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Understand this Curriculum connection

Food and wellbeing

Introduction

The Curriculum connection: Food and wellbeing provides a framework for age-appropriate learning about the value and importance of good nutrition for health and wellbeing of individuals and communities. Food and wellbeing education focuses on strategies to maintain and enhance individual and community health and wellbeing. This supports the development of knowledge, skills and attitudes to establish and maintain positive health behaviours. 

 

Learning about food and nutrition education is primarily addressed in the Technologies and Health and Physical Education learning areas. The Australian Curriculum: Health and Physical Education defines wellbeing as “A sense of wellness and quality of life or the capacity to look after their own or others’ health, safety and relationships, including developing and maintaining a healthy relationship with digital tools”. 

 

The purpose of this Curriculum connection is to:

  • develop student understanding of the value and importance of good nutrition for health and wellbeing of individuals and communities
  • guide educators to identify content in the Australian Curriculum that contributes to learning about food and wellbeing across the 3 dimensions of the curriculum
  • connect educators to a range of resources that have been developed to support food and wellbeing education.

 

The Australian Curriculum addresses learning about food and wellbeing in:

  • content descriptions and elaborations, in Health and Physical Education (HPE), Technologies, and Humanities and Social Sciences (HASS) F–6. It is important to note that HPE includes a Food and nutrition focus area, and Design and Technologies has a core concept of Food specialisations presented as a Technologies context sub-strand in the Knowledge and understanding strand.
  • content elaborations in other learning areas, such as Science and Mathematics.

 

The Curriculum connection: Food and wellbeing begins with the Foundation Year and is then presented in bands of schooling. In Foundation to Year 6, the connection is described as nutrition, health and wellbeing. In Years 7–10, it is described as food technology or home economics.

 

Typically, across all Australian states and territories, it is a school-based decision whether to offer a holistic home economics subject, or specialisations within home economics—for example, Food for Living, Food Technology, Fashion by Design, Human Development, Early Childhood Development, Family Studies.

 

Home economics and the Australian Curriculum HEIA

 

There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes, consumption and waste.

 

The food and drinks that we consume have immediate as well as long-term effects on our physical and mental health and wellbeing (National preventive health strategy 2021–2030).

 

Students need to understand the importance of a variety of foods, sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future lives. Health issues developed as a result of poor food and nutrition habits can impact an individual’s life immensely, affecting not only their physical health, but also their mental health and wellbeing, and their social and economic opportunities (National preventive health strategy 2021–2030).

 

Students should progressively develop knowledge and understanding about the nature of food systems, hygiene and food safety, and how to make informed and appropriate food preparation choices when experimenting with, preparing, consuming and disposing of food in a sustainable manner.

 

Individual choice is not the only factor driving why we eat what we eat; the environment and the food systems where we live, work and play strongly influence our dietary patterns. There have been major changes to the global food system and the way that we consume food over the past few decades. Food is more processed, the serving sizes are larger, the kilojoule content is higher, food is travelling greater distances to get to consumers and convenience foods are often priced to be more affordable than healthy alternatives.

 

The purpose and preparation, presentation and sharing of food can connect people in positive ways, strengthen relationships and improve wellbeing.

 

When connecting the curriculum to plan a program of teaching and learning, teachers draw on content from across the Australian Curriculum, in particular Health and Physical Education, and Design and Technologies.

 

The Design and Technologies context of Food specialisations includes the application of nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics, properties, selection and preparation of food, and contemporary technologies-related food issues.

 

To maximise the effectiveness of any nutrition, health and wellbeing or home economics program delivered in schools, learning should be sequential across year levels.

 

Evidence demonstrates that a whole-school approach to nutrition, health and wellbeing or home economics programs achieves the best outcomes.

Implementing a whole-school approach to food and wellbeing education

There are 2 interlinking resources to support planning for food and wellbeing education: 

  • Curriculum connection: Food and wellbeing (ACARA) 
  • A whole-school approach to food and wellbeing education (adapted from COAG/NEDC) 
Curriculum connection: Food and wellbeing

 

The Curriculum connection: Food and wellbeing shows educators where food and nutrition education is featured across the curriculum. Teachers may make additional connections that best suit their school context.

 

Delivery of an age-appropriate curriculum where students learn about the factors that influence the health and wellbeing of individuals and communities supports the development of knowledge, skills and attitudes to establish and maintain positive health behaviours.

