1014022 ypdhpe2011 7

UNIT NUMBER 101402
NAME METHODS 2B:PDHPE 2Y
School of Education, College of Arts

________________________________________________________________________________________________

LEARNING GUIDE
SEMESTER 2H 2011

HOW TO USE THIS LEARNING GUIDE
ICON KEY
This learning guide supplements the unit outline and is designed to help you navigate
 Reading through the unit. It will help you focus on what you need to do for classes and the
 Activity various assessment tasks. You should consult the relevant section of the learning guide
as you plan your study – it will highlight the main things that you should be getting out
 Important of the resources available and provide guidance on teaching activities and class
Information preparation.

 Deadline The learning guide also offers some study tips to assist you in developing the skills and
techniques of an effective learner at university level. In addition to acquiring
 Online Activity information and skills relevant to this unit, you should also focus on developing the
 Warning habits and tools of a successful university student. As an adult learner you need to take
control of your own learning and ensure your own success. This learning guide is
Hint specifically designed to help you achieve this.

 Toolkit A standard set of icons is used throughout the learning guide to make navigation easier.
Use the icons to quickly identify important information, things you need to do and hints
 Checklist for doing them.

ACADEMIC STAFF
Shirley Gilbert (s.gilbert@uws.edu.au)
Methods
Coordinator
Christina Curry
PDHPE
Coordinator Phone: 97726433 Email: c.curry@uws.edu.au
David Lakisa
Lecturer
Phone: 0405103302 Email: d.lakisa@uws.edu.au

Student consultation: appointment via email (d.lakisa@uws.edu.au)

C ONTENTS
How this unit relates to your course ...................................................................................... 2
The unit learning outcomes .................................................................................................... 2
Assessment summary ............................................................................................................. 2
Assessment Details ................................................................................................................ 3
Assessment 1: .................................................................................................................. 1
Submission details ..................................................................................................... 1
How the assignment relates to the learning outcomes ............................................... 1
Details of requirements .............................................................................................. 1
Marking criteria ......................................................................................................... 2
Assessment 2: .................................................................................................................. 3
Submission details ..................................................................................................... 3
How the assignment relates to the learning outcomes ............................................... 3
Details of requirements .............................................................................................. 3
Marking criteria ....................................................... Error! Bookmark not defined.
Schedule of teaching activities.............................................................................................. 1
Overview of learning resources ............................................................................................. 2
Recommended readings .................................................................................................. 2
Other resources that might help with university life ....................................................... 4

PDHPE 2Y 2011 SECTION TWO Page 1

H OW THIS UNIT RELATES TO YOUR COURSE
The unit examines the current NSW Board of Studies requirements regarding assessment for
Personal Development, Health and Physical Education in Stage 6. The unit further examines
current assessment practices and policy development in secondary schools and assists
students in developing the skills to design and implement an array of teaching and assessment
strategies and models of pedagogy which cater for varying learning styles within the PDHPE
context. Higher School Certificate grading procedures are explored, allowing students the
opportunity to investigate the application of Course Performance Descriptors. The use of
assessment to improve the quality of teaching and learning is investigated through an
examination of outcomes based profiling and reporting. The unit further examines the
teaching of effective practical skills for life in a secondary school.

T HE UNIT LEARNING OUTCOMES
1. demonstrate ‘best practice’ in the development of teaching strategies and resources
to support their knowledge and understanding of PDHPE;
2. develop and apply knowledge and understanding of current trends and research
related to PDHPE;
3. demonstrate the ability to design creative, challenging and student-centered
outcomes-based learning experiences that utilise information and communications
technologies as well as other technologies in efficient and effective ways;
4. have an awareness of descriptive profiles and report proformas which reflect
outcomes based assessment and effectively and positively communicate student
progress;
5. demonstrate skills and attitudes appropriate to the effective teaching and assessing
of PDHPE;
6. display the ability to demonstrate skills, explain concepts, organise groups, conduct
discussions and provide instruction.

