Food Literacy in Secondary Schools

Transcription

1 Food Literacy in Secondary Schools Home Economics Victoria Cancer Council Victoria Healthy Together Geelong

2 Decreased risk of overweight and obesity Lowered risk of diet-related disease Improved brain function and learning outcomes Proper growth and development Improved mental health Why is healthy eating important? Sources: Herbison C HS, Allen K, O'Sullivan T, Robinson M, et al. Wilder Research. Nutrition and Students' Academic Performance 2014

3 Vegetables and legumes/ beans Fruit Grain (cereal foods) mostly wholegrain and or high cereal fibre varieties Lean meats and poultry, fish, eggs, tofu, nuts and seeds, legumes/beans Milk, yoghurt, cheese and/or alternatives, mostly reduced fat The Five Food Groups

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5 Based on the latest scientific evidence - over 55,000 scientific journal articles. Describe the best approach to eating for a long and healthy life. Focus on food not individual nutrients. Australians need to eat more: vegetables/legumes, fruits, wholegrain cereals, reduced fat milk, yoghurt, cheese, fish, seafood, poultry, eggs, nuts and seeds. Australians need to eat less: starchy veg (ie add more variety), refined cereals, food and drinks high in saturated fat, added sugar and salt, alcohol. Red meat young females need more, adult males need less. Australian Dietary Guidelines

6 Leading risk factors: high body-mass index dietary risks tobacco smoke Global Burden of Disease Study led by the Institute for Health Metrics and Evaluation (IHME) University of Washington IHME,

7 Victorian Healthy Eating Enterprise Priorities Trending fruit and vegetables and reinstating fruit and vegetables as the preferred choice. A scaled up and strengthened focus on sugary drinks (including sports drinks) with a secondary focus on a decrease in other discretionary foods.

8 Poor diet is the largest cause of early death and ill-health more than smoking Discretionary food and drinks are about 40% of children s daily energy intake. 93 per cent of adults did not consume the recommended vegetable serves daily (mean 2.4 serves), nor did 88 per cent of children. Consuming one sugary drink a day increases your risk of type 2 diabetes by 22% when compared to drinking one can a month or less. 63% of adults and 25% of children are overweight or obese in Australia Victoria s health: Chief Health Officer report

9 Victoria s health: Chief Health Officer report ABS

10 School communities are well placed to promote healthy eating and build food literacy among students. Australian children and adolescents spend the majority of their time attending school. Research shows that health and education are strongly connected: healthy children achieve better results at school, which in turn are associated with improved health later in life. When schools promote healthy eating practices, adolescent dietary choices are deemed to be healthier. Food habits developed in adolescence are likely to persist into adulthood. Overweight children may be subject to discrimination and victimisation that can lead to poor relationships, negative school experiences and reduced psychological wellbeing. Research For a list of references go to:

11 Lichtenstein and Ludwig sum it up well by contending that mandatory food and nutrition curriculum that includes food preparation may be among the best investments society could make. Lichtenstein, A. & Ludwig, D. 2010, Bring back home economics education. Journal of the American Medical Association, 303(18), Retrieved July 22, 2015 from

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13 Food Literacy Knowledge Skills Capacity to source Sustainability

14 Eating a variety of nutritious foods from each of the core food groups ensures a balanced diet and consumption of all essential nutrients. Understand the food system - locally grown, seasonal food is better for health, the environment and the local economy. Understand food and health enjoying a wide variety of nutritious foods and limiting discretionary choices will support good health. Food Literacy Knowledge Healthy Food Connect

15 Research from the Medibank and the Stephanie Alexander Kitchen Garden Foundation published in the Daily Mail 10 March 2016 Read more:

16 Being able to cook and prepare nutritious foods has a positive impact on the health and life expectancy of individuals and their families. Budgeting skills - being able to afford and access healthy food supports wellbeing and reduces social isolation. Interpreting food labels - young people are exposed to a large number of advertising, food labels and messaging, being able to critically analyse this information is important for better decision making. Modifying recipes - many recipes can be made healthier by simply substituting ingredients for healthy options or using healthier cooking techniques. Food Literacy Skills

17 Canteen Approved Snacks? articles/school-canteen-logos-on-kids-snacks Are you being fooled by portion creep? increasing-portion-sizes Example: Canteen Approved Logos Canteen logos are not approved or regulated Food companies have created their own logos Often include Amber and Red foods Companies pick and mix different guidelines Canteen guidelines are for canteen managers not for supermarkets CHOICE has referred some products with school canteen approved claims to the ACCC, asking the regulator to determine if the claims are misleading and a breach of Australian Consumer Law.

