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Teachers and Curriculum, Volume 9, 2006 Introduction In order to analyse physical education (PE) curriculum policy in England, Penney and Harris (2004) recently compared it with that in New Zealand. Their aim was to distinguish between policy as a source of either “stability and inequity in schools” or “resistance and change” (p. 102). While acknowledging that all curriculum policy documents are replete with contradictions, tensions and silences, they commented favourably on the then New Zealand curriculum policy. Of particular promise was the visibility of “social, cultural, environmental and, most notably, critical discourses” (Penney & Harris, 2004, p. 102). In 2006, the Ministry of Education in New Zealand released a new curriculum for all learning areas, including health and PE. This article follows up the analysis of Penney and Harris by comparing this new draft The New Zealand Curriculum: Draft for Consultation (Ministry of Education, 2006b) with the current Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) to which Penney and Harris (2004) referred. While the draft addresses all subjects, my focus is specifically on elements relevant to health and physical education. I will begin by contextualising the curriculum change and explaining the process of review. I will then discuss different approaches to policy analysis and my approach, before analysing and evaluating the proposed curriculum changes affecting health and physical education.

The dangers of minimalism: Health and physical education in the draft New Zealand curriculum