Year 9 PDHPE
Making a Difference to Yourself and
Others
Due Date: Insert Due Date
Date Distributed: Insert Due Date
Task Weighting: 17%
Outcomes (Self and Relationships strand)
5.1 analyses how they can support their own and others’ sense of self
5.3 analyses factors that contribute to positive, inclusive and satisfying relationships
5.16 predicts potential problems and develops, justifies and evaluates solutions
ASSESSMENT OUTLINE
1. WHAT AREAS OF LEARNING DOES THIS ASSESSMENT ADDRESS?
This task aims to enhance student’s appreciation and understanding of the “Making a Difference to
You and Others” unit, which is based on the content contained in the “Self and Relationships” strand
of the Year 9 PDHPE syllabus. They will be required to engage with how one’s sense of self is
directly related to their health and wellbeing. Students will need to think of ways in which they can
support both themselves and others in difficult situations, as well as consider the importance of
resiliency in overcoming adversity.
2. WHY IS THE COMPLETION OF THIS ASSESSMENT IMPORTANT?
The “Making a Difference to Yourself and Others” unit aims to equip students for real world
experiences. It is therefore important that students examine real-life scenarios, such as Ian Thorpe,
to show that people do experience depression and adversity, even those who are portrayed as elite
and successful.
3. WHAT STEPS DO I TAKE TO COMPLETE THIS TASK?
Task Outline
1. View the following Youtube clip: https://www.youtube.com/watch?v=0XRXMfyyos8 . This clip
features an interview with Olympic swimmer, Ian Thorpe, who shares his struggles with
depression, sexuality and the Olympics.
2. After you have viewed the clip in its entirety, respond to the following questions:
a) Identify what caused Ian Thorpe to become depressed (2 marks)
b) Contrast the perceptions that Ian Thorpe had of himself, compared with that of the general
public. (4 marks)
c) Evaluate and justify the extent to which you think the way Ian Thorpe viewed himself
negatively affected his ability to perform as a swimmer (4 marks)
d) Suggest and explain strategies that Ian Thorpe could have used to support himself
through this difficult time (8 marks)
e) Consider you are Ian Thorpe’s sports psychologist. Identify signs that may indicate that he
may be depressed and recommend appropriate actions you could take to support him. (8
marks)
f) Homosexual people are often vilified and as a result feel that they aren’t valued the same
as heterosexual people. This can lead to a poor self-image and ultimately, depression.
Outline behaviours can you do to show tolerance and value towards this group (4 marks)
Total Marks= 30 (Skills and Knowledge)
Note: A maximum of 4 additional marks will be awarded for Communication of students’ responses,
based on their literacy level (i.e. vocabulary, punctuation, sentences, paragraphs). See marking
criteria.
Details for Submission
This is a research task, so students are required to complete this task in their own time. They must
submit their responses in hard copy to their PDHPE teacher and upload it to moodle by the due date.
3. HOW WILL MARKS BE AWARDED TO MEASURE MY LEARNING?
SKILLS AND KNOWLEDGE MARKING CRITERIA
a) Identify what caused Ian Thorpe to become depressed
DESCRIPTOR
MARK
Attempts to identify a way which caused Ian Thorpe to become depressed
1
Correctly identifies at least one way which caused Ian Thorpe to become
depressed
2
MARKS AWARDED
/2
b) Contrast the perceptions that Ian Thorpe had of himself, compared with that of the general public
DESCRIPTOR
MARK
General discussion relating to the perspective of Ian Thorpe and/or
general public
1-2
Correctly indicates how ONE perception is different between Ian Thorpe
and the general public
3
Correctly indicates how AT LEAST TWO perceptions are different
between Ian Thorpe and the general public
4
MARKS AWARDED
/4
c) Evaluate and justify the extent to which you think the way Ian Thorpe viewed himself negatively affected his
ability to perform as a swimmer
DESCRIPTOR
MARK
General discussion relating to how Ian Thorpe’s self-image affected his
swimming performance
1-2
Makes a clear judgement of the extent to which Ian Thorpe’s self-image
affected his swimming performance, however does not justify (provide
reasons) to support this judgement
3
Makes a clear judgement of the extent to which Ian Thorpe’s self-image
affected his swimming performance, AND provides a justification (provide
reasons) to support this judgement
4
MARKS AWARDED
/4
