Although events moved quickly in the 1980s in respect of Government action and implementation of policies in respect of ROA, the ideas and purposes of records were not new and one could suggest it had taken the government forty years to react to the Norwood Report (Board of Education, 1943). PE teachers will find it interesting to note that games were specifically mentioned.
The first part would contain a record of the share which the pupil had taken in the general life of the school, games, societies and the like. It would, in short, give the reader some idea of the way in which he had used the opportunities offered to him by his education, using the term in its widest sense. (p. 48)
The second part referred inevitably to examination results. The main concern here (and since) was the unsatisfactory nature of examination certificates as a school leaving document and a record of pupils' achievements. Many pupils were leaving without any certification at all or with a minimum of examination entries/passes. The aim then was primarily a summary document, as were many of the early attempts at ROA, for example the Record of Personal Achievement (RPA) in Swindon from 1969 (Swales, 1979), the Evesham High School Personal Achievement Record (PAR) in 1979, the Scottish Council for Research in Education (SCRE) profile in 1976 (SCRE, 1977). These developments saw the introduction of pupil recording, and the inclusion of personal qualities and achievements in non-academic subjects.
PE is, of course, regarded as non-academic and is strong in personal qualities, and achievements in PE are something which many pupils will value. However, these early attempts did have the stigma of a 'low ability image' and credibility in some quarters as a leaving document. There were still only a small number of schools involved in ROA by 1980 (twenty-five according to Balogh, 1982), but despite the low status image and difficulties, their value to all pupils was being considered. The early 1980s saw developments in Wiltshire and through a liaison of four local authorities with the University of Oxford Delegacy of Local Examinations (OCEA) in 1982 (Fairbairn, 1988), which were the beginnings of