Professional Focus Paper
Course: Physical Education
1.
Level: National 2
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Physical Education National 2.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Physical Educational National 2 consists of three Units.
 Taking Part in Physical Activities
 Factors Affecting Performance
 Improving Performance
To achieve Physical Education National 2, learners must pass all of the Units.
PHYSICAL EDUCATION
What are the key aspects of Physical Education National 2?
Programmes of learning in Physical Education will enable learners to develop the skills, knowledge, understanding,
capabilities and attributes to perform effectively in a range of physical activities, and will enhance physical
wellbeing. Learning is flexible, giving more time to meet learners’ needs, with an increased focus on skills and
applying learning and greater opportunities for personalisation and choice. There is an emphasis on skills
development and the application of those skills in practical and experiential contexts. The skills developed within
the National 2 Physical Education course can be applied to learning in other subject areas. These skills can also
support progression in other curriculum areas as well as in the Personal Achievement Award at National 2 and the
Personal Development Award at National 2.
Integrated approach to skills development
Physical Education at National 2 builds on the experiences and the skills developed within the BGE and at National
1. A range of contexts, including within the local community, will broaden and extend learners’ experiences and
enable them to apply their skills across a range of physical activities. Physical education, activity and sport can
enhance learners’ physical wellbeing and help to promote a fulfilling, active and healthy lifestyle. Learning in,
through and about physical activity and sport is enhanced by participating in a wide range of purposeful and
enjoyable pursuits at break times, lunchtimes, within and beyond school. National 2 provides learners with the
opportunity to develop, demonstrate and improve their movement and performance skills. A central theme is to
support the learner to analyse their own performance and develop ways to improve this over time. There are clear
opportunities for cross curriculum links to science, mathematics and other subject areas which will help learners
make connections across their learning. For some learners, specific targets may be set within their individualised
educational programmes to ensure skills are developed across Health and Wellbeing, including PE. In planning
experiences and skill development in PE, staff should also take account of the targets set in other curricular areas,
including Literacy, Numeracy and Personal Development.
Holistic approaches to assessment
A holistic approach to assessment is recommended where possible. This will enrich the assessment process for
the learner, avoid duplication of assessment and provide more time for learning and teaching. Additionally, it will
allow centres to manage the assessment process more efficiently. There will be naturally occurring opportunities
for assessment that will help learners to attain the standards required for Unit or course assessments. Peerassessed activities, with clear guidelines and the inclusion of learner-friendly marking criteria should help learners
to improve their reflective and communication skills. Whatever the assessment approach used, it is important that it
encourages personalisation and choice. It is also important that learners receive regular feedback on their
performance. Assessment should meet the varying needs of all learners and be in practical contexts.
Wider range of evidence of learning
Staff can make use of a wider range of evidence including, for example: videos of performance; peer- and selfreflection; photographs; oral evidence through question and answering; and use of ICT and relevant software.
Hierarchy of Units
It is important that any content at one particular SCQF level is not repeated if a learner progresses to the next level
of the hierarchy. The skills and knowledge should be able to be applied to new content and contexts to enrich the
learning experience. This is for centres to manage. Although the Units across different levels have similar titles and
structures, the degree of difficulty and complexity in terms of knowledge and understanding and the application of
these to performance differs from one level to the next. This structure enables learners to be given recognition for
their best achievement.
PHYSICAL EDUCATION
What are the key features of learning in Physical Education National 2?
Active learning
Learners are expected to gain a range of movement and performance skills, developed and consolidated
throughout the programme. It is essential that learning experiences provide regular opportunities for learners to
engage in as wide a range of activities as possible. Practical, experiential learning in relevant contexts will help
teachers to integrate Unit outcomes and provide learners with opportunities to develop basic skills in analysis and
evaluation. For example, as well as learning the names of the parts of the body involved in a game of football,
learners will be supported and encouraged to describe what they experience and feel during and after an activity.
Learners will also be required think creatively, solve simple problems and make decisions that will help them to
improve their performance. For example, a learner may choose gymnastics as one of their activities and decide
that they want to improve their jumping skills but be unsure of how to do this. Through careful questioning and with
support, they can develop a programme of different types of jumps, onto, over and from a variety of equipment to
achieve this. Learning activities, linked to their own needs and interests, will develop learners’ ability to test their
ideas, solve problems and apply their learning in other aspects of their lives.
