Cycling SmartYear 8

“Making informed choices helps to minimise harm”

NAME:

Assessment Task: Written Response

Criterion A: Knowledge & Understanding

“Making informed choices helps to minimise harm”

Q1. As a road user, define what you are required to do by law at the three road signs below?

Q2. List 4 safety considerations a cyclist should make when checking their bike prior to a ride.

Q3. State actions you could take to share the road safely with other road users

Q4. Describe the responsibilities of a cyclist, when using a shared path, which will assist in keeping all path users safe.

Q5. When planning for a long ride, describe important considerations you should make prior to the trip. Other than the 4 items listed in Q2.

Q6 Compare the following terrains and discuss how you would adapt effectively to minimise harm:

A busy road, a shared bike path & mountain bike track

Q7 Cycling systems and conditions overseas are different to that in Australia. To what extent would you need to adapt your cycling to minimise harm to yourself?

Q8. A cyclist is approaching an intersection and they would like to make a right turn across the intersection. To perform this right turn safely the cyclist will perform a ‘hook’ turn. Explain how the cyclist will make the ‘hook’ turn and what considerations they need to make to ensure their safety. Draw the path of the cyclist’s hook turn on the intersection below.

Level 3 – Physical and Health EducationCriterion A – Knowing & Understanding (Cycling Smart)

Achievement level

Level descriptor Criteria A Task Specific Clarification – Criteria A

0 The student does not reach a standard described by any of the descriptors below Student does not reach any of the above standards during the peer assessment task.

1–2

The student:

i. recalls physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations iii. applies physical and health terminology to communicate understanding with limited success.

The student remembers from prior knowledge some of the principles, concepts, strategies,

techniques and road and bike safety rules related to the cycling smart unit The student provides an answer from a number of possibilities to give a brief account, and provide

possible solutions set familiar road safety problems. The use of cycling and road safety terminology is often inconsistent, inappropriate or incorrect

3–4

The student:

i. states physical and health education factual, procedural and conceptual knowledge ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar situations iii. applies physical and health terminology to communicate understanding.

The student gives a brief answer with no or little explanation to some of the principles, concepts, strategies, techniques and road and bike safety rules related to the cycling smart unit

The student provides multiple responses to a number of possibilities to give a detailed account, and provides possible solutions to problems set in familiar road safety scenarios.

The student applies simple cycling and road safety terminology to communicate their understanding.

5-6

The student:

i. outlines physical and health education factual, procedural and conceptual knowledge ii. applies physical and health education knowledge to describe issues to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. applies physical and health terminology consistently to communicate understanding.

The student gives a brief account or summary to some of the principles, concepts, strategies, techniques and road and bike safety rules related to the cycling smart unit.

The student uses an idea or principle to give a detailed account, and provide possible solutions to problems set in both familiar and unfamiliar road safety scenarios.

The student applies cycling and road safety terminology consistently to communicate their understanding.

7-8

The student:

i. describes physical and health education factual, procedural and conceptual knowledge ii. applies physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations iii. applies physical and health terminology consistently and effectively to communicate understanding.

The student gives a detailed account to some of the principles, concepts, strategies, techniques and road and bike safety rules related to the cycling smart unit.

The student uses an idea or principle to give a detailed account, including justifications, to provide possible solutions to problems set in both familiar and unfamiliar road safety scenarios.

The student applies cycling and road safety terminology consistently and effectively to communicate their understanding.

Feedback Overall Mark – Criteria A

Name: