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Planning considerations

Teachers could begin planning by gathering a range of information about the food and nutrition learning needs of students and by considering whether any of the possible learning outcomes here might meet these learning needs. After discussing appropriate learning outcomes with students, teachers could refer to the related learning experiences and choose activities, from here or elsewhere, that are most likely to help students achieve their next learning steps. For exam­ple, to help students achieve the learning outcome “identify and practise basic risk-management strategies associated with food safety and personal hygiene”, a teacher might refer to the Keeping Food Safe learning experience. Students’ learning about safe food handling can be assessed during practical food activi­ties.

Within a particular context, teachers can combine activities that develop achievement objectives from different strands. Activities should build on each other and promote individual or group responsibility for learning. As food and nutrition directly involves the everyday lives of students, it is essential that both planning and selecting learning materials for students to use take into account not only students’ prior knowledge and experiences but also their different at­titudes, values, and cultural preferences. Practical skills are an important compo­nent of the programme. 

Feedback

During or soon after activities, provide students with feedback that sets the direc­tion for future learning. This feedback might involve:

  • recognising students’ efforts by acknowledging their commitment, perse­verance, and ability to complete tasks
  • reinforcing teaching points by using phrases like “I heard ...” or “I saw ...”
  • helping students to link their learning with other aspects of their lives
  • encouraging students to reflect on their learning by asking them, for ex­ample, how they feel about their work and what they might do differently next time
  • discussing students’ achievements to identify what aspects they might need to develop further and to set new personal or group goals. 

Learning outcomes

Learning outcomes signal the learning that is expected to occur as a result of par­ticular learning activities. They are set after considering student learning needs. (See The Needs of Learners on pages 50–51 of Health and Physical Education in the New Zealand Curriculum (1999).) In this book, learning outcomes are linked to achievement objectives as follows.

A learning need is identified. For example, your students may need to describe their nutritional needs during puberty and make positive changes to meet them. This learning outcome can be linked to level 4, strand A, achievement objective 1 and is therefore identified as related to achievement objective 4A1 (students will describe the characteristics of pubertal change and discuss positive adjustment strategies).

Possible learning outcomes and their links to the curriculum are listed here. Over time, students should have the opportunity to achieve all the ob­jectives identified in the curriculum. 


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