PE ITTE

Physical Education Initial Teacher Training & Education (PE ITTE)

Introduction

Welcome to this section of the site which is dedicated to those having a professional interest in the initial training and education of Physical Education teachers (PE ITTE). 

SADLY, AS A RESULT OF THE CURRENT ECONOMIC CLIMATE, afPE IS NO LONGER IN A POSITION TO BE ABLE TO PROVIDE SUPPORT FOR THE PEITTE NETWORK AND, AS A RESULT, THIS SECTION OF THE SITE WILL NOT HAVE BEEN UPDATED SINCE OCTOBER 2011. HOWEVER, SOME OF THE INFORMATION GIVEN BELOW MAY REMAIN OF INTEREST TO VISITORS.

This section replaces the old PE ITTE website (www.peitte.net) and provides similar categories i.e.   

• News items
• Details about forthcoming events
• Recent publications
• Information on the PE ITTE Network (including conference details, previous presentations and opportunities to circulate questions, queries, information and the like to PE ITTE colleagues)
• Access to a large bank of advice and support materials covering the full range of topics related to PE ITTE
• Details of induction support for new tutors

News Items

The Council for Subject Associations (CfSA) submitted recently its response to the DfE discussion paper ‘Training our next generation of outstanding teachers’. Click here if you would like to read a copy of the response and click here  if you would like to read afPE's submission to CfSA.

The First Report of the Independent Review of Teachers’ Standards has been published. Click here if you would like to read a copy and click here if you would like to read Michael Gove’s response to the Chair of the review group.

The review of the National Curriculum in England was launched by the Secretary of State on 20th January. At the time of launch the Department for Education (DfE) made it clear that the review would be conducted in a way that is open and outward-facing. The latest update aims to give all those who are interested a sense of the progress of the review as it continues its work to determine the design and content of the new National Curriculum. Click here to view the latest update from the DfE.

Think again about EBac, say MPs. The English Baccalaureate should not have been introduced before the National Curriculum Review was completed, according to a cross-party group of MPs. In a report published recently (click for copy ) the Education Select Committee suggests that any new performance or curriculum measures affecting schools should only be implemented after proper consultation with key stakeholders and the wider public – something which didn’t happen with the EBac. The Committee says that the Government should also have waited until after the conclusion of the National Curriculum Review before introducing the EBac. The Chairman of the Committee, Graham Stuart MP, said: “We want the Government to deliver on its promise in the White Paper – The Importance of Teaching – to use performance tables to put greater emphasis on the progress of every child. We don’t think we are there yet and feel that, for now, the EBac is not part of a balanced score card. Instead it risks focusing schools on those children who are on the border line of achieving the EBac at the expense of others both below and above that threshold.... There is no question that the Government’s motivation behind the EBac is right in several regards. Of course all children should have access to a broad and balanced curriculum – including traditional, academic subjects – and of course we should be working tirelessly to narrow the gap in attainment between the richest and poorest. But our inquiry uncovered significant concerns about the EBac’s composition, potentially negative as well as positive impact, and the way it was introduced. We received a huge amount of evidence and the Government needs to look at that very closely: indeed, if it had conducted a similar consultation, it might have avoided some of the concerns which have been expressed.”

New owner for Teacher Learning Academy. The future of the Teacher Learning Academy has been secured. All schools and teachers across England will continue to benefit from the rich resources and the unique approach of the TLA. The Cathedrals Group of universities and university colleges has established a national TLA consortium of higher education institutions to purchase the assets, and aims to launch a reinvigorated TLA in autumn 2011. Members of the Cathedrals Group have a long-standing commitment to teachers' continuing professional development. The TLA consortium will ensure substantial new investment, fresh ideas and commitment to advance the use of the TLA assets. The Cathedrals Group TLA consortium will be in contact in the autumn in order to develop their plans and invite comment to influence the shape of the future TLA so that it works for you and your schools. For the rest of the summer, you can find the latest news about the TLA and continue to access the TLA resources on the GTCE website: www.gtce.org.uk/tla

