IVAC model in Contemporary Health Education

The Victorian curriculum now emphasises that food and nutrition is not solely about the nutritional values and guidelines, but additionally on food literacy and studies on a diverse scale (Welch & Leahy, 2018). The old deficit education model placed responsibility of one’s food consumption exclusively on the individual (Welch & Leahy, 2018). Today, it is vital to highlight that ones’ everyday diet is related to multifaceted factors related to cultural practices, social inequalities and socio-political factors, regardless of how familiar students are with nutritional guidelines (Welch & Leahy, 2018). To the left is a meme that demonstrates how a families culture can directly influence on an individuals diet. Guiding principles have been implemented to encourage a contemporary approach towards food and nutrition. These guidelines ensure that pedagogies are delivered with a strength based approach in developing health literacies with the inclusion of critical inquiry tasks. Additionally, highlighting the fact that nutrition is merely an element within a broader food study. The guidelines outline that educators must make links to agriculture and cooking experiments in conjunction with community based connections to culture, history and online media. Teachers must question who makes and sells the educational recourses to ensure their credibility, and finally, educators must consciously act to minimise body shaming and links between weight and food (Welch & Leahy, 2018). These guidelines are an attempt to progress towards a contemporary approach to health education.

Participatory approaches to food has become a contemporary strategy in food and nutrition education. A systematic review on the effectiveness of school health promotion declares that programs that consider contextual factors and highlight multifaceted approaches increase the likelihood of effective health outcomes (Stewart-Brown, as cited in Carlsson & Simovska, 2012). Furthermore,  the Investigation-Vision-Action-Change (IVAC) approach, school-community collaboration, pupil’s participation and action-orientated teaching are pivotal factors in the level of learning outcomes achieved (Carlsson & Simovska, 2012). When incorporating a participatory approach in one’s teaching it is important to address these vital elements in order to develop the “students ability to act, initiate and bring about positive change with regard to health” (Carlsson & Simovska, 2012). The IVAC model is an effective strategy in encouraging a participatory approach whilst incorporating the propositions implemented by HPE Vic curriculum.

How the IVAC model connects to the propositions

Investigate– relates directly to developing a student’s health literacy. Where students are encouraged to selectively access and critically analyse health information from a range of sources in attempt to take action to improve health and wellbeing of oneself or others.

Vision– developing a vision for change majorly relates to critical inquiry, as this is
a way of “approaching knowledge- inquiringly rather than acceptance of fact” (Wright, 2018). As, students can identify a health issue and challenge ways to eliminate/improve the problem through inquiry skills.

Action & Change– links to the strengthsbasedapproach as students are guided to use their skills to make healthy, safe and active decisions to enhance their own and others’ health and wellbeing. Actions experiences leaves students with a string feeling of making a difference which beautifully mirrors an effect strengths based approach.