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What do your students need to learn?

Gathering and analysing a range of information about the food and nutrition learning needs of your students will help you to identify the knowledge, skills, and attitudes that they need to develop in their class programmes. Possible learning outcomes that relate to the food and nutrition learning experiences in this book are listed below. You could draw on these outcomes to set goals with your students and to provide them with feedback about their progress.

Students will:

Level

Strand

AO

  • describe and demonstrate basic safety procedures that are used when preparing food;
1 A 3
  • explore and share ideas about relationships with others through the sharing of food;
1 C 1
  • demonstrate sharing and co-operative skills when they carry out food-related activities;
1 C 2
  • express their ideas, needs, and feelings when making simple changes in food choices;
1 C 3
  • describe their feelings and ask questions about the role that food plays in their health and well-being;
1 A 1
  • create an environment where safe and healthy eating is supported and encouraged;
1 D 1/3
  • describe their nutritional needs for growth and development and demonstrate increasing responsibility for what they eat;
2 A 1
  • identify and use safe food practices and basic risk-management strategies for food safety;
2 A 3
  • experience their personal strengths in food preparation; 
2 A 4
  • demonstrate ways that food can enhance relationships between individuals and groups;
2 C 1
  • describe how, when selecting and preparing foods, individuals and groups share characteristics but are also unique;
2 C 2
  • express their ideas, needs, and feelings confidently and listen sensitively to and affirm others when making simple food choices;
2 C 3
  • examine how attitudes, values, and actions concerning food and nutrition contribute to healthy physical and social environments;
2 D 1
  • use simple guidelines and practices that contribute to physically and socially healthy classrooms, schools, and local environments.
2 D 3

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