Abstract
ABSTRACTThe 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.
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