ABSTRACT
In this chapter, the authors identify international and national policies and discourse shaping the health and physical learning entitlements of primary school children. They consider the knowledge, understanding and skills of the Australian curriculum: Health and Physical Education (HPE) designed for the primary years, and develop an understanding of integrated curriculum, pedagogy and assessment. The authors review contextual and authentic applications to better understand the implications for HPE curriculum decision-making, teaching and learning approaches and assessment practices. HPE in the primary school is a chameleon—titles change to physical education; health; personal development, health and physical education; or relationships and wellbeing. HPE also differs in terms of its implementation, with contributions (positive and negative) from generalist and specialist teachers. As an HPE teacher the nestedness of the propositions, strands, sub-strands and focus areas is key to the implementation of the curriculum.