Learning independently
Outcomes are less prescriptive and focus more on skills and applying learning. Learners have real opportunities to
develop skills for learning, life and work in ways which are stimulating, challenging, relevant and enjoyable. These
opportunities may be related to their specific needs, interests and choices which in turn promote engagement. Staff
will want to use learning and teaching approaches which encourage learners to investigate why factors are causing
problems with their performance, what impact they are having and what evidence they have to support this, how
they will overcome the problems and next steps in the learning process. To develop independent thinking skills and
learning, staff will want to reduce the focus on teacher-led activities and place a greater emphasis on learners’
experiences within which choices are made, by the learner, based on their expertise and skill level. Learners
working at National 2 may require varying degrees of staff support for all or part of the tasks. Well defined
assessment will determine the level of support an individual learner may require at any given point within the
learning and teaching environment. Learners should be given the opportunity to use their normal mode of
communication and have access to the appropriate resources identified to support their learning.
Learners will normally choose from activities that are provided at the centre. However, if a learner has a specific
specialism which is not an activity on offer, then they can be supported and encouraged to develop and
demonstrate the skills of self-reliance and self-management that will help them to generate the evidence that meets
all of the assessment standards. The assessor within the centre would need to ensure that suitable resources and
appropriate quality assurance mechanisms were in place to manage the practicality of assessing activities outwith
the usual learning environment.
How will you manage the practicalities of assessing activities outwith the usual learning environment?
Responsibility for learning
Practical and experiential tasks should encourage learners to take control of their own learning and generate
opportunities to reflect on and discuss their own progress. Learners should be encouraged to plan, develop and
implement approaches to enhance personal development. By providing regular opportunities to review and discuss
learning, including self- and peer-assessment opportunities, teachers will help learners engage with this process
and to set meaningful targets for improvement. Learners progress at different rates and will require different levels
of support depending on the task/activity to be undertaken. Staff should be aware of the types and range of
supports required, to enable the learner to experience success and achievement, with the least possible
intervention. By using appropriate learning strategies such as visual supports and organisers, simple cause and
PHYSICAL EDUCATION
effect charts and learning logs, learners can be guided towards building their own understanding of the learning
process and how it can be used to support their own development, set targets and aspirations.
How will you ensure that learners are making informed decisions about where they are in their learning and what
they need to do to progress?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. Many practical activity contexts rely on learners working in partnership and teams. As learners build
confidence, they can be encouraged to observe and provide feedback to peers. This creates excellent
opportunities to discuss learning and provide explanations for one another. Performance development is likely to
be enhanced in activity contexts where learners are encouraged to take on a range of roles and responsibilities. In
experiencing different roles learners will help to provide information and support that can shape and guide a
performance. This process also allows learners to build positive relationships while demonstrating awareness and
respect for others. The variety of roles could include learners acting as referees, coaches or mentors to their peer
group in a variety of different contexts.
How will you ensure that all learners take on roles and responsibilities in group tasks, as appropriate to their level
of skill and ability?
Applying learning and skills development
Learning experiences linked to strengths, interests and choices will enable learners to develop practical skills and
knowledge within the area of physical education. Throughout the programme, there will be learning opportunities
which develop and apply thinking skills as well as literacy and numeracy skills. A central theme is to encourage
learners to continue participating in physical activities and sport and to develop an awareness of the link between
physical activity and wellbeing. Learners could be introduced to elements of emotional wellbeing by demonstrating
fairness and respect to build positive relationships before, during and after a competitive performance. For
example, learners should demonstrate tolerance and cooperation while working in team or group situations and
should respect others’ views, opinions and abilities. Learners should also develop an understanding of how the
mental, emotional and social domains can have a significant impact in the development of their performance in
practical contexts.
How are you developing skills for learning, life and work?
PHYSICAL EDUCATION
3.
Qualification information
The SQA web site provides you with the following documents:






Assessment Overview
Course Specification
Unit Specification
Support notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Physical Education National 2: SQA – National 2 Physical Education
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.