d) Suggest and explain strategies that Ian Thorpe could have used to support himself through this difficult
time
DESCRIPTOR
MARK
General discussion about supportive strategies, however are not relevant
to the scenario
1-2
Suggestion of 1-2 appropriate strategies, however they are not explained
in detail
3-4
Suggestion of 1-2 appropriate strategies, which are explained in detail
5-6
OR
Suggestion of 3-4 appropriate strategies that are not explained in detail
Suggestion of 3-4 appropriate strategies, which are explained in detail
7-8
MARKS AWARDED
/8
e) Consider you are Ian Thorpe’s sports psychologist. Identify signs that may indicate that he may be
depressed and recommend appropriate actions you could take to support him
DESCRIPTOR
MARK
General discussion about signs of depression and/or supportive actions,
however is not linked to the scenario
1-2
Correctly identifies 1-2 signs of depression, however does not
recommend any appropriate supportive actions that could be taken
3-4
Correctly identifies 1-2 signs of depression and successfully recommends
appropriate supportive actions that could be taken
5-6
OR
Correctly identifies 3-4 signs of depression, however does not
recommend any appropriate supportive actions that could be taken
Correctly identifies 3-4 signs of depression and successfully recommends
appropriate supportive actions that could be taken
7-8
MARKS AWARDED
f)
/8
Homosexual people are often vilified and as a result feel that they aren’t valued the same as
heterosexual people. This can lead to a poor self-image and ultimately, depression. Outline behaviours
can you do to show tolerance and value towards this group
DESCRIPTOR
MARK
Lists 1-2 behaviours which show tolerance and value towards
homosexual people, however does not elaborate at all on these
behaviours
1
Outlines 1-2 behaviours which show tolerance and value towards
homosexual people
2
Outlines 3 behaviours which show tolerance and value towards
homosexual people
3
Outlines 4 behaviours which show tolerance and value towards
homosexual people
4
MARKS AWARDED
/4
TOTAL MARKS
(SKILLS AND
KNOWLEDGE)
/30
COMMUNICATION MARKING CRITERIA
(LITERACY)
LITERACY
MARKING
CRITERIA
Descriptors
0
0.25
0.50
0.75
1
- Some precise and technical
words are used.
- Sustained use of precise and
technical words.
-Sustained, consistent and
fluent use of precise and
technical words.
Vocabulary
Uses
technical
vocabulary to explain
concepts
and/or
range of precise and
appropriate
words
for effect
- Symbols or drawings
Only
simple
nontechnical words
used.
and
are
- No or minimal evidence of
correct
sentence
punctuation (less than 25%)
- Limited evidence of
correct
sentence
punctuation (at least 25%)
- Some correct sentence
level punctuation (at least
50%).
- Mostly correct sentence level
punctuation (80%) and at least
two
examples
of
other
punctuation.
-Writing contains accurate
use
of
all
applicable
punctuation.
- At least one sentence is
used correctly.
- Some correct formation of
sentences. (at least 50%)
- Most sentences (80%) are
correct
but
are
largely
unsophisticated.
- All sentences are correct
including
sophisticated
sentences.
- At least ONE paragraph is
well structured and develops
an idea
- All paragraphs are focused on
one idea or a set of like ideas
but may not be linked effectively.
- Paragraphing creates flow,
connectivity and supports
argument.
Punctuation
Use of correct and
appropriate
punctuation for effect
and to aid in reading
of the text
Sentences
Intentionally
constructs a variety
of
sentences
to
match purpose and
audience
- No evidence of sentences
- Drawings, symbols, a list
of words OR text fragments
Paragraphs
Paragraphs are used
to
effectively
structure information
and partition events
and ideas
- No correct
paragraphing
use
of
- may be a block of text or
random breaks
- Ideas are separated,
provides at least ONE
correct break between
ideas
- Paragraphs may contain
some unrelated ideas
TOTAL MARKS (COMMUNICATION/LITERACY)
/4
OVERALL TOTAL (Skills and Knowledge /30 +
Communication/Literacy /4)
/34
GLOSSARY OF KEY VERBS
In this task, you need to understand the exact meaning of the following words in order to be able to answer each question properly.
Identify
Recognise and name
Contrast
Show how things are different or opposite
Evaluate
Make a judgement based on criteria; determine the value of
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or how
Suggest
Same definition as recommend
Recommend
Provide reasons in favour
A full Glossary of Verbs is available to view at http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html