Within the context of physical education internationally (e.g. Canada, United Kingdom, New Zealand) and the curriculum area of Health and Physical Education in Australia (and Victoria) there has been renewed interest philosophically, conceptually and practically in "physical literacy." Recently, Sport Australia released the Australian Physical Literacy Framework to activate a 'common language and consistent understanding about what physical literacy is and how it can be developed' [Sport Australia. (2020). Physical literacy. https://www.sportaus.gov.au/physical_literacy]. One context identified by Sport Australia to promote physical literacy is via schools and educators. Given that there is no explicit reference to physical literacy in the Victorian Curriculum: Health and Physical Education, our purpose is to critically examine the likelihood that physical literacy may impact curriculum, pedagogy and assessment within this jurisdiction. An intended outcome of this paper is to outline how such a concept could be enacted in the curriculum. We propose that there may be an opportunity of introducing this concept as a sixth proposition (joining educative outcomes, strengths-based approach, health literacy, critical inquiry and valuing movement).