 

A whole-school approach to food and wellbeing education

 

A whole-school approach provides school leaders and educators with a structure and actions they can implement to establish and maintain an effective food and wellbeing education program. The 4 areas listed below, which guide schools and their community towards continual improvement practices, have been adapted from guidance developed by the Council of Australian Governments (COAG) Health Council and The National Eating Disorders Collaboration (NEDC).

 

The examples provided are not an exhaustive list. Schools may adopt and/or adapt these strategies in a way that best suits their local context. The four areas are:

  • defining clear priorities and actions within school plans that support food and wellbeing education
  • encouraging all staff and students to model behaviours that promote health and wellbeing
  • encouraging staff to avoid using food as a reward for students
  • supporting the school to promote health-promoting products and behaviours contextual to school canteen, fundraising, excursions and camps, food and wellbeing education programs
  • prioritising professional development opportunities for all staff
  • supporting parent/carer and community groups to provide preferred food and drink options when organising events.

  • implementing a preferred food and drink policy within a broader wellbeing policy (adhering to local jurisdiction and/or sector requirements) for the whole-school environment, including all events and external organisations that use school facilities
  • implementing policies and procedures that create and maintain a safe and inclusive learning environment.

  • supporting staff to deliver explicit food and wellbeing education programs aligned with the Australian Curriculum, including Health and Physical Education and Technologies: Design and Technologies
  • accessing high-quality evidenced-informed resources
  • focusing on developing student skills in media-literacy, coping, help-seeking, accessing reliable and timely information and support services, deconstructing social messaging and creating a strength-based culture in relation to food and wellbeing.

  • fostering respectful relationships with all members of the local community including students, teachers, parents/caregivers, local businesses, government and non-government agencies that support the education and wellbeing of students. These relationships support the regular communication of relevant information, events and updates. They allow schools to develop and use a shared language and understanding of key food and nutrition issues and approaches.
Structure

Australian Curriculum content can be viewed using multiple pathways:

  • year level
  • learning area
  • general capabilities
  • cross-curriculum priorities.

 

This Curriculum connection identifies 4 key aspects for learning. These key aspects are used to highlight food and wellbeing learning across the curriculum.

 

The 4 interrelated key aspects of food and wellbeing learning are:

  • individuals, families and communities
  • nutrition and food specialisations
  • informed choices and sustainable practices
  • taking action towards futures that support wellbeing, both locally and globally.
Key aspects

These key aspects of learning have been developed in consultation with the Home Economics Institute of Australia (HEIA) and are specific to the Curriculum connection.

 

In addition, and where appropriate, teachers may address aspects of the Design and Technologies food and fibre production content description for a band to explore where food comes from and how it is produced.

 

The 4 interrelated key aspects of food and wellbeing learning are:

As students become independent, they make decisions and consider the impact of physical, social, emotional, intellectual, spiritual and environmental factors on their growth and development, self-identity, self-esteem and self-management.

 

They connect with others and develop understanding of how to interact and live with others, as well as how decisions impact on others. Students develop and practise interpersonal and communication skills to connect with individuals, families, groups and communities.

 

They build respectful relationships, foster wellbeing and connect with others by interacting and communicating through food experiences at school, home and in the community. Students explore how food experiences can evoke a range of emotions and be a source of enjoyment, ethical and intercultural awareness and responsiveness, conflict, and an occupational pathway.

 

Students build an understanding of, and sense of responsibility for, decisions and actions that promote preferred futures by exploring contemporary issues and social trends. They explore the impact of these on individuals, families and communities, and consider social, cultural and environmental factors, both locally and globally.

 

When students design solutions, they empathise with the users of those solutions, who may be identified as individuals with specific needs and or members of groups. They consider the roles and occupations of those who prepare and provide food.

Students consider the impact of social, cultural, spiritual and environmental factors, nutrition knowledge and First Nations perspectives on individual food choices. They use concepts and principles of nutrition, and the characteristics and properties of food and food science to select, prepare and present healthy and appropriate food choices.

 

Students critique the media’s role in food messaging and food labelling, and how this can influence the choices consumers make about food or impact their wellbeing. This includes exploring nutritional requirements and dietary needs or values that affect food choices of those who may eat the food they prepare. Students explore locally and globally relevant food-related influences such as celebrations and religious observations.

