📢 Statement from Kate Thornton-Bousfield, CEO of the Association for Physical Education 📢

We are pleased to announce that the Curriculum and Assessment Review has today published its final report, Building a world-class curriculum for all.

Championing a Bold, Inclusive, and Coherent Future for Physical Education

As CEO of the Association for Physical Education (afPE), I welcome the findings and recommendations outlined in the recent curriculum review. This report offers a timely and necessary reflection on the current state of Physical Education (PE) and Dance in our schools. It presents a compelling vision for how we can better serve all pupils through a refreshed, inclusive, and coherent curriculum that values both physical activity and academic progression.

Reaffirming the Value of Core PE

PE is a statutory foundation subject for all pupils from Key Stage 1 to 4. Its role in shaping the physical, emotional, cognitive, and social development of young people cannot be overstated. Regular physical activity contributes to cardiovascular and wider health, supports healthy weight, improves mental wellbeing, and enhances academic attainment. Yet, despite these benefits, the report highlights troubling inconsistencies in the quality and delivery of PE across the country.

afPE unequivocally reaffirms that core PE is compulsory and irreplaceable. Examination PE, such as GCSE PE, Sports Studies, or Sports Science, is an additional pathway and must never substitute the statutory requirement for all learners to access high-quality, physical PE. Core PE is the only guaranteed opportunity for many young people to be physically active during the school week, and it must be protected and prioritised accordingly.

We are concerned by the drop in teaching time at Key Stage 4 and the declining uptake of GCSE PE. In some cases, the GCSE specification is influencing earlier key stage PE, shifting focus from physical activity to theoretical content such as anatomy and physiology. This risks distorting the very purpose of core PE. We strongly support the recommendation that core PE must remain physical in nature, with students actively engaged in movement, skill development, and enjoyment, not solely academic study, with core PE as the unique and essential place where every young person has the opportunity to be physically active.

Elevating Dance, Swimming, and Outdoor Activities

Dance, swimming, and outdoor adventurous activities are integral to a rich and balanced PE curriculum. The report rightly identifies that Dance is underrepresented and often poorly delivered. This is unacceptable. Dance fosters creativity, coordination, cultural appreciation, and emotional expression. Dance plays an essential role in providing choice and in providing an inspiring outlet for many young people. It must be taught with the same rigour and enthusiasm as other PE disciplines.

 We therefore support the recommendation to improve specificity in the Programme of Study for these activities and call for clearer guidance and professional development to ensure all pupils experience high-quality instruction in Dance, swimming, and outdoor learning.

A Curriculum That Reflects Holistic Development

afPE endorses the proposal to broaden the purpose statement of PE to reflect its holistic benefits: physical, cognitive, social, and emotional. Competitive sport is a proud part of our national identity, but it must be balanced with inclusive participation. We must move beyond a narrow focus on performance and success to embrace a curriculum that motivates every child, regardless of ability or background and recognise our responsibility in providing high quality experiences to every young person, including those who have not been well served in the past.

We also support the call to update subject aims at each key stage. Non-specialist teachers need clarity, support and structure to deliver high-quality lessons and to ensure that young people do not miss out. A coherent progression model that builds mastery over time is essential to ensure pupils develop fluency, confidence, and a lifelong love of physical activity.

Clarifying and Reforming Qualification Pathways

The recommendations to review and refine the structure and content of examination PE qualifications offer to provide much needed clarity. Renaming the GCSE PE qualification to reflect its academic focus, such as GCSE Sports Science or GCSE Sports Studies, would help clarify the distinction between physical education for all and academic study for some. This would preserve the integrity of core PE and prevent the encroachment of theoretical content into physical PE lessons.

We also support efforts to distinguish clearly between compulsory PE, GCSE PE, and Technical Awards. Core PE should focus on practising competitive sport, developing movement skills, and fostering positive attitudes towards physical activity. Qualification pathways should prepare students for further study and careers in sport and health, with a clear emphasis on sports science and vocational relevance.

Promoting Equity and Inclusion

afPE is deeply concerned by the underrepresentation of students with special educational needs (SEN) in PE qualifications. The current GCSE PE activity list, while adaptable, lacks sufficient specialist options to support inclusive participation. We support the recommendation to review this list and expand the range of activities to better reflect the diverse needs of learners.

Any changes must be carefully considered to ensure they are assessable within existing frameworks, but inclusivity must be a guiding principle. Every student deserves the opportunity to succeed in PE, whether through core participation or qualification routes. We are already working hard through our wider activity to improve inclusion and equity in accessing PE qualifications.

Our Commitment Moving Forward

afPE stands ready to collaborate with the Department for Education, Ofsted, and all stakeholders to implement these recommendations. We will continue to advocate for:

• A minimum of 2 hours of high-quality PE per week for all pupils
• Enhanced professional development for PE teachers and external providers
• A curriculum that reflects the diverse needs and aspirations of all learners
• Greater investment in inclusive practices and resources
• Clearer distinctions between core PE and examination pathways
• A reviewed and inclusive activity list for qualifications

Physical Education is not a luxury, it is a necessity. Let us seize this opportunity to reimagine PE as a dynamic, inclusive, and empowering subject that prepares every young person for a lifetime of physical activity, wellbeing, and opportunity.