Internationally, over the past three decades there has been considerable and renewed interest in the development, interpretation, implementation and enactment of new official texts focussing on curriculum, pedagogy and assessment in senior secondary physical education (SSPE). Compared to physical education research focussing on the mandated curriculum (primary and secondary school levels – Foundation/Preparatory to Year 10), research in post-compulsory schooling is a relatively innovation in countries such as Australia, New Zealand, Scotland, Wales, Ireland and England.Importantly, senior secondary physical education courses attract significant and increasing numbers of students, are pre-cursors to university degrees, involve external businesses that produce textbooks and ancillary materials and contribute to university entrance ranks. Given this, senior secondary courses are often referred to as ‘high-stakes’ assessment.With respect to each of the three key message systems (e.g. curriculum, pedagogy and assessment), countries and local jurisdictions must consider important questions related to both conceptual and curriculum coherency. Whilst individual course specifications deal with these issues, there continues to be common and consistent questions that continue to exist. This presentation seeks to engage with academic and professional debates related to worthwhile, essential and legitimate knowledge, the importance and place of movement and physical activity within requisite specifications, quality and equity, integration and personalised learning and formal and informal assessment practices.This presentation reports research and conceptual/theoretical work that examines the complexities and tensions associated with the representation of a senior secondary physical education curriculum (e.g. Victorian Certificate of Education Physical Education) and teachers’ pedagogical and assessment practices. Attention is drawn to ways in which the interplay between official texts, accompanying assessment requirements, other professional texts and the wider educational context variously shape the realities of the SSPE. Paramount to these debates and analyses is how policy, pedagogies and people can ‘make a difference’ to a students’ educational experience.The implications of this presentation reaffirms previous work in SSPE that has highlighted the need for conceptual coherence between curriculum texts and assessment frameworks. This research directs attention to opportunities for development of curriculum, pedagogy and assessment. One such approach maybe a pedagogical model grounded in the Arnoldian dimensions of movement. The prospect of an approach to senior secondary physical education is presented to offer a re-imagined and possible future for senior secondary physical education.