Health promotion – making a positive contribution to the well-being of
others.
Attitudes and values – demonstrating care and concern for
others.
Socio-ecological perspective – investigate changing factors
that have impacted on food choices.
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 5A1 |
Students will describe their nutritional needs for physical,
social, mental, and emotional growth. |
Students complete a food diary of their own food patterns and analyse these to identify how food choices can support the dimensions of health. |
Food diary, completed for given days, describes how foods
can meet the dimensions of health. |
| 5A1 |
Students will develop a range of practical skills
and processes that demonstrate self-management strategies for
healthier food choices. |
Identify what makes a meal healthier (balance, NNGs on
reduction of fat, salt, and sugar, increase fibre levels,
appropriate preparation and cooking methods, adaptation of
recipes).
Create a dish/meal for self and one other against set criteria. |
Meal assessed against criteria that demonstrates
students have developed strategies to action health enhancing
food choices. |
| 5D1 |
Students will investigate societal influences on food messages
and how these may influence their well-being. |
Develop a questionnaire and interview older people to find out how food choices have changed since they were young and the impact on our public health.
Analyse why iron, fibre, and calcium requirements are not
being met for many groups today compared to 50 years ago,
e.g., facts/fallacies ("milk/meat makes you fat"), school
milk supplies, introduction of new milk products, fast food
impact on fibre intake. |
Identify societal factors that have impacted on calcium/iron/fibre consumption.
Analysis of how this may impact in the community's well-being.
|
| 5A4 |
Students will describe how societal messages and stereotypes
including media can effect feelings of self worth. |
Investigate a range of diet foods on the market and their
impact – guilt messages associated with foods societal expectations
of body shape/size. |
Identification of media messages that may make individuals
feel guilty about eating certain foods and change the messages into fact
statements. |
| 6A3 |
Students will assess information to make and action safe
food choices to meet specified nutrients needs, e.g., iron / calcium / fibre. |
Identify food sources of calcium, iron, and fibre and
identify the impact of these nutrients in the diet.
Learn about the retention of these 3 nutrients when buying,
preparing, and storing food.
Watch video Iron – The Body's Gold.
Calculate personal calcium, fibre, and iron intake.
Plan, prepare, and cook meals that will contribute to calcium,
iron and fibre intake.
Develop a personal action plan to increase calcium, iron, and fibre consumption.
|
Self-assessment of action taken – was success achieved and what
could be improved?
|
| 5D2 |
Students will investigate community services that support
and promote peoples' well-being through nutritional messages. |
Aim to find out what Pick the Tick means and if your family and friends know what it means. Conduct a survey to find this out, e.g., what does Pick the Tick stand for? How many products do you have at home with the logo on? Analyse survey results and as a class take action to promote the message. |
Students will take action to promote this message, e.g.,
survey questionnaire answers shared with others in the community
– a letter written to promote outlining survey results. |
| 5A3 |
Students will practise safety procedures when making a food
product in the foods room. |
Complete a practical using Pick the Tick products which can be shared with others. |
Peer assessment of safe food handling practices during practical food activities. |