A SSESSMENT SUMMARY
Weighting Link to
Assignment Due Date
Outcomes
1. Assessment Design Week 4 50% 1,2,4,5
23rd August via VUWS 10pm
2. Testing Workshop Week 7 & 8 50% 1,2,3,4,5,6
13th /20th September during
tutorial


A SSESSMENT D ETAILS

A SSESSMENT 1: A SSESSMENT D ESIGN
S UB M I S S I ON DETAILS
rd
To be submitted by Week 4, 23 August 2011 via VUWS at 10pm in a single word document.
File name is: name_assessment design

HOW T HE A S S I G N M E N T R E L AT E S T O T HE L E AR NI N G O UT C OM E S
 demonstrate ‘best practice’ in the development of teaching strategies and resources
to support their knowledge and understanding of PDHPE;
 develop and apply knowledge and understanding of current trends and research
related to PDHPE;
 have an awareness of descriptive profiles and report proformas which reflect
outcomes based assessment and effectively and positively communicate student
progress;
 demonstrate skills and attitudes appropriate to the effective teaching and assessing
of PDHPE;

D E T AI L S OF REQUIREMENTS

PART A (15%)
Students are required to design and prepare a Higher School Certificate Assessment schedule.
The schedule needs to:

 include a scope & sequence and relate to cores and options taught

 be outcomes based include a variety of task types that cater for a range of student
learning styles, learner needs and student diversity

 include original, authentic, student centred & challenging student centred assessment
tasks

 acknowledge the school calendar of events

 demonstrate progressive weightings

 reflect group & individual tasks if appropriate

 indicate syllabus processes or competencies

Part B (7.5% each = 15%)
Students are required to select 2 tasks from their assessment schedule & prepare a task outline
for school students. The task outline needs to include the following:

 Task number
 Task timing
 Due date
 Outcomes assessed


 Task type
 Task weighting – total, group & individual
 Detailed task description (each task should be original, student centred, authentic &
challenging)
 Materials needed

Part C (7.5% each =15%)
Based upon the above tasks students are to provide a:

1. Rubric
2. Detailed marking criteria (marking criteria must relate to the outcomes of the task and
the task description)

Rubric:

 Marks will be awarded according to students’ ability to:
 Closely adhere to the Board of Studies requirements relating to task information for
school students
 Comprehensively detail the requirements of the task
 Prepare a challenging, stage appropriate and creative task
 Prepare an appropriate rubric and marking criteria

Academic writing (2marks)

Referencing (1 marks)

Formatting (2 marks)


HSC ASSESSMENT DESIGN (50%)
Name: Total Mark: /50

Criteria Unsatisfactory Meets expectations Exceeds expectations

PART A (15 marks)
Assessment Schedule Content is limited or unclear, with irrelevant Demonstrates a solid understanding of the topic with Demonstrates an exceptional level of relevant and extensive
information. A lack of evidence of understanding evidence of synthesis and application for most key content and structure which includes a variety of task types which
for board of studies requirements, outcomes based concepts for an assessment schedule. The schedule is are outcomes based and caters for a range of student learning
assessments tasks with unrealistic scope & sequence student centred and includes challenging student styles and needs. The schedule is substantially student centred
relating to cores/options taught. The schedule lacks centred assessment tasks set within a realistic scope & and includes challenging student centred assessment tasks set
clarity in acknowledging the school calendar of sequence relating to cores/options taught, within a realistic scope & sequence relating to cores/options
events and progressive weightings and acknowledging the school calendar of events and taught, acknowledging the school calendar of events and
accommodating student learning styles and needs. progressive weightings and demonstrates Board of progressive weightings. Demonstrates Board of Studies
Studies requirements. requirements, reflects group & individual tasks if appropriate and
indicates syllabus processes and key competencies.
PART B (15 marks)
Task Outlines (2x7.5marks) There is no identifiable structure or sequence. Good level of relevant information for stage 6 Outstanding task outlines which are of stage 6 standard, logically
Limited application of key information for stage 6 assessment tasks. Maintains structure and sequence structured with extensive and relevant information such as task
assessment tasks such as task details, outcomes throughout most of the document by including most number, task timing, due date, outcomes assessed, task type, task
assessed, task type, task weighting, detailed task key information such as task details, outcomes weighting/sl, detailed task description each task should be
description catering for a range of student learning assessed, task type, task weighting, detailed task original, student centred, authentic, challenging, caters for a range
styles and accommodates student diversity. description catering for a range of student learning of student learning styles, learner needs & interests and
styles and accommodates student diversity. accommodates student diversity and materials needed.
PART C (15 marks)
Marking Rubric & Criteria An unclear and content poor marking rubric and A satisfactory marking rubric and marking criteria are Marking rubric and marking criteria is relevant, in depth and
marking criteria has been provided. Links between provided that relates to the aspects of the task and the explicitly linked by outcomes of the task and the task description.
(2x7.5marks) the tasks and outcomes are inconsistent with a lack associated outcomes. The majority of the assessment Closely adhere to the Board of Studies requirements relating to
of adherence shown to Board of Studies criteria adhere to the Board of Studies requirements, task information for school students with comprehensively detail
requirements. The marking rubric contains a limited successfully support and compliment challenging, of the requirements for tasks. The rubric and criteria successfully
range of academic language and is not suitable for stage appropriate and creative tasks. The marking support and compliment challenging, stage appropriate and
use in stage 6 assessment purposes. rubric appropriately uses academic language which is creative tasks. The marking rubric appropriately uses academic
clear and user friendly for stage 6 assessment purposes. language which is clear and user friendly for stage 6 assessment
purposes.
Academic Writing (2 marks) Academic style is inconsistent with expressions and Academic style is consistently used, expression and Demonstrates an excellent standard of writing conventions and has
writing conventions vague and errors present (i.e. writing conventions are generally clear and error free presented an error free document (i.e. spelling, punctuation,
spelling, punctuation, grammar). (i.e. spelling, punctuation, grammar). grammar).
Referencing (1 mark) Referencing is inconsistent and/or inaccurate where General use of APA conventions when citing sources Referencing is consistent and accurate with APA conventions. The
sources are not acknowledged. in text. The reference list is presented alphabetically, reference list is presented alphabetically, using correct APA
using correct APA format. format

