Examining three primary school curricula for their ability to promote health literacy development
Bibliographic record
Abstract
Abstract Primary schools have been identified as key settings in which to develop childhood health literacy (HL). However, little is known about how well existing curricula promote HL development amongst primary school aged children. The purpose of this paper was to analyse the health and physical education curricula of Australia, British Columbia (Canada), and New Zealand. Content analysis underpinned by Nutbeam’s Levels of HL (functional, interactive, critical) and Hjelm’s Dimensions of Health was used to analyse the three curricula. Similar trends were found between all three curricula, with the greatest emphasis placed on social health and physical health, and less emphasis on emotional and spiritual health. Consistent with other research, learning descriptors were found to most commonly relate to interactive HL, with critical HL occurring the least frequently. Findings from this study may guide the development of future iterations of each curriculum. Further, this paper provides an example of how other curricula can be analysed for their ability to comprehensively promote HL development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".