PHYSICAL EDUCATION AT NIST INTERNATIONAL SCHOOL:A conceptual and bespoke approach

Citation

Lockett M & Cowley J (2025) PHYSICAL EDUCATION AT NIST INTERNATIONAL SCHOOL:A conceptual and bespoke approach. Physical Education Matters, Summer 25 (Summer 2025), pp. 16-21.

Abstract
INTRODUCTION: This article will only scratch the surface of our complex curriculum development process, which is challenging to capture fully in a brief overview. The journey of creating, implementing and embedding a curriculum is long, intricate and messy, taking years to unfold. At NIST (a non-profit international school that offers International Baccalaureate education to students aged 3-18), this process began five years ago, in 2020, and has seen staff and students come and go, an inevitable aspect of the revolving door in international schools. The notion of best practices in education is often grounded in the assumption that what works well in one context will work well in most contexts. However, as highlighted in Complexity and education (Dennis & Sumara, 2006), education is dynamic and context-dependent, meaning that what is deemed a best practice in one setting may not necessarily be transferable to another. This aligns with the complexity of curriculum development, where each step must adapt to the school community’s specific needs, challenges and evolving circumstances. Therefore, while what works at NIST may not be universally applicable, it demonstrates how adaptive strategies can be applied to suit the unique context of our school.

Notes
afPE -EVERY CHILD, EVERY WEEK, EVERY YEAR CURRICULUM MATTERS 16 | PHYSICAL EDUCATION MATTERS | SUMMER 2025

Journal
Physical Education Matters: Volume Summer 25, Issue Summer 2025