Formatting (2 marks) Poor formatting gives the document an The document is presented in a logical way with most Effective formatting presented with ideas structured and
unprofessional and disjointed look for users. Not sections coherent and developed. Overall the sequence sequenced in a logical way. Excellent inclusion of headings and
user friendly due to the non-inclusion of headings and structure assists the reader due to its satisfactory titles to guide the reader within a professionally looking
and titles to guide the reader design elements. document.


A SSESSMENT 2: TESTING WORKSHOP

S U B M I S S I ON DE T A I L S
To be presented on either Week 7 & 8; 13th or 20th September 2011 between 4-6pm or 6-8pm.
HOW T HE AS S I G N M E N T R E L A T E S T O T HE L E AR NI N G O UT C OM E S
This assessment is designed to develop your competency in successfully incorporating student assessment
strategies into the teaching and learning experiences of PDHPE.

D E T AI L S OF REQUIREMENTS
This assessment will consist of two (2) parts:

PART A: TESTING WORKSHOP (20%)

In small groups (3/4 per group) students will be allocated a fitness, sport specific- performance or skill
related physical/health ‘testing’ component to research. These components will be of relevance to the
fitness, health and skill related ‘testing’ content explored in K-12 PDHPE. The idea is to explore and design
a specific but challenging creative ‘test/s’ that are easily administered in a school setting. Do not use
standard fitness tests, rather make the ‘tests’ fun and enjoyable but also able to collect a suitable set of data
that may provide a useful gauge of various levels of health and/or skill fitness. In the main this will require
modifying the standard fitness ‘tests’ that we are used to.

The group will be required to:

Research the component in order to conduct a suitable test or series of tests in tutorials with peers using the
component. You will be assessed based on: group organisation, engagement and originality of ‘test’. Each
group only has 20 minutes to deliver a testing workshop catered towards any K-12 PDHPE level. Students
must organise their own equipment and be set up prior to their presentation. Students must not miss any
other presentation for set up reasons. Students must come prepared to participate enthusiastically to support
their peers.

PART B: ANALYSIS REPORT (30%)

Provide an analysis report of part A of this assessment (minimum 1500 words) in a clear, concise manner
by using the following structure and report components as a guide:

 Title Page
 Table of contents
 Executive Summary
o Presents an overview of the analysis findings in a format that allows decision makers to make
important decisions effectively and efficiently
 Introduction/Background
o This section describes the purpose(s) of the analysis and any information which is needed to provide
the reader with an understanding of the background for the analysis
 Aims/objectives
 Methodology
o A description of the component, a description of the ‘test’ or activities in the ‘test’, sample group, the
analysis techniques used such as observations and data collection analysis instruments/tools used.
Step-by-step descriptions of what was done should be provided.
 Discussion/Analysis


o Critically analyse the data findings in relation to effective assessment and pedagogical practices,
current fitness research, clear links to relevant PDHPE content and student progress. Figures, graphs
and charts should be used wherever they are appropriate.
 Recommendations
o Present recommendations based upon the findings of the report. Pedagogical improvements for the
testing workshop for future application
 Conclusion
 Reference List
o List the sources reviewed or consulted during the analysis (mnimum 4 academic references)
 Appendices (if any)

