Teacher and Pupil Experiences of Student Designed Games. Within Scotland, Curriculum for Excellence has provided an opportunity for schools to develop their own individual curriculum to reflect their context. With this in mind, I wanted to design a practitioner enquiry to support the development of the primary P.E. curriculum, relevant to my current context.  Working in a small city primary school with a primary 5 class, the following questions guided my enquiry...

‘My best lesson’ is one that I feel demonstrates the reality of Physical Education and involves several situations that I am sure every teacher has experienced at some time or another. The lesson was for a third year elective basketball class, and, as a student, I spent quite a lot of time meticulously planning the ins and outs of the entire lesson.

For many years there has been a large emphasis on inclusion, engagement and participation of all pupils within the physical education (PE) environment, whether through primary or secondary school (Slee & Allan, 2001). Countless research articles and academic literatures such as Slee & Allan (2001); Green (2008); and Penney et al (2018) have been published with the intention of providing educators the opportunity to gain a deeper understanding on how to improve their personal practice to create a more inclusive learning environment.

Research carried out in both the UK and around the world emphasize that educational policy is failing to combat the growing problem that attributes poverty to lower attainment in schools (McCluskey, 2017; Ladd, 2012). This has lead to governments raising awareness of the so-called “attainment gap” between the richest and poorest children in education.