The image below is a visual depiction of the relationship and synergies of the Action Schools! BC approach.
This model reflects a number of important objectives by integrating the following elements.
The comprehensive school health approach, a core practice of Healthy Schools BC, used across the Canadian school health field, and promoted by the Joint Consortium of School Health to represent the whole school pillars or areas that provide the range of health and learning supports in healthy school communities.
The newly redesigned BC education curriculum with its focus on Core Competencies as essential sets of skills that all students need to develop in order to engage in life-long learning.
The key domains or skills related to health literacy1 as an outcome of comprehensive school health and healthy schools initiatives encompassing physical literacy2 and food literacy3.
The six Action Schools! BC program components that support schools in promoting physical activity and healthy eating, with broader connections to mental well-being; and in working with partners to create healthy school communities.
Health Literacy is the ability to access, understand, evaluate, and communicate information as a way to promote, maintain and improve health in a variety of settings across the life-course (Rootman & Gordon-El-Bihbety, 2008, p. 11)
Physical Literacy is the motivation and ability to understand, communicate, apply, and analyze different forms of movement in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (PHE, 2016).
Food Literacy is the knowledge, attitudes and skills that people have about food. Food literate individuals have many competencies such as the knowledge of what constitutes healthy eating, an understanding of how food is connected to health and well-being, and having a positive relationship with food (BC Ministry of Health, 2016).