When I was Director of Sport, we assessed pupils across eight sports. In line with the GCSE model, we assessed in isolated ‘ Skill performance’ and in ‘ Full context’ using the top three sports to calculate a grade from 1-9. Our ethos was that pupils shouldn’t be penalised for not being good at all sports. The old argument comes into play here: is Usain Bolt, not a sportsperson if he can’t play football? OK, bad example because I know that he can, but you get the idea.

The Head, Heart and Hands model of Transformative Learning could be an organizing principle to integrate and transform pedagogical perspectives for sustainability education (Sipos, et al., 2008). This holistic synthesis could serve as a framework for evaluation of innovative environmental education programs, evaluation of program influence on students’ green behaviors and changes in environmental worldviews and values. The essential elements of transformation– deep engagement, relational knowing and reflection can have a greater impact within an authentic context for meaning-making. Pugh’s (2002) construct offers an analytic tool for measuring transformational experiences through expanded perception, expanded value and proactive use of environmental concepts. Being able, to some extent, to quantify a qualitative experience is invaluable to researchers. Puge’s (2002) construct synthesizes nicely with head, heart and hands concept that Sipos et al. (2008) associates with sustainability education. This model is more like the structure of ‘ME in PE’, but uses the Head Heart Hands method. In the end, the final level descriptor can be reported, also as a number if needed. It seems there’s been an ever-increasing comfort developing with the idea that we can give pupils a grade or a level and also deliver a meaningful curriculum. That we can use descriptors and/or levels to show the pupils that they are moving forward. If we forget the needs of the Senior Leadership Team, we do need something tangible to help pupils and teachers see that pupils are learning and progressing. So, what do you use? Quality Management System (QMS) – Implement and maintain a comprehensive system for managing quality throughout your organization. Fundamentally, we all know that whatever model is chosen and whatever route you go down, there is an element of forcing round pegs into square holes. So let's park that, and focus on the solutions rather than what’s wrong with education.A3 Problem Solving – Empower teams with A3 software, turning complex challenges into clear and actionable solutions. The blending of transformative learning and education for sustainability is a natural partnership because sustainability and transformative learning requires a change in perception, a change in values and active engagement. The model reflects that transformation is a multi-dimensional process and that changing sustainability values and environmental paradigms require more than a logical argument or an emotional appeal. Experience and reflection along with awareness and caring are needed to initiate a true transformational event. Reflecting can change perceptions and relation with a place changes one’s values about nature. Active engagement requires application of eco-friendly behaviors. Place offers a stimulating, authentic context for meaningful educational experiences that hold potential for personal growth for learners beyond academics. Gardner, H. (1999) Are there additional intelligences? The case for naturalist, spiritual, and existential intelligence. In J. Kane (Ed.), Education, Information, and Transformation Essays on Learning and Thinking. Upper Saddle River, NJ: Prentice Hall, Inc. Project Management, Risk Assessments and Process Maps can all be used to providing insights, data and additional support when using the Head, Heart and Hands Model. Praxie’s online Head Heart Hands collaboration model and tools allow any team or organization to instantly begin working with our web templates and input forms. Get started with our Head, Heart and Hands Model template. Taylor, E. W. (2007). An update of transformational learning theory: A critical review of the empirical research (1999-2009). International Journal of Lifelong Education, 26(2), 173-191.

There has been an evolution of hybrid curriculum models, which assess ability as well as soft skills. The assessment is broader in this model, assessing pupils with covering statements that can be applied to multiple sports or activities. Examples include the Head, Heart, Hands curriculum and the work from Mr Thomas Brush with the ‘Me in PE’ curriculum model. Me in PE Pugh, K. J., & Girod, M. (2007). Science, art, and experience: Constructing a science pedagogy from Dewey’s aesthetics. Journal of Science Teacher Education,18(9), 9-27. Children and Nature Network (2008). Children and nature 2008: A report on the movement to reconnect children to the natural world. Cheryl Charles, Richard Louv, Lee Bodner, & Bill Guns (Eds). Retrieved January, 2009 from: http://www.childrenandnature.org/Pyle, R. M. (2008). No child left inside: Nature study as a radical act. In D. A. Gruenewald & G. A. Smith (Ed.), Place-Based Education in the Global Age. NY: Taylor and Francis Group, LLC. SIPOC Analysis – Gain a holistic view of processes by analyzing Suppliers, Inputs, Processes, Outputs, and Customers, aiding process improvement. In a skills-based model, the focus is to teach skills that pupils successfully apply in a competitive scenario for a sport or activity. This generally sees a new skill taught every week, for example ‘the overhead clear’ or ‘chest pass.’ These skills can be taught in competitive situations from the start of the lesson, or taught in isolated drills and then applied. Our department tried to get pupils into competitive situations as often as possible. We felt pupils were more active, and their heart rate higher throughout the lesson in these types of scenarios and activities. Root Cause Analysis (RCA) – Uncover the root causes of problems using systematic analysis, enabling effective corrective actions. Kahn, P. H. (1999). The human relationship with nature: Development and culture. Cambridge,MA: The MIT Press.

