise and knowledge of the subject. Instead of sickness rate say

morbidity rates.

Examples, examples, examples It is imperative that you provide relevant examples throughout your response to illustrate what you

understand of your statements.

Examples can be simple or complex and it is a good idea to use both throughout your responses. Make links to the rubric

Every exam has a rubric that outlines what your answer will be assessed on.

See SELL and SEXY for the rubric in Section II.


More Practice Writing a Response (Slide 11)

Activity 6: More Practice using S E L L and S E X Y

Breakdown the question using S E L L Pick a question from slide 11 (above) and complete the activity.

1. Read the question

Write the question you have chosen here.

2. Identify the marks allocated

Write how many marks the question is worth. Estimate how much time it should take to write a response. Estimate how many lines you would need to use to answer the question.

3. Underline the syllabus points in the question. (S)

List the key areas of the syllabus to address when answering the question.

4. Circle the key words/verb that tells you how to answer the question. (E)

Write what each key word requires you to do to answer the question.

5. Read the question again for links/key hints (LL)

Identify any links/hints in the question in the question that should be addressed.


Draw up a plan/mind map

Prepare a plan/mind of points to include in your response. Use lines or arrows to make links between the concepts.

Write a response to your question. Use the space provided below to write your response. Remember S E X Y. ...................................................................................................................................................................................

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Support Networks (Slide 12)

Students Online

https://studentsonline.bostes.nsw.edu.au/

Assessment Resource Centre (ARC website)

https://arc.bostes.nsw.edu.au/go/hsc/std-packs/

BOSTES sample answers – 0nly use papers from 2010 – 2016.

http://www.boardofstudies.nsw.edu.au/hsc_exams/papers.html

Notes from the marking centre – insert the date of the exam you wish to search

http://www.boardofstudies.nsw.edu.au/hsc_exams/2015/notes/pdhpe.html

These notes are from the 2015 paper.

Download the app and practice multiple choice questions. Currently there are 240 questions in the

PDHPE subject and will cost about $3.99.

The BOSTES HSC Test Yourself App contains multiple-choice questions from recent exams across a

range of subjects based on current HSC syllabuses.

- free trials available

- costs $1.99–$3.99 per subject

- works on Android phones and tablets, iPhones and iPads

- test yourself whenever and wherever

- allows you to track your progress

The HSC Test Yourself app can be downloaded from Google Play or iTunes


Marking the HSC (Slide 13)

The exam is written in June and finalised by October the year before you sit your HSC exams. This means any new information or issues that arise in the year of your exams will not be included, similarly if it is not in the syllabus you cannot be questioned on it.

Marking guidelines are also developed when the exam is written. For the first few days of the marking period, markers “practice” marking copies of real exam responses

using the marking guidelines until all markers are marking consistently and at the same level. The last few years the exam has been marked online. Therefore it is best you use black pen (actually a requirement). If you need to highlight, use a yellowhighlighter. Probably best you underline in black pen.

Markers mark the same question for up to 10 days. They are experts on that question.

Script marking Extended response questions of 8 marks and above are double marked i.e. marked by two markers on

different teams. Short answer questions of less than 8 marks are now single marked, therefore students need to make sure their answers are clear and show their understanding of the health and physical activity concepts.

Spelling is not marked, however, spelling of correct terminology will make the markers job easier.

Make an attempt to learn to spell terms that are specific to PDHPE.

Discrepancies

If markers give different marks for answer – this is called a discrepancy. Any scripts that have more than 4 marks difference between two markers are then marked a third time by another marker to ensure that the correct mark is recorded.


The HSC is marked positively. This means that students do not lose marks for writing incorrect information. Don’t waste time

crossing out information you think is wrong (it may have relevant information within it). It also means that anything on the exam paper or booklet is considered when allocating a mark. Therefore, if you write a plan for your answer it will be read by markers and will contribute to the marks allocated for that question. If you run out of time but have jotted down some notes in your plan, markers will consider this as knowledge/understanding.

Responses or parts of responses and notes eg, mind maps, if crossed out will now not be marked.

Adapted from ACHPER Enrichment presentation 2014

Take Home Activities

The following activities can be done at home as part of your study in preparation for the HSC:

Activity 1

Multiple Choice practice – Develop your own!

Use the following link – go to the 2010 – 2016 PDHPE exams and practice writing your own multiple choice

questions.

http://www.boardofstudies.nsw.edu.au/hsc_exams/papers.html

Create your questions from the following focus questions;

‘What actions are needed to address Australia’s health priorities?’ and ‘How does training affect performance?’

Activity 2 Annotate and mark the following sample answers from previous HSC papers. Use the guide lines to mark the response. Give reasons for your decisions and discuss them. How would you use S E L L and S E X Y if you wrote your own response? Compare your response with a partner. How could you make it better?


Criteria Marks

• Demonstrates clearly the benefits of applying the Ottawa Charter to one health promotion initiative.

• Provides clear links between one health promotion initiative and the Ottawa Charter. • Uses relevant examples.

7–8

• Discusses reasons for the application of the Ottawa Charter to a health promotion initiative.

• Uses examples.

5–6

• Outlines the application of the Ottawa Charter to health promotion. OR • Describes a health promotion initiative.

3–4

• Provides some information about the Ottawa Charter and/or health promotion. 1–2 From 2010 PDHPE Exam


Activity Response ..................................................................................................................................................................................

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Criteria Marks

• Provides characteristics and features of the THREE stages of skill acquisition 5

• Sketches in general terms the stages of skill acquisition 3–4

• Provides some relevant information about the stages of skill acquisition 1–2

From 2010 PDHPE Exam


Activity Response ..................................................................................................................................................................................

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Activity 3

For the following questions develop your own marking guidelines similar to those in Activity 2.

What should consumers consider before choosing complementary and/or alternative health care approaches? (4 marks)

Why is it important to prioritise particular health issues in Australia? Include examples in your

answer. (5 marks)

Compare the dietary requirements of athletes in TWO sports that have different nutritional needs.

Provide relevant examples. (6 marks)

Justify a coach’s use of objective and subjective performance measures to appraise the performance of an athlete. Provide relevant examples. (8 marks)

Activity 1: What I Know?

Documents

Transcript of Activity 1: What I Know?