Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of `integration¿ has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of `integrated learning experiences¿, and how students respond to `integrated learning experiences¿ in the Irish examinable physical education curriculum. Figurational sociology was used to locate the teachers and students in a web of interdependent relationships and conceptualise them as `policy actors¿. Through analysing a year-long data set of teacher and student qualitative data, this paper sheds light on how teachers and students `do¿ policy work which we explicitly argue is influenced by the independencies within their figurations in the multi-layered policy enactment context. This paper contributes to our understanding of the policy enactment process and how teachers and students engage (or not) with the enactment of curriculum policy.