Students consider the needs of themselves, others and the planet when choosing and preparing foods.

 

They explore preferred futures and create designed solutions, using design processes and production skills by demonstrating sustainable food practices and by generating sustainable decisions and applying sustainable techniques to reduce waste. They prepare nutritious food by sourcing local produce, and planning inexpensive and inventive recipes.

Students take action on contemporary food issues and social and cultural trends. For example, marketing, advertising, consumption patterns, the food industry and food equity to promote wellbeing, both locally and globally.

 

They explore preferred futures and create designed solutions, using design processes and production skills. Students gain an understanding of action and consequence in relation to food and wellbeing, and how this aligns with becoming healthy independent individuals.

Teacher resources

Several organisations provide a range of evidence-based programs and tools to support the delivery of the Australian Curriculum and develop a comprehensive whole-school approach to food and wellbeing.

 

These resources have been categorised below for your convenience.

Home Economics Institute of Australia

https://heia.com.au/

 

COAG Health Council (CHC) – Promoting and supporting healthy food and drink choices

https://www.health.gov.au/resources/collections/coag-health-council-chc-promoting-and-supporting-healthy-food-and-drink-choices

 

COAG Health Council and COAG Education Council – Good Practice Guide: Supporting healthy eating and drinking at school

https://www.health.gov.au/sites/default/files/documents/2022/07/the-good-practice-guide-supporting-healthy-eating-and-drinking-at-school.pdf

 

CSIRO Taste & Learn™ for Primary program

https://research.csiro.au/taste-and-learn/

 

National Eating Disorders Collaboration – Education professionals

https://nedc.com.au/eating-disorders/early-intervention/education-professionals/

 

Student wellbeing hub – Resources to build safe, inclusive and connected school communities

https://studentwellbeinghub.edu.au/

 

The Australian dietary guidelines

https://www.eatforhealth.gov.au/guidelines

 

The Embrace Collective – Creating Safe School Environments for All Bodies

https://theembracehub.com/wp-content/uploads/2023/04/Creating-Safe-School-Environments-for-All-Bodies.pdf

 

ABC Education Health and Physical Education

https://www.abc.net.au/education/subjects-and-topics/health-and-physical-education

 

ABC Education Celebrations and Traditions

https://www.abc.net.au/education/topic-celebrations-and-traditions/13817456

 

ABC Education Bush Tucker

https://www.abc.net.au/education/topic-bush-tucker/102235844

 

ABC Education – Technologies

https://www.abc.net.au/education/subjects-and-topics/technologies

 

ABC Education – Sustainability

https://www.abc.net.au/education/topic-sustainability/13651194

 

ABC Education Food and Nutrition

https://www.abc.net.au/education/topic-food-and-nutrition/102209044

 

Deakin University Food and Mood Centre

https://foodandmoodcentre.com.au/

 

Butterfly Foundation – Modelling healthy body image

https://butterfly.org.au/body-image/

 

World Health Organisation Report of the commission on ending childhood obesity

https://www.who.int/publications/i/item/9789241510066

 

Pleasurable food education - Kitchen Garden Foundation

https://www.kitchengardenfoundation.org.au

Australian Government - Eat For Health

https://www.eatforhealth.gov.au/

 

Australian Institute of Health and Welfare

https://www.aihw.gov.au/reports-data/behaviours-risk-factors/food-nutrition/overview

 

Be You - Nutrition and mental health

https://beyou.edu.au/fact-sheets/wellbeing/nutrition-and-mental-health

 

Eating Disorders Families Australia

https://edfa.org.au/

Australian Capital Territory

 

ACT Government Health - Fresh Tastes

https://www.health.act.gov.au/about-our-health-system/healthy-living/fresh-tastes/about-fresh-tastes

 

Queensland

 

Queensland Curriculum and Assessment Authority QKLG: Learning and development areas

https://www.qcaa.qld.edu.au/kindergarten/qklg/learning-development-areas

 

Healthier. Happier. Health Fitness Exercises Recipes Tips Queensland

https://www.healthier.qld.gov.au/

 

Tasmania

 

Wellbeing - Department for Education, Children and Young People

https://www.decyp.tas.gov.au/wellbeing/

 

Victoria

 

Vic Kids Eat Well

https://www.vickidseatwell.health.vic.gov.au/

 

Healthy eating curriculum ideas | Healthy Eating Advisory Service

https://heas.health.vic.gov.au/resources/promoting-healthy-eating/healthy-eating-curriculum-ideas/

Considerations
Safe and supportive school environments

 

Food hygiene and safety

 

In implementing projects with a focus on food, care must be taken regarding personal and kitchen hygiene, food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed. When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on hygiene and safety. For further information about relevant guidelines, contact your state or territory curriculum authority.

