| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 4A1 |
Students will describe the relationships
between human growth and development and food needs.
Students will identify and analyse their personal food habits
and develop effective self-management strategies to meet their
nutritional needs. |
Discuss facts and fallacies about food (p. 13 Choice
Food).
Students keep a food diary for three days and analyse using
the four food groups to identify areas of need. Note Scenario
activity (p. 10 Choice Food) cover for students
to become familiar with the concept of hauora.
Set up an action plan to make one positive adjustment to
their food choices to show that they understand they can make
healthier choices. |
Self analysis of their nutritional needs
and development of an action plan to meet these needs.
Reflect with another student on the outcomes of the plan. |
| 5A4 |
Students will investigate and describe the ways
in which people define their own body image and sense of self
worth and the ways they describe others. |
Students develop a questionnaire to gauge
people's ideas about body image (sensitivity needed).
Look at magazines / draw a timeline/poster of how body shapes
have changed over time (p. 16 Choice Food).
Discuss the statement "Advertisements aim to make you want
to be like the person in the advertisement."
Analyse the factors that have impacted on societal attitudes
to body image |
Discuss and implement one positive action
that could be implemented to counteract negative messages. |
| 5C3 |
Students will demonstrate assertiveness skills
to meet and manage food issues in a variety of settings. |
Class scenarios developed where students identify various
sources of pressures that may influence their food choices
(p. 18 Choice Food).
Class demonstrate basic assertiveness skills to manage these
(skills practice/issues exploration). |
Peer assessment using assertiveness skills checklist. |
| 5D1 |
Students will investigate societal influences
that support and promote people's health in relation to sound
nutritional practices. |
Get the class to survey a public place at
lunchtime where people are eating, relate this to advertisements
on television, in magazines to see whether there is a push
for healthy eating or a promotion of "less healthy" foods. |
Students write a half page review on "Is
healthy eating a government or individual responsibility?" |
| 5D3 |
Students will investigate the selling of high-risk
foods within the school community and how this enhances students'
wellbeing. |
Discuss high risk and low risk foods.
Provide a range of pictures for students to sort through
(p. 9 Choice Food).
School investigation of time, place, occasion, procedures,
policies when high-risk food is bought, prepared, cooked,
served, stored (p. 20 Choice Food).
Analyse the issues surrounding selling of high-risk food
within the school. |
Prepare a class report that makes justified recommendations
for change (if necessary) for presentation to the appropriate
authority. |