Orr, D. (1992). Ecological literacy: Education for a post modern world. Albany, NY: State University of New York. Gage Repeatability & Reproducibility (GR&R) – Assess measurement system accuracy and reliability using GR&R analysis for precise data collection. Events Planner – Organize and manage events seamlessly, ensuring successful execution and memorable experiences.

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In addition to serving as an authentic context for transformative experiences that offers personally meaningful learning, there are many benefits to spending time in nature (Louv, 2005; Sobel, 1996). There is a large amount of evidence from studies in the area of biophilia supporting the notion that humans have a natural affinity to engage with nature and living organisms (Kahn, 1999; Kellert, 1997; 2002; Shepard, 1998). Literally, the term biophilia means love of life or living process. Nature experiences have been associated with cognitive, emotional, social and psycho-motor development as well as mental and physical health (Burdette & Whitaker, 2005; Frumkin, 2001; Kellert, 2002; Louv, 2005). Natural environments are an authentic context that many people find engaging and aesthetically inspiring (Braund & Reiss, 2006; Kellert, 1997; 2002). Learning in authentic or natural settings is a multi-sensory immersion, an immediate experience, that is compelling and often a novel experience. Natural environments not only draw students into deep and sustained engagement, nature also offers an enriching complex experience that benefits the well-being of people and even the well-being of the environment. At BISP we recognise that PE is a crucial vehicle for developing the three main domains of learning, (physical, cognitive, and affective). In a world where lifestyles are increasingly becoming sedentary, with a higher value on automation, the teaching of Physical Education has an opportunity to re-energise (literally) tomorrow’s workforce through play, movement and physical exercise. At BISP we have a constant drive to review, reflect, and redesign the Physical Literacy curriculum to meet the needs of our students and motivate them to live a fuller and more active life. Project Prioritization Matrix – Prioritize projects based on critical factors, aligning efforts with strategic goals and resource availability.

Practical application of the knowledge and understanding acquired through physical literacy. Fitness levels, and execution of isolated skills and under pressure. Don't Miss Out! It is believed that transformative learning requires independent, active learners while children are considered to be dependent, passive learners. Unfortunately, passive learning is fostered by the current educational system that does not utilize natural learning processes. The natural curiosity and active role of children as learners has been emphasized in various learning theories by Piaget, Vygotsky, Bruner and Dewey (National Research Council, 2000). In Taking Science to School (NRC, 2007) young learners are described as active exploratory learners and research is provided that supports that children’s thinking is surprisingly refined. Students who take responsibility and an active role in their learning are called self-regulatory learners and often possess an internal locus of control. Research in self-regulatory processes and internal locus of control has shown that these processes are teachable and can lead to increases in student motivation and achievement (Zimmerman, 2002; 2008). When people affect changes in their immediate environment, they affect changes within themselves; this can lead to greater self-efficacy and more responsible behavior in other areas as well (Rathzel & Uzzell, 2009). Cognition, understanding, thinking skills, knowledge, problem solving, developing tactics and strategies, rules, ethics, and an understanding of health, fitness and the human body. Heart : Manager – Streamline operations and boost efficiency with our 5S software for organized and clutter-free workplaces. Another, ancient tradition of transformative learning comes from an indigenous perspective. Indigenous education revolves around a transformational process of learning how to establish and maintain relationships between self, place and community or tribe (Cajete, 1994). Indigenous education is a life-long process of trial and tribulation that teaches an individual how to be in the world through reflection of personal or shared experience and participation in a greater community of life (Cajete, 1999). Indigenous epistemologies are grounded in the meaningful context of inter-relationships and nature experience. These ways of thinking are considered transformative because they reinforce the shaping factors of transformative learning which are critical reflection, emotional engagement and relational knowing (Taylor, 2007).Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.