In an earlier article, we considered the pedagogy and assessment practices enacted by physical education (PE) teachers when attempting to translate a centrally prescribed rationale into meaningful performance-led teaching within an integrated curriculum--Higher Still Physical Education (HSPE) in Scotland. Through further research this article analyses the consequences of teachers' curriculum decision-making on students' learning and assessment experiences, and on the development of their analytical abilities. Additionally, comparison with BSSSS Senior Physical Education in Queensland, Australia, highlights discussion points for the further review of policy and practice. Specifically, both data and comparisons reveal the need for the inclusion of students' achievement evidence in subsequent evaluations of curriculum integration and teacher effectiveness. We also discuss whether the learning imperatives underpinning school examinations in PE are achievable within the constraints and pressures revealed by our investigations. (Contains 5 tables.)