be comparably rigorous and there is parity of assessment across practical activities
enable students to understand and implement tactics, strategies, and/or composition
require the development of skills over time for successful performance
have some type of competitive or formal condition in which students can be assessed
be possible for the level of performance in activities to be realistically assessed by PE practitioners (teachers and moderators)
“This opportunity to consult around touch being reintroduced to our national curriculum couldn’t have come at a better time,” commented Ian Boyd, England Touch Development Director.

“We have exciting new plans for our schools strategy in 2019. With a larger, new cohort of School Development Officers engaging teachers and pupils across the country, we are aiming to offer touch more regularly in schools across England. Touch has so many excellent qualities perfect for schools and young people looking to play an exciting mixed gender, minimal-contact sport.

“We are also grateful to the many offers of support from schools and teachers who supported us as we prepared our answers for the GCSE consultation. It is clear there are many who value Touch and are committed, like us, to aim to have Touch introduced into the national curriculum at GCSE level. Here’s to an exciting future for the sport within England’s schools.”

Chief Operating Officer Gregg Cropper added that increased participation numbers in schools is an important part of England Touch’s strategy going forward.

“We’ve seen in Australia and New Zealand that growing playing numbers in schools has a massively positive impact on Touch,” he said. “Players get used to playing earlier and honing their skills and game understanding from a young age.

“We believe we have put together a strong case for Touch’s inclusion in the GCSE and ‘A’ Level PE curriculum based on the distinct and unique nature of the sport, and hope that it will be viewed favourably by the Department for Education.”

04 Jan 2019