During the testing workshop, students should collect a range of data from peers and analyse the ‘test’
results. The analysis report should clearly examine these findings in relation to current fitness research,
student progress, assessment and pedagogical practices and also have with clear links to relevant syllabus
content. The group should make an executive comment about the effectiveness of the ‘test’ based on its
purpose, K-12 learners, and PDHPE syllabus content.

The report is due in tutorials in the week following the presentation. Students are encouraged to consult
relevant fitness, training and/or testing journals in order to present this report.

PLEASE R E FE R T O M A R KI N G R U B R I C B E L OW


TESTING WORKSHOP (50%)
Components Needs Improvement Meets Expectations Exceeds Expectations

PART A: TESTING WORKSHOP (20 marks)
Group Organisation There is little or no preparation or focus on Good administration and understanding of the testing Thoroughly prepared, cohesive, and well timed test
effective processes in place to collect workshop. The group needed to work more administration session with each group member displaying a
data/evidence of student progress and collaboratively to successfully meet the objectives strong understanding of relevant tests and protocols.
proficiency. and implement more effective processes to improve Exceptional processes in place to collect evidence of student
proficiency. progress and proficiency.

Engagement A poor teaching and learning environment with a Provides an acceptable learning environment with a Creates a positive teaching and learning environment with an
lack of engagement. Little use or lack of quality good level of participation. Basic feedback, excellent level of engagement and participation. Effective use
teaching and learning techniques to engage and coaching, guidance and are used to engage and create of quality teaching and learning techniques to successfully
create relevance for to learners in K-12 PDHPE. relevance for to learners in K-12 PDHPE. engage and create relevance for to learners in K-12 PDHPE

Originality of ‘test’ Poor levels of creativity or originality Sound levels of creativity and originality shown in High levels of efforts were evident in demonstrating the
demonstrated which was reflected in the lack of testing workshop with intellectual stimulation and creativity and originality o the testing workshop. The
intellectual stimulation and innovation. innovation achieved. successfully facilitated "cutting edge" ideas which created
intellectual stimulation and innovation.

PART B: ANALYSIS REPORT (30marks)
Structure and design of report The structure of the report lacks clarity and flow. Most sections are coherent and developed. Overall An exceptionally clear, succinct, and well structured report
The document appears unprofessional with the the structure and design is satisfactory however the with relevant data analysis. Key sections of the report such as
design leaves the reader are disjointed due to the keys sections required improved design elements and the executive summary, methodology, discussion/analysis,
lack of information displays such as figures, graphical inclusions in order for it to be presented in a conclusion and recommendations allow the interpretation to be
tables, flow charts, etc. when appropriate along more plausible and coherent manner. presented in a plausible and coherent manner. The writer
with the effective use of design elements. takes advantage of information displays such as figures, tables,
flow charts, etc. when appropriate along with the effective use
of design elements (font, layout, formatting) creating a
professional-looking document.

Evidence and Research Supplements analysis report with limited Competent descriptive discussion with some insights Comprehensive, relevant and extensive research information
research with limited research sources consulted. and reasonable use of recommended sources. Solid presented with strong links to PDHPE learners by providing
Limited links to the discussion of the ‘value’ and links to PDHPE learners and the discussion of the strong commentary about student progress, pedagogical
usefulness of the ‘test’ to K-12 learners and ‘value’ and usefulness of the ‘test’ to K-12 learners practices with regards to the ‘test’ conducted, and makes a
PDHPE content were made. A poor level of and PDHPE content were made. A sound conclusive statement about the ‘value’ and usefulness of the
understanding was shown of the testing understanding of the testing protocol, assessment ‘test’ to K-12 learners and PDHPE content. Students show
protocols, assessment practices and critical practices and purpose via a critical analysis of the superior understanding of the testing protocol, assessment
analysis of the data collected from peers. data collected from peers. A variety of relevant practices and purpose via a critical analysis of the data
sources were also used to illuminate the topic. collected from peers. A wide variety of relevant sources were
also used to illuminate the topic.

