1. The trend and/or issue of 'Cotton Wool Kids'

3. ‘Critical Evaluation” is the process of making informed and valid judgements or conclusions supported by comprehensive knowledge and evidence. Throughout the process we challenge assumptions and taken for granted points of view through reflecting and examining pros and cons, bias and different perspectives”

4. 2010 Physical Education Scholarship Exam Specs Content/Context Details Questions will draw on candidates’ knowledge from the following areas; Planning, implementation and/or evaluation of physical activity programmes/experiences, drawing upon knowledge underpinning achievement standards 90739 and 90740. Trends and/or issues impacting on New Zealand society, such as ‘cotton wool kids’, drawing upon knowledge underpinning achievement standard 90743. Programmes for performance improvement drawing u pon knowledge underpinning achievement standards 90741, 90742. Physical activity, health promotion and taking action drawing upon knowledge underpinning achievement standards 90739, 90740, 90743, 90744.

5. BRAINSTORM Brainstorm what it means to be, look like or feel like a 'Cotton Wool Kid'?

6. DISCUSS Choose 1 of your points and discuss if this is: A societal assumption Personal judgement based on your experience/s Based on research etc What issues may arise from these 3 areas? Things to consider – bias, priveledge, power, and disadvantage

7. 2010 Exam – Possible question formats

8. EXAM QUESTION Come up with a moot (focussed on the impact on NZ society) for a debate at the end of this session. We are going to use 2 moots that you come up with to form a debate. Remember the moot needs to be a statement.

9. READINGS Your group is going to be given 6 different articles to read based around the issue/trend of 'Cotton Wool Kids' You need to read 1 of the 6 articles and then find the other person in your group who has the same article and complete the following: Gather evidence towards your moot and summarise key points back to your group Share any other research you may have looked at in your schools/links to personal experience/s Use SPEECH handouts to record key points across the readings

10. REMEMBER Think broadly about a range of SPEECH factors AND Link back to the impact on NZ society

11. SPEECH SOCIAL Influences of the community, including how well people are included, supported and cared for by one another POLITICAL The legal and policy decisions made by organisations that povide national or regional public services. ENVIRONMENTAL Environment (or physical) influences (eg having safe recreational facilities available that are unpolluted, and accessible to people of different abilities). ECONOMICAL How much money people and communities have access to is a big influence on what opportuntities people have. (Economic influences are usually closely connected with political influences). CULTURAL Culture comes in many forms, be it ethnic-based, youth culture, sporting culture, national culture, etc. Culture is about the values, beliefs and practices of a group of people that get passesd from one generation to the next. A cultural group will have certain values and practices that identify it as a cultural group. HISTORICAL What has happened in the past; historic influences are usually closely tied to cultural influences.

12. DEBATE You now have 10 minutes to clarify your thoughts around the moot before the debate begins. Procedures for the debate: See your sheet for the outline

13. Previous Examiners Report ability to integrate and synthesise knowledge when critically evaluating depth and breadth of subject knowledge around an issue, trend or event ability to format relevant arguments and to justify a position on a clear well defined issue, trend or event ability to sustain critical evaluation throughout the essay regarding the actual impact on New Zealand society.

14. Next Steps: Start to write an introduction and essay plan for Cotton Wool Kids