At present, the key learning area of Health and Physical Education (HPE) is undergoing a significant makeover as part of a broader government agenda to nationalise the curriculum. Recently the Australian Curriculum, Assessment and Reporting Authority (ACARA) released the Draft ‘Australian Curriculum: Health and Physical Education Foundation to Year 10). The draft curriculum, amongst other things, contains five key propositions. They are strengths-based approaches, focusing in on educative outcomes, health literacy, valuing in through and about movement and critical inquiry approaches. The propositions flow through the curriculum and thus inflect the structure and content. Drawing on post Foucauldian theorists and the notion of curriculum assemblages this paper discusses the proposition, ‘critical inquiry’. We utilize a Foucauldian inspired discourse analysis to construct a history of the present to consider the conditions of possibility that have enabled critical inquiry approaches to be privileged as a key proposition. We examine historical HPE curricula documents, alongside broader educational and health policies to consider the possibilities for enacting the hopes of critical inquiry as they are enshrined in new curricula assemblages. We conclude by discussing some of the possible educative effects that might flow from critical inquiry pedagogical approaches.