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ABSTRACT
The development of curriculum for health education in schools is an area of contestation. Drawing on the provincial curriculum of British Columbia and the Australian national curriculum, this article explores both common and different approaches to school-based health education and promotion. Students experience the impacts of the social determinants of health on a daily basis yet they are not specific elements that are attended to or moderated through the curriculum. This article reports on a directed content analysis of health education and promotion curriculum documents. Key concepts were identified and discussed. Both curriculum documents align around the value of health to the individual and broader community; identification of learning standards; linkages to core competencies/capabilities; and reference to indigenous/first nation as cross curriculum priorities. Differences include how physical health is emphasised; behaviour change as a specific outcome; and use of literacy as a social practice.
Acknowledgements
The author is grateful to referees of the journal for their helpful, insightful comments on an earlier version of this paper.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Dr. Kerry Renwick is an Assistant Professor in the Department of Curriculum and Pedagogy, Faculty of Education at the University of British Columbia. She teaches in the Bachelor of Education (home economics and health education) preparing students as secondary teachers. Renwick also teaches into the Masters programs supporting educators to development their careers in a range of contexts. Her research interests include: critical pedagogies; health education and promotion; and food and nutrition education.