Abstract
Health curriculum policy development in Canada is a provincial and territorial responsibility that addresses the national agenda of health promotion. Each curriculum policy reflects philosophies about health. This study investigates the health education models found in the research literature and compares them with those used in Health curriculum policies for Grades 4 – 9 across Canada using a policy analysis framework developed by the authors. This study is also intended to establish the degree of curriculum coherence (Beane, 1995) and knowledge mobilization (Levin, 2008) around health priorities for children and adolescents. Findings show inconsistencies among policies and between philosophies and student outcomes. The most common policy model is that of interactive level of health literacy, positing students as informed recipients of health care and responsible decision makers. This analysis is offered as a catalyst for national dialogue on health education policy coherence.
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