PHYSICAL EDUCATION CRUNCHING OUR CREDENTIALS

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PHYSICAL EDUCATION CRUNCHING OUR CREDENTIALS

• Margaret Talbot
• Chief Executive, afPE
• National Conference, 25th June 2009

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CRRRRUNCH!

• Crush with teeth, noisily
• Grind under foot
• Decisive event, show-down
• When it comes to the crunch

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CREDENTIALS

• Evidence or testimonials concerning one's right
  to credit, confidence, or authority
• Evidence of achievement or trustworthiness

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CREDIT

• Belief, trust
• Good reputation, and power derived from this
• Acknowledgement of merit
• Source of honour
• Reputation for solvency and honour ability to
  pay at a later time.

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RHETORIC OR REALITY?

• Compare PESS rhetoric, with inspection reports on
  teaching and learning
• Continuing weaknesses in using evidence to show
  improvement failure to identify persuasive
  indicators
• Practice in ensuring effective progression and
  differentiation is patchy
• Primary teachers often lack subject knowledge
  and subject knowledge in some specific areas of
  the curriculum is poor, even among secondary
  specialists
• Transition between primary and secondary schools
  is ill-managed.

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(No Transcript)
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MARKET SEGMENTATION v/s DIFFERENTIATION

• Why have we accepted (swallowed wholesale?) this
  model? What/where is the evidence on which it is
  based?
• What pedagogy would support this model?
• What kinds of differentiation might be adopted
  instead for the 5 hour offer? age range,
  interest/aptitude?
• For physical education, the central concern
  SHOULD be how to deliver effectively, the
  entitlement of 2 hours HQPE. What
  differentiation is being considered here,
  especially in addressing the gaps between
  achievers and under-achievers?
• Where do we stand, as teachers of physical
  education? What IS our credit rating?
• ??Time to crunch our credentials??

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INCLUSION?

• Where, in PESS strategies, are teachers being
  directed towards doing the difficult, rather
  than more for the already-engaged?

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SCHOOL REPORT PHYSICAL EDUCATION

• Promising, but could do better