ABSTRACT
Physical education’s status, resources, and student outcomes are global challenges that also resonate in Australia. To address these concerns, the recently released Australian curriculum for health and physical education (HPE) was informed by a national consultative process undertaken for all key learning areas. This curriculum-making exercise resulted in the development of an Australian curriculum for HPE that is futures-oriented, educative, strengths-based, inclusive and values the building of competence and confidence in movement and physical activity. Despite Australia’s first mandated national HPE curriculum purposefully reflecting gradualism in its approach to curriculum reform it too faces implementation challenges.
