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Enhancing children's health literacy: a scoping review of resources for ‘Curriculum for Wales’ health and well-being design, implementation, and assessment
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Michaela James ,
Helen Lewis ,
Gisselle Tur Porres ,
Helen Yu,
Emily Marchant
Health Promotion International, Volume: 40, Issue: 6, Start page: daaf225
Swansea University Authors:
Levi Hughes , Michaela James , Helen Lewis , Gisselle Tur Porres , Helen Yu, Emily Marchant
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DOI (Published version): 10.1093/heapro/daaf225
Abstract
Health literacy (HL) plays an important role in developing the skills and capacities to make health-enhancing decisions, impacting health and well-being. Primary schools are key settings for developing HL through the reformed ‘Curriculum for Wales’ (CfW) and its ‘Health and Well-being Area of Learni...
| Published in: | Health Promotion International |
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| ISSN: | 0957-4824 1460-2245 |
| Published: |
Oxford University Press (OUP)
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa71122 |
| Abstract: |
Health literacy (HL) plays an important role in developing the skills and capacities to make health-enhancing decisions, impacting health and well-being. Primary schools are key settings for developing HL through the reformed ‘Curriculum for Wales’ (CfW) and its ‘Health and Well-being Area of Learning and Experience’ (H&WB AoLE). With school-level autonomy offered in CfW design, resources are fundamental for curriculum design, implementation, and assessment. As the CfW is in its infancy, the visibility and quality of resources available to schools is unclear. This scoping review aimed to identify resources publicly available to primary schools to enable the design, implementation and assessment of the H&WB AoLE. A search was conducted across academic databases and sources of grey literature. Twelve sources (grey literature: n = 7, peer-reviewed research: n = 5) were selected for inclusion and discussed as a descriptive overview. The identified resources highlight a gap between policy intentions of the CfW framework and how this is implemented in practice. However, there is potential to address these concerns through self-assessment tools, collaborative improvement, planning, and evidence-informed practice. The broad nature of the CfW framework and variation in the availability and quality of health-related resources informing CfW design may result in variability in learning opportunities, influencing how children’s HL is developed. Prioritizing HL as a core CfW learning outcome could streamline the translation of broad CfW guidance into impactful design, implementation and assessment of the H&WB AoLE. |
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| Item Description: |
Review |
| Keywords: |
health literacy, curriculum, schools, resources, curriculum design, curriculum for wales, health and well-being, area of learning and experience, education |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
This study was supported by Swansea University’s Morgan Advanced Studies Institute (MASI) BASECAMP grant 2024/25 (grant number: MID1003-102). |
| Issue: |
6 |
| Start Page: |
daaf225 |