Dear members,

I’d like to start by thanking you all, on what I feel has been a positive start to my time as president of SATPE.  SATPE ,as always, is “by teachers for teachers” and we appreciate all the feedback that we have received during these difficult times.  If you have not had yet had the opportunity to communicate your thoughts with us please do so here: If it is possible we will do our best to make it happen.

Please see below some Information on this years “Online Conference” and the latest Education Scotland guidance specifically, the return of Indoor PE access.

SATPE Conference 2020 – Something different this year

It has been difficult, but once again our conference team have managed to arrange access to some online resources from a range of sources.  My thanks again to Harry Prescott, Karen Erskine and Elinor Steel for the work they do with the conference every year.

After discussion it was decided that, the current situation was going to have an impact not only on the physical nature of the conference but the increased workload of those of whom would normally attend.  It Is for this reason, that we have arranged a series video and online resources to be created and released for all members in the week beginning Monday 16th November 2020.  

Please see below a description of the video and presentation resources to be released during this round;


– Introduction into Teaching Games for Understanding Concepts TGfU (Primary Early/First level with Chris Crookston)

This workshop will discuss benefits of a TGfU approach, sharing best practice in a primary setting.

– Thinking Differently about Learning Intentions and Success Criteria, (Dr Will Kay)

This presentation challenges the notion that physical education is not in itself to be regarded as a worthwhile ‘form of knowledge’. It argues that, if physical education is to be accepted beyond the PE profession as contributing fully to the objectives of developing independent learners who adopt and embody the CfE 4 Capacities, then the holistic nature and potential of the subject must be at the forefront of planning and assessment. To do this, it is suggested, that attention to Explicit Learning ‘in and about’ activities and Implicit Learning ‘through’ the activities is central to the ‘Purpose, Process, Practice and Product’ of learning experiences that all pupils are compulsorily exposed to, expected to achieve and assessed against In investigating the ‘Rationale, Content and Pedagogy’ for the subject, it is questioned if ‘I can’ statements are satisfactory educational tools if our aim as teachers is to developed ‘Permanent Positive Behavioural Change’ in all learners, through them developing self-control and ultimately self-manging their health and well-being needs through the life-course. Drawing on Mosston and Ashworth’s Teaching Strategies Continuum, Explicit and Implicit learning intentions are situated within the Significant Aspects of Learning, with self-assessment and teacher-assessment focussing on learners understanding the ‘Why, What and How’ of improvement and development.Some examples are then given for the development of Learning Intentions for specific MSCC (specifically Concepts in aspects of Fitness and Passing) in each sector of the Significant Aspects of Learning, based on questions which facilitate and encourage pupils to think about their learning through ‘Metacognition’. This is followed by how these can be structured in lesson Planning, Content and Reflection.

For further information, discussion or argument please contact Dr Will Kay at

– Judy Murray Foundation (JMF): Breaking down barriers for teaching fun & engaging tennis in schools #MurrayMethod style!The JMF presentation includes an introduction to JMF, the types of projects we do in Education, shares some of Judy Murray’s content online with the teaching points and finishes up with free, professional learning practical workshops for teachers to sign up to in November. Come and join our army and help grow tennis in Scotland!

– Dance: Jazz and Contemporary with Lisa Johnston

Demonstrations of Technical Steps (Jazz and Contemporary)
This resource is excellent for teachers who are new to the subject. Listening to their feedback, there was frustration regarding unreliable resources online. Members struggled to recognise whether steps were demonstrated right or wrong. This resource breaks down individual steps that are in the SQA required steps, making it easier to incorporate these steps into their class practice.

Technical exercises to use in dance class (Jazz and Contemporary)
This resource is used to enhance teachers’ knowledge and understanding of applying set steps into a combination to develop young people’s technique. It demonstrates exercises that you may want to use in class. The exercises are basic enough for teachers to be able to follow if they are new to the subject. Exercises can be differentiated in class for more able learners to ensure the needs of all learners are met.

– 2020 SATPE Journal

Our annual journal, with a variety of pieces written by PE teachers and more across Scotland.  Please email for more information.

We have opted for ‘access in your own time’ resources for the majority of professional learning this year as we appreciate the increased workload for everyone this year, an example of this being the internal assessment of National 5 PE courses.  Whilst It is not 100% confirmed the exact format it would appear very likely the portfolio will be completed as normal and marked by centres to give estimated grades.  Due to this we felt it would be beneficial to host live moderation/standardisation sessions.

LIVE Zoom National 5 Portfolio moderation/standardisation session 1 (16th November 2020)

Whilst the dates are not 100% set in stone pending availability of National 5 Team Leaders being available to facilitate sessions our suggested timeline is as follows:

Monday 16th November – An Introduction to marking the National 5 portfolio, Getting marks in Section 1
Monday 11th January – Getting marks in Section 2
Monday 1st February – Getting marks in Section 3

The sessions are planned to be as close as possible to that of an experience you may get if you attended an understanding standards session.  Whilst it may be important to note here this is not an SQA event and therefore we cannot provide definitives.  The session will utilise a paper from the pre approved SQA understanding standards resources and facilitators will guide attendees through use of the marking schemes, structures and aid in the discussion as to why examples may have or have not accessed the marks in the given example.

If you have not yet signed up for session 1 please do so here;

Return to Indoor PE and PA

After a long wait, the following amended guidance came out from Education Scotland on Friday:  The return of indoor activity whilst welcomed due to the impending poorer weather, is a great step forward in our ongoing argument for the ‘equity in attainment’.  Pupils specialising in one of these activities may now be granted the opportunity to attain at a level higher than before, for that I have no doubt we are all grateful.

Unfortunately, It is never quite as simple as just moving the class indoors, calls for risk assessments and procedures will be echoing from authority to authority.  A member got in touch with me directly to seek support on an example risk assessment specific to badminton.  The following comments are simply my opinion and not necessarily that of the entire association but I would plead caution for all members in the creation of activity specific risk assessments unless it has been explicitly asked of you.  A risk assessment for ‘Indoor activity’ and general consideration in terms of sanitising equipment, utilising ‘working bubbles’ and so on should be applicable to mutliple activiities.  Seek the support of local authority health and safety office if necessary.

As Always,

If you need anything, have any suggestions on how we can all help each other please do contact me directly on

Paddy Cuthbertson 
President – SATPE