FOOD
Do you remember being taught nutrition in school? Remember learning calories, Kj, Carbs, Fats, Proteins and Fats....Did I say fats? And then how to eat all these things from a range of sources, but not to much, although if you do this much exercise you can eat more. Hang on, what about my BMI?
Bored Yet?
Consequently, the new curriculum has changed the focus area of 'nutrition' to the more appropriate topic of 'food and nutrition' (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2014). The inclusion of food signifies that health
education is not merely about teaching children and young people the
nutritional values and guidelines, but also about food ways, food literacy and
food studies more broadly. Whilst understanding food intake and how the body utilises nutrients for growth, development and
health is important it is only a small component of what is food literacy. Food has a wider scope that ranges across food management, planning, production,
selection, preparation, and processing to food choice and eating (Welch, R & Leahy, D, 2018). As well as community, family, cooking, restaurant dining and BRUNCHING (I mean we are all teachers right?).
As teachers we have the opportunity to empower students to action and have an influence in regards to food. An authentic relationship between student and teacher to co-design a learning environment that is going to benefit student outcomes. Agency gives students the power to direct and take responsibility for their learning, creating independent and self regulating learners. Some key words from Simovska's case study 'participation in matters that affect their lives'. Simovska suggests that participation can only be learned if schools and teachers create a democratic classroom community that are inclusive in meaningful ways, where students feel the desire and the responsibility to contribute (Simovska, 2007).
Every student has a relationship with food, as it is something that is part of everyday life, therefore as teachers it is imperative to focus on meaning, critical reflection and interaction between individual and society. Engage students about what food means to them, what they feel is right and wrong in the food and nutrition sector. Start conversations that lead to inquiry.
So how do we do this? We aim to build a flowing unit plan that combines lessons in a sequence, and not simply separate lessons created to meet curriculum links. Involve our students in how the subject will look, how it is graded, what will be achieved at the end of the unit. Often we as teachers get as far as allowing our students time to investigate and research, and therefore hypothesis what the research means. The challenge is to create an environment where students can implement ideas into action and generate change. The IVAC (Investigation, Vision, Action, Change) is developed to facilitate pupil participation. The different phases are all connected but not necessarily linear (Jenson 1997). Individuals find motivation for learning in different ways, some may be entirely motivated by implementing change, others may enjoy the research and investigation, this is why this model creates greater scope for whole class engagement. Welch and Leahy (2018) suggest starting a curriculum with the propositions of HPE (Health and P.E) as they are applicable to food and nutrition, in particular taking a strengths based approach as this provides us with a powerful framework for how we think and act around food in a broader sense. As health teachers we are moving towards positive attitudes around food, shifting our attention from disease prevention health education to food in a broader sense, incorporating community projects, agriculture, production, cooking and cultural aspects of food.
Example:
Unit 1: 'Tactics used in the marketing of foods and promoting food trends to youth, and the impact on their health behaviours.' (ACARA 2014)
As teachers we have the opportunity to empower students to action and have an influence in regards to food. An authentic relationship between student and teacher to co-design a learning environment that is going to benefit student outcomes. Agency gives students the power to direct and take responsibility for their learning, creating independent and self regulating learners. Some key words from Simovska's case study 'participation in matters that affect their lives'. Simovska suggests that participation can only be learned if schools and teachers create a democratic classroom community that are inclusive in meaningful ways, where students feel the desire and the responsibility to contribute (Simovska, 2007).
Every student has a relationship with food, as it is something that is part of everyday life, therefore as teachers it is imperative to focus on meaning, critical reflection and interaction between individual and society. Engage students about what food means to them, what they feel is right and wrong in the food and nutrition sector. Start conversations that lead to inquiry.So how do we do this? We aim to build a flowing unit plan that combines lessons in a sequence, and not simply separate lessons created to meet curriculum links. Involve our students in how the subject will look, how it is graded, what will be achieved at the end of the unit. Often we as teachers get as far as allowing our students time to investigate and research, and therefore hypothesis what the research means. The challenge is to create an environment where students can implement ideas into action and generate change. The IVAC (Investigation, Vision, Action, Change) is developed to facilitate pupil participation. The different phases are all connected but not necessarily linear (Jenson 1997). Individuals find motivation for learning in different ways, some may be entirely motivated by implementing change, others may enjoy the research and investigation, this is why this model creates greater scope for whole class engagement. Welch and Leahy (2018) suggest starting a curriculum with the propositions of HPE (Health and P.E) as they are applicable to food and nutrition, in particular taking a strengths based approach as this provides us with a powerful framework for how we think and act around food in a broader sense. As health teachers we are moving towards positive attitudes around food, shifting our attention from disease prevention health education to food in a broader sense, incorporating community projects, agriculture, production, cooking and cultural aspects of food.
Example:
Unit 1: 'Tactics used in the marketing of foods and promoting food trends to youth, and the impact on their health behaviours.' (ACARA 2014)
Investigate- Why they eat what they eat. What marketing is used directly at their age group. why
Vision: why is it like this. what need to change?
Action: develop your own marketing campaign for our school canteen for foods you deem healthy.
Change: has there been a change in canteen sales of 'healthy food'. why? why not? reflect and improve.
Incorporate: ICT classes, Food tech, Literacy classes, Mathematics, Art.
Reference list.
Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Health and Physical Education. Retrieved from: https://australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education
Carlsson, M. S., V. (2012). Exploring learning outcomes of school-based health promotion—a multiple case study. HEALTH EDUCATION RESEARCH, 27 (3), 437- 447.
Jensen, B. (1997). A case of two paradigms within health education. Health Educ Res, 12, 419-428.
Carlsson, M. S., V. (2012). Exploring learning outcomes of school-based health promotion—a multiple case study. HEALTH EDUCATION RESEARCH, 27 (3), 437- 447.
Jensen, B. (1997). A case of two paradigms within health education. Health Educ Res, 12, 419-428.
Simovska, V. (2007). The changing meanings of participation in school based health education and health promotion. Health Educ Res, 22, 864–878.
Welch, R., Leahy, D. (2018). Beyond the pyramid or plate: Contemporary approaches to Food and Nutrition education.
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