DfE launch a new £2 million Scholarship Scheme for teachers. Round one of the new competitive national scholarships scheme for teachers was launched on 27 June 2011. The Schools White Paper, ‘The Importance of Teaching’ published on 24th November 2010 announced that a ‘competitive national scholarship scheme would be introduced to support the professional development’ of teachers.  The scheme will be administered by the Training and Development Agency for Schools (TDA) and will give teachers ‘the opportunity to deepen their subject knowledge and renew the passion which brought them into the teaching profession. The aims of the scholarship scheme are to:
- encourage serving teachers to pursue knowledge independently to Masters level and beyond making it easier for teachers to access Masters level CPD in their subject area or to access expert seminars
- bring about a culture change to create expectations within the sector about the importance of scholarship throughout a teachers’ career
- share learning, knowledge and expertise across the school system.
For further details of the scholarship scheme (following on from an additional source of information regarding the ITT “discussion”), click here.

An Ofsted report launched on 24th June, picking out the lessons learned from School Sport Partnerships, says schools should build strong partnerships with sports clubs, community groups and other local organisations to stimulate participation and competition in the variety of PE and sports on offer and engage children at risk of adopting unhealthy lifestyles. Click here  for copy of the report.

New European Forum for Sport Pedagogy Researchers. A 'Network' (the equivalent of a SIG) entitled 'Research in Sport Pedagogy' has been established within the European Education Research Association. The new Network has been offered a launch symposium in the 2011 ECER conference in Berlin in September. Click here for details about the new 'Research in Sport Pedagogy' Network - including aims and topics covered - and also information on the other Networks within EERA. This is an exciting new development for Sport Pedagogy researchers in Europe and around the world and should enable the establishment of strong international consortia to bid for research funds in the EU and beyond.

DfE Update: Teacher Release Funding. The Secretary of State for Education will be making funding available to release a PE teacher from every secondary school in England for one day a week in the school years 2011/12 and 2012/13. Click HERE to view a copy of the recent email sent to all PDMs.

Following the closure of Teachers' TV, you might like to know that a new organisation called Teachers Media has been founded by the key people who ran Teachers' TV. The Teachers Media website contains a free library of over 3500 high-quality videos to help develop professional skills, and support teaching and learning in school and classroom. Click HERE to view the Teachers Media website. 

Forthcoming Events

Teaching Games for Understanding Conference 14th-16th July 2012  Loughborough University, UK

Call for Abstracts
The Scientific Committee for the fifth International Teaching Games for Understanding Conference are now inviting abstracts for oral and poster presentations for the July 2012 conference to be held at Loughborough University.  Both oral and poster presentations covering a variety of themes are equally welcome and symposium presentations (comprising 3-4 presentations on a related topic) will also be considered.  The deadline date for abstracts is 31st January 2012 but early submission is encouraged.  Abstracts submitted early will be considered as soon as possible and normally within approximately 6 weeks of submission. For details of the conference themes and submission requirements and process, please visit the TGfU Conference web site at:  www.equity-events.co.uk/tgfu . The Committee looks forward to receiving your submission soon and welcoming you to Loughborough in July 2012.

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Recent Publications

afPE is delighted to announce the launch of a new resource for physical education and school sport professionals - In Deep: Learning to Learn by Andy Frapwell and Steve Caldecott. Written for physical education teachers and coaches in schools that want to develop their own practice, this resource explores aspects of Assessment for Learning, Learner Voice and Learning How to Learn. Blending theory and practice, it uses examples from classrooms, reflective activities, key messages and summaries to help explain the:

 9 gateways to personalising learning
 7 dimensions of learning power
 5 components of personalised learning
 4 Rs
 QCA's (now QCDA) 7-step development process to make it all happen

DfE discussion paper Training our next generation of outstanding teachers

Primary PE: Unlocking the Potential by Anne Williams and Joanne Cliffe

Developing Health and Well-Being through Gymnastic Activity by Maggie Carroll and Jackie Hannay

Physical Education: Beyond the Curriculum by Dominic Haydn-Davies and Emerick Kaitell

Schools White Paper - The Importance of Teaching

Browne Report

Third Edition of Learning to Teach Physical Education in the Secondary School: A Companion to School Experience edited by Susan Capel and Margaret Whitehead. Thoroughly revised to take into account changes in policy and practice within both initial teacher education and the National Curriculum for Physical Education.  It covers essential topics including lesson planning; organisation and management; observation; inclusion; assessment; wider community links and ICT.

