ABSTRACT
Physical education for all pupils The introduction of the National Curriculum established that it was a statutory requirement for all state schools to provide all children with a broad and balanced curriculum including physical education. The most recent revision of the National Curriculum for Physical Education (1999) featured a new explicit emphasis on schools ensuring that their practices are inclusive. However, Penney (2002) warns that, for many, the terms 'inclusion', 'inclusive practice', 'equality' and 'equity' are most often treated as dealing with 'the same things' (p. 111). Whilst recognising that there are important and subtle differences in meaning between these terms, we argue that catering for the needs of all pupils in physical education and school sport requires schools, and the teachers within them, to reflect on the extent to which they address the challenges of 'difference' and 'fairness'. Some key questions are:
• How well does our PE curriculum meet the needs of those pupils performing below, at or above the expected levels?
