ABSTRACT
Accredited qualifications in PE have developed significantly over the past two decades in England and are now a key issue for PE departments to consider when designing their curriculum. The 14-19 curriculum (DfES, 2002a) is made up of more than the qualifications designed to complement pupils’ learning programmes, but the qualifications represent the outcomes of pupils’ studies and their ‘passports’ to further study, training or employment (QCA, 2001). A number of factors have contributed to this heightened importance such as the National Curriculum for Physical Education (NCPE) (DfEE/QCA, 1999b); performance tables; 14-19: Extending Opportunities and Raising Standards (DfES, 2002a) and Learning through Physical Education and Sport (DfES/DCMS, 2002).