Clarity of writing and The writing is convoluted with spelling errors Good use of academic language with clear and Excellent use of academic language with clear, succinct and
words, incorrect grammar, and improper concise explanations. Minimal errors (i.e. spelling, articulate explanations. Excellent standard of writing
referencing punctuation. Referencing is not in alignment punctuation, grammar) with referencing in alignment conventions and an error free document (i.e. spelling,
with APA Information displays are improper or with APA Information displays are improper or punctuation, grammar) Referencing is consistent and accurate
confusing. confusing. with APA conventions with the reference list presented in
alphabetical order.

Schedule of Learning and Teaching Activities

Week Lectures Tutes/Assessment
(Tuesday) 5.30-6.30 (D.G.19: Playhouse) 4-5.30/6.30-8 (K.G.20)
1  Unit orientation Issues and concerns of the
nd
2 August  Significance of PDHPE KLA beginning teacher
 Accountability Assessment 2 Grouping

2  PDHPE assessment in Stage 6 Stage 6 Assessment
th
9 August - Assessment, Certification & Examination (ACE) workshop
Manual
- planning and designing
- Board of Studies (BOS) requirements assessment programs
- internal and external assessment - planning and designing
- assessment tasks v ongoing assessment assessment tasks
- consistent teacher
judgements
- marking criteria and rubrics
3  Online task (submitted via vuws) Online task
th - Assessment & Reporting in PDHPE
16 August (submitted via vuws)
- Higher School Certificate grading
procedures, policies and reporting
4  ICT in Stage 6 PDHPE ICT in stage 6 workshop
rd
23 August Assessment 1 due
5  Self and peer evaluation in assessment Assessment workshop
th (BD Sports Gym: Werrington Campus)
30 August (prac clothes)
BD Sports Gym
(Werrington Campus)

6  Assessment for practical components in Stage 6 Assessment workshop
th (BD Sports Gym: Werrington Campus)
6 September (prac clothes)
BD Sports Gym:
Werrington Campus
7 Assessment 2 presentations
th
13 Tutorial 1: 4-6pm
September Tutorial 2: 6-8pm
8 Assessment 2 presentations
th
20 Tutorial 1: 4-6pm
September Tutorial 2: 6-8pm
th
27 September Semester Break
9  Preparing for Professional Experience ‘Prac ready’ workshop
th
4 October  Unit Evaluation

4 Week Block Professional Experience


Unit name and number

O VERVIEW OF LEARNING RESOURCES

R ECOMMENDED READING S
Essential textbooks:
Board of Studies, NSW. (2001). Personal Development, Health and Physical Education Years 7-10 Syllabus. Sydney:
Author.

NSW Board of Studies. Available at http://www.boardofstudies.nsw.edu.au

New South Wales Department of Education and Training. Available at www.det.nsw.edu.au

New South Wales Department of Education and Training: Curriculum Support Directorate. Available at
http://www.curriculumsupport.education.nsw.gov.au

New South Wales Department of Education and Training: Professional Learning & Leadership Development.
Available at http://www.det.nsw.edu.au/proflearn/

New South Wales Department of Education and Training. (2003a). Quality Teaching in NSW Public Schools. Sydney:
Author. Available at http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm

New South Wales Department of Education and Training. (2003b). Quality Teaching in NSW Public Schools. Sydney:
Author. Available at
http://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm

New South Wales Institute of Teachers. Available at www.icit.nsw.edu.au

Morley-Warner. T, (2009), Academic writing is :a guide to writing in a university context, N.S.W: Association for
Academic Language and Learning Broadway

8.2 Additional readings
Austin, J., & Hickey, A. (2007). Education for healthy communities: possibilities through SOSE and HPE.
Frenchs Forest NSW: Frenchs Forest NSW: Pearson Education Australia.
Held at BAN and PEN 362.107094 1

Capel, S. A. (2004). Learning to teach physical education in the secondary school: a companion to school
experience (2nd ed.). New York: RoutledgeFalmer.
Held at PEN 613.70712 1
First ed. available electronically from
http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=68867

Casten, C. M. S., & Darst, P. W. (2009). Lesson plans: dynamic physical education for secondary school
students (6th ed.). San Francisco: Pearson/Benjamin Cummings.
Held at PEN CC613.7 CAST/1