 

Personal challenges or circumstances

 

Teaching about food and wellbeing requires intentional planning and explicit teaching to help educators create safe and inclusive learning environments.

 

Reflecting on personal experiences with food and wellbeing can be challenging. This may evoke feelings of distress in some teachers and students. Teachers should use devised scenarios rather than personal stories when considering sensitive issues, which may include body image, food selection, and habits related to eating and physical activity.

 

It is important to respect students’ right to privacy and to allow them to opt out of discussions if they consider them to be confronting or triggering. Students should be advised of the help-seeking pathways available in their schools and communities.

 

It is important that classroom conversations are guided via use of evidence-informed and age-appropriate learning strategies, and that questions can be asked, and ideas and issues can be considered without fear of judgement or silencing. Setting classroom agreements about active listening and using respectful language can help to create a safe and respectful learning environment.

 

Schools will have policies and procedures in place to support students and educators when dealing with sensitive issues and harmful behaviour such as bullying and discrimination. Schools make use of their school referral processes and are aware of mandatory reporting requirements and legal procedures for dealing with disclosures.

 

Effective food and wellbeing education applies a strengths-based approach that considers the wide range of contextual factors that influence choices and behaviours. It encourages students to identify their own and others’ strengths, and the information and services they can access to support them in seeking help and making health-enhancing decisions.

 

Placing emphasis on the following learning will support students to develop positive food and wellbeing behaviours:

  • personal, social, economic and cultural influences on food choices and eating habits
  • strategies for planning and maintaining healthy, balanced nutrition (including options for snacks, meals and drinks)
  • quality, sustainable food (food groups and variety, processed versus real foods, sustainable production practices, food miles)
  • food preparation and enjoyment
  • properties and benefits of foods.

 

The following activities should be avoided to prevent causing unintended harm:

  • critiquing and comparing personal food and wellbeing choices and habits with those of other people, including calculating kilojoules/calories; assessing body weight and body measurements; calculating BMI (Body Mass Index); and recording food intake in food diaries
  • focusing on constant improvement for all students to be “healthier” and using the terms “good” and “bad” foods.
Curriculum links

This section will demonstrate where across the 3 dimensions of the curriculum (learning areas, general capabilities and cross-curriculum priorities) you will find content links to food and wellbeing.

 

An overview of Food and wellbeing learning in the Australian Curriculum learning areas

 

Health and Physical Education

 

Food and nutrition is one of the focus areas in the Health and Physical Education (HPE) curriculum, addressing the role food and nutrition have in enhancing health and wellbeing. It develops the knowledge, understanding and skills that will support students to make healthy, and informed choices. Students learn about food and nutrition by exploring the influences on these choices and developing skills to access and assess nutritional information to support healthy choices. In HPE, students learn about different stages of life and take increasing responsibility for their own growth and development by exploring and learning how to manage the many factors that influence their identities. They also develop a practical understanding of how connections to friends, family, other people, culture and society, both locally and globally, influence what we eat and drink.

In Design and Technologies, students learn how to apply knowledge of the characteristics of food, along with nutrition principles (as described in HPE) to food selection, preparation and production through the design and preparation of food for specific purposes and consumers. They will also develop understanding of hygiene and safety, contemporary technologies-related food issues such as “convenience” foods, highly processed foods, kitchen appliances, food packaging and food transport. The Knowledge and understanding and Processes and production skills strands of the Design and Technologies curriculum enhance learning when integrated. Content descriptions from the Technologies context sub-strands provide students with the opportunity to gain knowledge and understanding about technologies and design. These content descriptions focus on the characteristics, properties and skills of technologies and how they can be used to create innovative designed solutions in the form of a product, service or environment.

 

The technologies context in Design and Technologies related to food and wellbeing is Food specialisations. In this context, students design and create solutions to maintain and enhance individual and community health. It involves knowledge and understanding of what constitutes healthy and sustainable food systems to make informed food selection and preparation choices.