PE ITTE Network 

The PE ITTE Network existed to help maintain contact between colleagues and to provide a channel for regular circulars on news, events and publications. PE ITTE colleagues themselves could also utilise the regular circulars as a means to requesting information/advice/support from others or for advertising posts/requesting external examiners and the like. Any items for inclusion in the circulars would have been forwarded to This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

SADLY, AS A RESULT OF THE CURRENT ECONOMIC CLIMATE, afPE IS NO LONGER IN A POSITION TO BE ABLE TO PROVIDE SUPPORT FOR THE PEITTE NETWORK AND, AS A RESULT, THIS SECTION OF THE SITE WILL NOT HAVE BEEN UPDATED SINCE OCTOBER 2011. HOWEVER, SOME OF THE INFORMATION GIVEN BELOW MAY REMAIN OF INTEREST TO VISITORS.

There was an annual, two-day Network conference, usually around mid-March, which was always well-attended and provided a great opportunity for PE ITTE colleagues to get together to share ideas, work together and extend their knowledge of current issues through input from informed colleagues and external speakers. Click on the relevant title(s) below to access presentation material from the March 2011 PE ITTE Network conference (A rapidly changing landscape: how best might you respond?).

Conference Introduction  - Jes Woodhouse (afPE ITTE Support)

Responding to the rapidly changing landscape - Jo Harris (Loughborough University), Jeanne Keay (Roehampton University), Patrick Smith (University of Northampton)

National Curriculum Review  - Kevin Barton (Curriculum Adviser for PE, QCDA)

Summary of Network conference responses to the National Curriculum Review

Supporting trainees in their use of ICT - Sarah Meredith (University of East London)

Alternative approaches to teaching and learning PE - Gary Stidder (University of Brighton) 

Advice and Support Materials

In 2006 a set of Advice and Support documents was distributed to all providers of PE ITTE to help with the push towards high quality provision across the sector. Electronic versions of the documents were made available via the PE ITTE web page and efforts have been made to update these versions in line with developments since 2006. However, given the changes that are now occuring apace in relation to the curriculum, teachers' standards and the structure of ITTE, it is becoming difficult to update the documents without beginning to lose some of their original form. Consequently, it has been decided to withdraw the direct access facility from the web page but should you require an electronic copy of any of the 24 documents listed below please email This e-mail address is being protected from spambots. You need JavaScript enabled to view it  and he will be happy to respond to your request.  

Management, Quality Assurance and Quality Improvement

The key to high quality PE ITTE 
Promoting consistent high quality across the PE ITTE partnership
Establishing effective quality assurance and enhancement procedures within the PE ITTE partnership 

Helping trainees achieve QTS Standards

Professional attributes
Professional knowledge and understanding - Physical  Education subject knowledge
Helping trainees to observe, describe and analyse movement through the use of the interactive CD-roms Observing Children Moving and Observing and Analysing Learners' Movement
Preparing trainees for engagement with PE in the wider community
Professional knowledge and understanding - Broad National Curriculum and cross-curricula elements
Professional knowledge and understanding - Factors affecting pupils' learning
Professional knowledge and understanding - Encouraging behaviour that supports learning
Professional knowledge and understanding - SEN
Professional skills: Planning
Professional skills: Assessing, monitoring and giving feedback
Professional skills: Teaching
Developing effective use of resources by trainees and training partners
Ensuring trainees can take responsibility for developing the learning of a class or classes over a sustained and substantial period of time
Mentoring the Primary trainee
Responding to the individual needs of trainees to help them achieve QTS Standards in as full a way as possible
Ensuring the provision of appropriate learning activities to help trainees achieve QTS Standards
Ensuring appropriate and effective use of expectations, target setting and review with trainees
Helping trainees to maintain effective records of experience and progress
Assessing trainees against QTS Standards

General

Selection and recruitment of trainees
Managing the workload of tutors and trainees
The PE ITTE professional and research