18 Being able to access food locally - knowing where to access a variety of foods within the local area is essential for people to consume a balanced diet. Know where and how to get specific and diverse ingredients - allows people to experience foods from a range of different places and cultures. Being able to access nutritious foods under your personal circumstances is essential for achieving a balanced diet. Some communities are considered food deserts. Obesogenic environments: promote gaining weight as the healthier choice is not always the easiest choice. Capacity to source

19 Reduce food waste - up to 40% of the average household bin is food, that means around $1000 worth of food is thrown away every year this is enough to feed the average household for over a month. Portion size, smart shopping, using leftovers, freezing, composing scraps etc. Farming, fair trade, workers conditions Also and individuals ability to sustain healthy eating if their circumstances change Sustainability United Nations - FAO Food Wastage Footprint Video: Sustainability easily explained:

20 Embed nutrition models, food systems, budgeting, cooking skills, recipe modification, seasonality into the curriculum. Encourage students to research, discuss and debate food literacy. Critically analyse food and nutrition information in the media. Model and discuss food literacy concepts with students freezing leftovers, composting food scraps. Provide students with opportunities to plan, budget and shop for school activities. Establish relationships with others in the community eg; food relief organisations or local business. Provide students with skills and opportunity to grow their own vegetables or herbs to use in Home Economics classes. What can schools do?

21 Food Literacy in the Victorian Curriculum and VCE Home Economics Victoria is diligent in seeking to align its resources the VCAA Victorian Curriculum F-10 and VCE All resources

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23 Level/Band Description Overview within that level Strands and Sub-strands Organising elements Content Descriptions What is to be taught Elaborations Advisory examples, non-mandated Achievement Standards What students are able to understand and do

24 Levels The Victorian Curriculum uses Levels (AC uses Years) Levels A-D for students with disabilities Consider the level above and below when curriculum planning However, within your class you may need to consider many levels, including those for students with disabilities

25 Where Home Economics is offered as a subject, the teaching and learning program is based on curriculum drawn from both Health and Physical Education and Design Technologies. Home Economics You may also want to consider the capabilities: Ethical Capability Intercultural Capability Personal and Social Capability Critical and Creative Thinking Technologies: Design and Technologies Health and Physical Education

26 Technologies: Design and Technologies Technologies and Society How people use and develop food related technologies: Convenience foods Highly processed foods Food packaging Food transport Ethical and environmental considerations. Technologies Contexts Food Specialisation: Application of nutrition principles Food preparation skills Characteristics and properties of food Food selection and preparation Food safety Contemporary food issues Creating Designed Solutions Design and prepare food using the five sub-strands: Investigating Generating Producing Evaluating Planning and managing Scope and Sequence

27 Health and Physical Education Personal, social and community health Movement and Physical Activity Being healthy safe and active Communicating and interacting for health and wellbeing Contributing to healthy and active communities Focus area: Food and nutrition The role of food and nutrition in enhancing wellbeing and making healthy informed food choices: Food groups Nutritional requirements and dietary needs Food labelling and packing Food advertising Personal, social, economic and cultural influences Strategies for a healthy, balanced diet Healthy snack, meal and drink options Sustainable food choices Scope and Sequence

28 Health and Physical Education Research a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan. Analyse the credibility of health messages conveyed by different sources Investigate food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen examining how individuals, family and peer groups influence people s behaviours, decisions and actions Design and Technologies Examine food preparation techniques and nutrient value, eg: steaming or frying vegetables Investigate recipe modification to enhance nutrient, eg: adding grated vegetables to a pasta sauce. Analyse food preparation techniques used in different cultures and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying or steaming Explain how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food eg: the browning of cut fruit, the absorption of water when cooking rice. Levels 7-8 Elaborations

29 Health and Physical Education Analyse how societal norms, stereotypes and expectations influence the way young people think about food. Examine local fast-food options, making healthy selections and advocating healthy choices to peers. Evaluate the influence of personal, family, social, environmental and cultural factors on decisions and actions young people take in relation to their health. Critique and select the most suitable and reliable sources of health information according to the decision that needs to be made Prepare a presentation to parents on tips for serving and eating food that has been prepared sustainably. Design and Technologies Experiment with food preservation methods (freezing, dehydrating) to determine changes to food structure and impacts on healthy food solutions eg: dehydrating fruit Sensory evaluations of foods, eg: taste testing a variety of grains, comparing home-produced foods to commercial foods Determine the causes of food spoilage when preparing, cooking, presenting and storing food. Use a range of food preparation techniques to ensure optimum nutrient content, flavour, texture and visual appeal. Create a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign. Levels 9-10 Elaborations

30 1 2 3 How much time is allocated to a Curriculum Area? Number classes Duration term, semester, year Where will the Content Descriptions be taught? Home Economics Physical Education Woodwork When will the Content Descriptions be taught? Year 7 &/or Year 8 1.Getting started whole school audit

31 1 2 Teaching and Learning program course outline Must reflect whole school curriculum plan Requires clear understanding of F-10 Curriculum Curriculum Areas Strands Sub-strands Content Descriptions Achievement Standards 2.Getting started subject teacher

32 1 2 Subject Home Economics Curriculum Areas Technologies, Design and Technologies Health and Physical Education 3 Strands Sub-strands Content Descriptors Achievement Standards 1 3.Teaching & Learning Plan F-10

33 1 2 Know the level students are coming in with Level 6 Safety & Hygiene, Design Process Intention of the Teaching and Learning Program Must be Strength based 3 Content Descriptors must be taught explicit throughout 1 3.Teaching & Learning Program

34 4 5 6 Learning Intentions reflect the Content Descriptions Success Indicators reflect how the Content Description will be measured to show Achievement level Learning Activities support learning intention and have a success indicator which reflects the Achievement Standard 3.Teaching & Learning Program

35 VCF-10 Levels A-D, F-10 Curriculum Areas Content Descriptions Teacher Learning Intentions Activities and Assessments Success Indicators VCF-10 Achievement Standards 3.Teaching & Learning Program F-10 links

36 1 Pre-test Knowledge & Skills determine where students are at. 2 Differentiation allow for different learning abilities 3 High order learning must allow for 4 Explicit teaching & learning apparent throughout 4.Learning Activities considerations.