 

Students in Foundation may learn about Food specialisations as an optional, school-selected content. In Years 1–6, Food specialisations is grouped with the Food and fibre production context, and it is presented as an individual context in Years 7–8. This provides a sequence of learning from Year 1 to Year 8 and in Years 9 and10 as an optional context or as a specialised Technologies subject. It also reflects national priorities including workforce needs, food security, sustainable and ethical food production, and health and wellbeing priorities.

 

When learning about food specialisations, students will progressively develop knowledge and understanding about the characteristics and properties of food. They will apply their knowledge and understanding to food selection, preparation skills and production, and contemporary technologies-related food issues, through exploring preferred futures and creating designed solutions.

 

Where appropriate, teachers may also address aspects of the Design and Technologies Food and fibre production context to explore where food comes from and how it is produced.

In HASS F–6 students consider food and wellbeing in the context of diversity and identity. They explore the shared values of Australian citizenship influenced by traditions and heritage, and First Nations Australians and their histories and cultures. They also explore Australia as a culturally diverse and multi-faith society, and factors that shape identity and cultural connection, and foster belonging. They consider how traditions and cultural events and celebrations bring people together, creating positive connection that often involves preparing and sharing food.

An overview of Food and wellbeing and the general capabilities

 

The Curriculum connection: Food and wellbeing provides opportunities to address aspects of a range of general capabilities; in particular, Personal and Social capability, Critical and Creative Thinking, Digital Literacy, Intercultural Understanding and Numeracy.

 

In the Australian Curriculum, the general capabilities encompass the knowledge, skills and behaviours that will help students to live and work successfully in a diverse and changing world. The following information provides an overview of how food and wellbeing learning can be approached through the general capabilities.

Food and wellbeing connections may support the development of literacy by providing opportunities to communicate ideas and concepts; read and interpret food labels, instructions and design briefs; prepare, follow and modify recipes; and develop project outlines, briefs, management proposals and evaluations. Vocabulary includes technical terms for specific concepts and processes. Because group work is often involved, listening, talking, questioning and evaluating decisions becomes an important part of learning to use language flexibly and inclusively.

Food and wellbeing connections give students opportunities to interpret and use mathematical knowledge and skills in a range of real-life situations. Students use calculations, estimation and measurement to prepare food or acquire data related to health and wellbeing. Students use a range of tools, materials and techniques to interpret and draw conclusions when making products and managing projects. They calculate and interpret nutritional requirements and dietary needs. Refer to Considerations for further information about the safe and supportive delivery of food and nutrition education.

Food and wellbeing connections enhance students’ personal and social capability by providing opportunities for collaboration when they manage projects. Students develop social, life and communication skills through working cooperatively in teams; sharing materials, resources and processes; making group decisions; resolving conflict and showing leadership. They develop an understanding of their own strengths when working individually and in groups. Students consider the impacts of decisions on people, communities and environments. They appreciate diversity and develop social responsibility and wellbeing through empathy with and respect for others. Developing personal and social capability may positively impact future workforce opportunities.

Food and wellbeing connections support students to develop capacity to understand and apply ethical and socially responsible principles when collaborating with others and creating, sharing and using materials, processes, tools and equipment. Students learn about safe and ethical procedures for investigating and working with people and materials, and consider their rights and responsibilities when using sustainable practices. They are encouraged to develop informed values and attitudes, and learn to appreciate and value the social systems in which they operate. They are able to explore sociocultural influences on attitudes and strategies for planning and maintaining healthy, balanced nutrition.

Food and wellbeing connections provide opportunities for students to recognise and respond to cultural diversity by exploring appropriate practices that enable people to interact with one another across cultural boundaries. Students investigate how cultural identities and traditions influence products, services and environments designed to meet the needs of daily life now and in the future. Food related contexts provide opportunities for students to investigate cultural and spiritual practices, and different approaches to meeting needs.

Food and wellbeing connections give students opportunities to strengthen digital literacy by becoming familiar with and using a range of digital tools when investigating and analysing information, and communicating and collaborating online. For example, students may create a meal preparation video clip using a mobile phone or tablet device, or analyse the nutritional values of fresh or processed foods using spreadsheets or databases. They may use digital tools when shopping, planning meals and modifying recipes. Students might explore food insecurity by using digital maps to consider ease of access to different foods in their communities. For example, fast foods, local produce markets, supermarkets or community gardens.