Clements, R. L., & Kinzler, S. K. (2003). A Multicultural Approach to Physical Education: Proven Strategies
for Middle and High School. Champaign, IL: Human Kinetics.
http://smallworld.lastfirst.net/product_info.php?cPath=975&products_id=53116
Held at BAN and PEN CC613.7 CLEM/1

1H Semester 2011 SECTION FIVE Page 2


Darst, P. W., & Pangrazi, R. P. (2009). Dynamic physical education for secondary school students (6th ed.).
San Francisco: Pearson/Benjamin Cummings.
Held at PEN CC613.7 DARS/1 [2009]

Fronske, H. A. (2008). Teaching cues for sport skills for secondary school students (4th ed.). San Francisco:
Pearson Benjamin Cummings.
Held at PEN CC796.07 FRON/1

Froude, C., & Polley, S. (2008). Outdoor education: foundations for tertiary and senior secondary education
(1st ed.). Cottlesloe, W.A.: Impact Publishing.
Held at PEN 371.384 8

Kleinman, I. (2009). Complete physical education plans for grades 5 to 12 (2nd ed.). Champaign, IL: Human
Kinetics.
Held at PEN 613.71 138

Nemec, M. (2003). Jump into PDHPE (2nd ed.). South Yarra, Vic.: Macmillan Education Australia.
Held at BAN and PEN CC613 JUMP/1 [2003]

Nemec, M. (2004). Jump into PDHPE: teacher resource book (2nd ed.). South Yarra, Vic.: Macmillan
Education Australia.
Held at BAN CC613 JUMP/1 [2003]

New South Wales. Board of Studies. (2003). PDHPE years 7-10 assessment for learning in a standards-
referenced framework,
1 CD-ROM
This CD-ROM was developed to assist teachers in implementing the PDHPE syllabus for years 7-
10. It contains assessment activities, student work samples, examples of feedback and examples of
ways to record student progress. Also included are the syllabus, guide to the syllabus, draft DLAs
and advice on programming and assessment.
Held at BAN and PEN CC373 PDHP/17

New South Wales. Dept. of Education and Training. Drug Prevention Programs & Peer Support Foundation
(N.S.W.). (2004). Peer-led alcohol lessons for students (PALS): alcohol education activities for
Stage 4 students: curriculum support material for Stage 4 Personal development, health and
physical education. Sydney, N.S.W.: NSW Dept. of Education and Training.
Held at PEN CC373 PDHP/16

New South Wales. Dept. of School Education. Curriculum Directorate. (1996). Curriculum support for the
teaching of PDHPE, 7-12 (pp. v.). [Ryde, N.S.W.?]: Department of School Education, Curriculum
Directorate
Held at BAN 613.0712944/1 and at PEN 613.0712944/C2

Ruskin, R., & Proctor, K. (2005). Active outcomes 1: PDHPE stage 4. [Milton, Qld.]: Jacaranda.
Held at PEN CC613 RUSK/1

Watt, A., Nemec, M., & Dawe, B. (1999). Jump into PDHPE. Book 1. South Yarra, Vic.: Macmillan
Education Australia.
Held at BAN CC613.0712 WATT



Wright, P. (2000). Inside & out: a health and physical education textbook (3rd ed.). Milton, Qld. John Wiley
& Sons.
Held at PEN 613.7 10 [2000]

Wright, P. (2000). Inside & out: a health and physical education workbook (3rd ed.). Milton, Qld. John
Wiley & Sons.
Held at PEN 613.7 10 [2000]

O THER RESOURCES THAT MIGHT HELP WITH UNIV ERSITY LIFE

This information is to be read and applied in conjunction with each unit outline of your course.

The “Current Students” page of the UWS web site http://www.uws.edu.au/students contains many
important links, including:

 Student Administration http://www.uws.edu.au/students/stuadmin: This site contains much of the
information necessary for the administration of your course throughout your study at UWS;

 Student Support Services http://www.uws.edu.au/students/ods: This site is a useful resource for
students
 and a hub for coordinating developments to improve your university experience.

 e-learning http://www.uws.edu.au/students/onlinesupport: This is your entry to all aspect of e-
learning at UWS

 Students with a disability should visit: http://www.uws.edu.au/students/ods/disabilityservice

 Course and unit rules
http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements: This site provides
information on pre-requisites, co-requisites and other matters concerning how your course is
structured.

 Policies http://www.uws.edu.au/policies/masterlist.php: This site includes the full details of
policies that apply to you as a UWS student.


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