37 5 6 Healthy eating ICT 7 8 Sustainability Doable how many lessons/pracs? 4. Learning Activities - considerations

38 1 Content Description must be apparent throughout the Teaching & Learning program 2 Achievement Standards require explicit teaching of Content Descriptions to be meet 5.Assessment - considerations

39 1 One approach 2 Many Influences School based decisions Your cliental Time Resources Food Literacy sample T & L approach Refers to Sample T & L approach Home Economics Victoria 2016

40 þ Have you undertaken a school audit to see who is teaching what? þ Have you pre-tested students to determine what they know and can do? þ Have you identified the content descriptions to be covered? þ Have you written learning intentions, which reflect the content descriptions? Are you ready?- Checklist

41 þ Do the activities specifically relate to the identified content descriptions? þ Have you included a focus on healthy eating? þ Have you considered how to embed ICT learning? þ Have you incorporated sustainability concepts? þ Do the activities provide for differentiated learning? Are you ready?- Checklist

42 þ Have you considered assessment for each learning intention? þ Have you identified success indicators to measure each learning intention? þ Do the success indicators reflect the achievement standards? þ Do the assessment tasks complement the success indicators? Are you ready?- Checklist

43 Sustainability ICT Differentiation Healthy Eating Learning Activities Design Brief Making it happen

44 VCE Food Studies Unit 1 Food origins Unit 2 Food makers Unit 3 Food in daily life Unit 4 Food issues, challenges and futures Food around the world Food in Australia Food industries Food in the home The science of food Food choice, health and wellbeing Environment and ethics Navigating food information

45 Unit 1 Food Origins Focuses on food from a historical and cultural perspective Progression from hunter-gatherer to ruralbased agriculture to today s urban living and global trade in food Australian indigenous food prior to European settlement and how food patterns have changed since then Influence of technology and globalisation Australia s culinary identity today VCE Food Studies Images: Dandelion and Nettle from VCE Food Studies Study Design

46 Unit 2 Food makers Food systems in contemporary Australia Commercial food production industries including primary production, food processing, manufacturing, retail and food services. Small-scale domestic settings Planning, management and decision making in food provision and preparation Influence of food industry on Australia s economy VCE Food Studies Image: Healthy Food Connect: A support resource, 2014: docs2.health.vic.gov.au/docs/doc/healthy-food-connect:-a-support-resource VCE Food Studies Study Design

47 Unit 3 Food in daily life Explores science of food, our physical need and effects on our body Physiology of eating, digestion, microbiology. Functional properties of food Rationale and principles behind the development of the Australian Dietary Guidelines and Australian Guide to Healthy Eating Influences on food choices, health and wellbeing VCE Food Studies Image: Public Domain Image: VCE Food Studies Study Design

48 Unit 4 Food issues, challenges and futures Global and Australian food systems Examines food production and the challenges that face food production now and in the future Individual s response to discerning food information and making food choices Navigating contemporary food fads, trends and diets Interpreting food labels and analysing marketing terms VCE Food Studies Image: HEFL Teacher Resource Kit VCE Food Studies Study Design

49 Eat for Health Free posters and brochures Eat for health calculator Food balance game Research Background to the Australian Dietary Guidelines Resources

50 Victorian Curriculum F-10 Resources and Support viccurriculum/viccurr-resources.aspx General Advice Curriculum-specific advice Introducing the curriculum Curriculum planning Assessment and reporting External resources Frequently asked questions Contact us

51 Resources for professionals Key messages Definitions Guidelines Position statements Data Case Studies Posters and publications Re-think sugary drink

52 Nutrition Australia resource hub Guidelines Evidence Resources Posters and publications Training Featured products Recipe of the month Fruit and Veg Resource Hub

53 Resource kit for teachers What is food literacy Achievement Program Food Literacy in the Victorian Curriculum Lesson ideas and resources Using social media Teacher and students activity sheets

54 Subject Association supporting teachers of: - F-10: Home Economics / Food Technology, Health, Textiles - VCE: Health and Human Development, Food and Technology, Product Design and Technology, VET Hospitality Health Promotion Charity Promote health and wellbeing aimed at preventing diseases, specifically obesity and Type 2 diabetes Healthy Eating and Food Literacy in Secondary Schools Project Registered Training Organisation Graduate Diploma of Home Economics Education, part time over two years. Home Economics Victoria office@hev.com.au