 

Refer to Considerations for further information about the safe and supportive delivery of food and nutrition education.

Food and wellbeing connections may provide opportunities for students to think critically and creatively in response to a range of issues. Designing and working with tools, materials, techniques and equipment helps students build their visual and spatial thinking to create products and services to support individuals, families, communities and the planet. Students consider possible and preferred futures, and critically evaluate ideas. They can use their knowledge of the connection between food and wellbeing to plan for and create food solutions that meet a range of physical, social, emotional, mental, environmental and spiritual health needs.

An overview of Food and wellbeing and the cross-curriculum priorities

Food and wellbeing connections provide students with the opportunity to identify the interconnectedness between technologies and Identity, People, Culture, Country/Place and Living Communities. Students may explore personal, community and group identities, and so build understanding of the differences and commonalities in systems of knowledge and beliefs about food, family and wellbeing. They may explore the importance of First Nations Australian family and kinship structures for maintaining and promoting health and wellbeing within their community and the wider community, and explore how personal, social, spiritual, geographic, economic and cultural influences on food choices and eating habits have changed over time and place. Students may have opportunities to investigate how First Nations Australians have for a long time successfully developed complete diets that meet nutritional requirements and see how foods were and continue to be investigated for their nutritional and medicinal qualities.

Food and wellbeing connections provide students with the opportunity to explore traditional, contemporary and emerging technological achievements in the countries of the Asia region. Students may investigate the contributions that Australia has made and is making to create products and services that meet a range of needs in the Asia region. They can examine the contributions that peoples of the Asia region have made and continue to make to global technological advances. They may also investigate variations in food safety and standards, food labelling and packaging. Students may examine the meaning of health and the mind-body-spirit connection across the cultures of the Asia region through wellness practices. Students may have the opportunity to investigate Australia’s growing interest in foods and food preparation techniques from Asia. They may also consider how Australia’s diverse cultural population contributes to the broadening of Australian food preferences.

Food and wellbeing connections provide the opportunity to address aspects of the Sustainability cross-curriculum priority. Students may develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living and practices. Across the Australian Curriculum, content descriptions and elaborations tagged with the sustainability symbol illustrate how content might be taught in relation to the Sustainability cross-curriculum priority. For example, students may consider components of human systems, appreciate their interdependence and consider sustainable futures. They may design and take action that recognises projected future economic, social and environmental impacts. Relationships including cycles, systems, and cause and effect may be explored, allowing students to develop observation and analysis skills to examine these relationships in the world around them.

 

Food and wellbeing connections support the development of students’ world views, particularly in relation to judgements about past social and economic systems and the role food has played in these. Students may have opportunities to analyse food advertising, develop sustainable food practices and become informed consumers, and act in enterprising and innovative ways.

 

Students explore contemporary sustainability issues in relation to food, family and home. They develop action plans and possible solutions to local, national and global issues that have social, economic and environmental perspectives.

 

Food and wellbeing connections allow consideration of preferred futures. When students identify and critique a problem, need or opportunity; generate ideas and concepts; and create solutions, they give prime consideration to sustainability by anticipating and balancing economic, environmental and social impacts. Students may explore their own and competing viewpoints, values and interests, reflect on past and current practices, and assess new and emerging technologies from a sustainability perspective.

 

Students may explore how they connect and interact with natural, managed and built environments, and with people in different social groups within their social networks and wider communities. They consider how these connections and interactions within systems play an important role in promoting, supporting and sustaining the wellbeing of individuals, families and communities, now and into the future.

Food and wellbeing learning for students at different band levels

Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and begin to develop awareness and respect for themselves and each other, and an understanding of identity and wellbeing.

 

In the Foundation Year, students learn through exploration and play experiences in a context that may involve preparing and eating foods. They develop an understanding of identity, health and wellbeing as well as an awareness of how people design products, services and environments. Students explore working with materials and other common household items and using equipment such as scissors and kitchen utensils.

 

By the end of Foundation, students will have had the opportunity to create a designed solution at least once in Design and Technologies, which may be in the Food and fibre production; Food specialisations technologies context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.

 

Supporting documentation

Mapped content description by key aspects

In Years 1 and 2, students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how societal factors influence decisions relating to food, nutrition, health and wellbeing. They begin to consider the impact of their decisions on their own and others’ health and wellbeing. 

