Statements of special educational needs and mainstream secondary physical education in north-west England

This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north-west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE-specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE

Where Will Future Secondary Food Teachers Come From in England?

This chapter asks ‘where will future secondary food teachers come from in England?’ It tracks the evolution of food teaching in the curriculum, tracing its origins in domestic science through to the present focus on food, nutrition and preparation. To answer the question it is necessary to understand the unintended impact and consequences of changes to the English school curriculum and the direct impact this has had on recruitment to initial teacher training. It is also necessary to understand the social impact of good food teaching within the context of the health of the nation and in particular children. To deliver a quality food curriculum in English schools we need skilled food teachers. The progression pathway through food education needs reinstating so that food teachers of the future can progress from General Certificate of Education (GCSE) for pupils aged 16 years, through Advanced (A) level for pupils aged 18 years, to subject-related degrees and on to teacher training. Without such a route, it is questionable that the subject can survive on the curriculum