Ball S.

Barrow R.

Beames S.

Bernstein B.

Brewer B.

Fullan M.

Gard M.

Gray S.

Hargreaves A.

Hayward L.

Hopkins D.

Humes W.

Jess M.

Keay J.

Kirk D.

Lave J.

Locke F. L.

MacDonald D.

MacPhail A.

Malcolm Thorburn

Matthew Atencio

Mike Jess

Ozga J.

Penney D.

Priestley M.

Rovegno I.

Siedentop D.

Stoll L.

Thorburn M.

Woodhead C.

Wright J.

Purpose: Following an explanation of the current policy context the paper addresses three particularly pressing challenges: the curriculum focus for physical education as part of health and wellbeing; the major implications for subject knowledge; and how translating curriculum change into professional learning and practice might feasibly occur. In analysing arguments associated with the intended curriculum focus we highlight the contrasting effects of curriculum prescription. These include times where lack of elaboration has hindered teachers in adequately grasping the scale and detail of curriculum ambitions sought and times where greater prescription has curtailed the rich diversity of experiences which are possible for pupils. In reviewing the implications for subject knowledge, the paper exemplifies how new developmental applications of change ideas could be implemented in physical education programmes in the early years of secondary schooling in ways which articulate more coherently with health and wellbeing and lifelong learning agendas than previous curriculum arrangements. In discussing how to translate curriculum change into professional learning and practice we outline how recent advances in developmental physical education have informed academic-led interventions aimed at supporting teaching communities in their professional learning. These initiatives potentially overtake some of the inertia caused through the mixed message reporting contained in official policy documents. Conclusion: Analysis of the three challenges highlighted has revealed a number of pressures on achieving sustained change in Scotland. While recognizing these pressures we are buoyed by noting the extent to which politicians and policy makers continue to recognize in qualitative terms the multi-faceted contribution of physical education to a balanced education; a position which, in effect, perceives physical education as being part of the policy solution rather than part of the policy problem. In building on this promising position, we have identified a number of key considerations about subject knowledge and pedagogical practices which require review if developmentally-informed interventions aimed at thinking differently about curriculum innovation for pupils aged 11-14 years are to be successful. In taking matters forward, we endorse the culture and cycle of experimentation and reflection which is emerging and encourage physical education teachers to continue to be active in intent in making the most of the policy opportunities which exist

Thorburn, M.

Jess, M.

Atencio, M.

Edinburgh Research Explorer

Thinking differently about curriculum:Analysing the potential contribution of physical education as part of 'health and wellbeing' during a time of revised curriculum ambitions in Scotland

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Physical Education and Sport Pedagogy

Thinking differently about curriculum: analysing the potential contribution of physical education as part of ‘health and wellbeing’ during a time of revised curriculum ambitions in Scotland

Thinking differently about curriculum:Analysing the potential contribution of physical education as part of 'health and wellbeing' during a time of revised curriculum ambitions in Scotland

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