 

By the end of Year 2, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students identify personal hygiene and safety issues. They learn to follow simple safety rules when producing designed solutions, such as when selecting, preparing and sharing food for healthy eating.

 

Supporting documentation

Mapped content description by key aspects

In Years 3 and 4, students develop a sense of self and ownership of their ideas and thinking about their peers and communities and themselves as consumers. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future. Students examine health messages and factors that influence healthy and safe choices and behaviours, including exploring actions that value diversity and promote inclusion.

 

Through learning about food and wellbeing, students may explore their creative, innovative and imaginative ideas, and create food products and services. They do this through planning and awareness of the characteristics and properties of foods and the use of tools and equipment. Students learn to reflect on their actions to refine their working and develop their decision-making skills.

 

By the end of Year 4, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students identify safety issues and learn to follow simple food hygiene and safety rules when producing designed solutions, such as when using food technologies to prepare food. They will have considered relevant healthy food choices.

 

Learning about food and wellbeing, students may explore their creative, innovative and imaginative ideas and create food products, services and environments. They do this through planning and awareness of the characteristics and properties of foods and the use of tools and equipment. Students learn to reflect on their actions to refine their thinking and develop decision-making skills.

 

Supporting documentation

Mapped content description by key aspects

During these years of schooling, students’ thought processes become more complex and consistent, and they gradually become more independent. Students also develop their capacity to work in teams. They develop a sense of social, ethical and environmental responsibility and are interested in and concerned about the future (systems thinking).

 

In Years 5 and 6, students develop their ability to take positive action for their own and others’ health and wellbeing; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. The focus of personal and social skill development broadens to working effectively with others, understanding and valuing diversity to enhance health and wellbeing. Students are becoming more conscious of external influences on their attitudes, beliefs and behaviours, and how these influence their health and wellbeing. They apply strategies to value diversity and support inclusion.

 

Through learning about food and wellbeing, students may critically examine technologies that are used in the home and in local, national, regional or global communities, with consideration of society, ethics, and social and environmental sustainability factors. Students may consider why and for whom technologies involved in the preparation of food in the home and in mass production were developed.

 

By the end of Year 6, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students identify, plan and maintain hygiene and safety standards and practices when making designed solutions, such as when selecting and preparing food to enable people to grow and be healthy and physically active.

 

Supporting documentation

Mapped content description by key aspects

In Years 7 and 8, students further develop their ability to maintain personal health and wellbeing and contribute to community decision-making. They develop knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices, roles in a range of relationships, and how communities value diversity. They investigate design and technologies professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise, such as the roles of nutritionists, food technologists, food safety professionals and product development technologists.

 

They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors.

 

Through food technology or home economics connections, students may use a range of technologies, including a variety of graphical representation techniques, to communicate, generate and clarify ideas through sketching, modelling and technical drawing; for example, drawing and annotating concept sketches.

 

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They evaluate the advantages and disadvantages of design ideas and technologies.

 

By the end of Year 8, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food specialisations technologies context. This may occur through integrated learning as illustrated in the food and wellbeing connection and/or Food and fibre Curriculum connection. Students establish personal and food hygiene practices and safety procedures that minimise risk. They manage a project with hygiene, safety and efficiency in mind when making designed solutions, including when designing solutions for healthy eating. They develop knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices.

 

Supporting documentation

Mapped content description by key aspects

In Years 9 and 10, students further develop their ability to maintain personal health and wellbeing and contribute in civic, social and economic ways. Students question and critically analyse social, cultural, environmental and political factors that influence health, safety, wellbeing and physical activity participation to make informed judgements and ethical decisions. They develop skills and critically evaluate strategies to positively manage change and foster respectful relationships, leadership and collaboration.

 

In Years 9 and 10, students may elect to study a subject related to food technology or home economics, either by selecting a local course or by designing and producing designed solutions in Design and Technologies for the Food specialisations technologies context.

 

Students identify and establish personal and food hygiene practices and safety procedures that minimise risk. They manage projects with hygiene, safety and efficiency in mind, maintaining hygiene and safety standards and management procedures to ensure success.

 

Students may plan, rehearse and evaluate strategies to produce, prepare and consume healthy food. They may propose and evaluate responses to external influences on their ability to make healthy, sustainable and appropriate food choices. They critically analyse nutrition information from a range of sources.

 

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