Food and nutrition in the Victorian Curriculum F–10
The Victorian Curriculum F–10 provides opportunities across the curriculum for students to learn about food and nutrition. The following documents map explicit references to food and nutrition in the content descriptions and elaborations of multiple curriculum areas, from Levels A–D through to Foundation to Level 10.
Through these mapping documents teachers can discover new opportunities to develop teaching and learning programs related to food and/or nutrition, using content from one or more curriculum areas.
Learning about food and nutrition in the Victorian Curriculum F–10, Mapping Levels A–D content
Learning about food and nutrition in the Victorian Curriculum F–10, Mapping Foundation to Level 10 content
Home Economics cross-curricular units of work and assessment tasks
In the Victorian Curriculum F–10, content related to healthy eating features in both Design and Technologies and Health and Physical Education curriculum areas. When teaching about healthy eating, these two curriculum areas can be used to complement each other.
The focus area of Food and nutrition provides a context through which to teach and assess content drawn from the Health and Physical Education curriculum. Healthy eating addresses the role of food and nutrition in enhancing health and wellbeing, growth and development, identity, and connecting to others. Students develop the knowledge to make healthy choices about food and nutrition, explore the range of influences on these choices and build the skills to access and assess nutritional information that can support healthy choices. Students also explore the social and emotional roles of food, including links to identity and connecting with others.
In the Design and Technologies curriculum area the emphasis, through the context of Food specialisations, is how to apply knowledge of the characteristics and scientific and sensory principles to food selection and preparation. Students can do this through the design and preparation of food for specific purposes and consumers. They also develop understandings of contemporary technology-related food issues such as convenience foods, highly processed foods, food packaging and food transport.
Together these two curriculums provide ways for students to develop personal and social skills and critically appraise cultural and social factors that influence healthy eating.
The following units of work provide examples of how Home Economics teaching and learning programs can draw on both Design and Technologies and Health and Physical Education.
Each unit of work now has an accompanying summative assessment task, including implementation instructions and an assessment rubric with clear links to the Victorian Curriculum F–10.
Foundation sample unit of work: Food and you
Foundation sample assessment task: Food and you
Levels 1 and 2 sample unit of work: Where does our food come from?
Levels 1 and 2 sample assessment task: Where does our food come from?
Levels 3 and 4 sample unit of work: Kitchen garden
Levels 3 and 4 sample assessment task: Kitchen garden
Levels 5 and 6 sample unit of work: Food from different cultures
Levels 5 and 6 sample assessment task: Food from different cultures
Levels 7 and 8 sample unit of work: Food labelling practices
Levels 7 and 8 sample assessment task: Food labelling practices
Levels 9 and 10 sample unit of work: Influences on food choices
Levels 9 and 10 sample assessment task: Influences on food choices
The following unit of work provides an example of how Home Economics teaching and learning programs can draw on both Design and Technologies and Health and Physical Education. In this unit of work, students design and produce a savoury breakfast muffin that could be exhibited in the Royal Melbourne Show Art, Craft & Cookery Competition.
Levels 7 and 8 sample unit of work: Creating a savoury breakfast muffin (docx - 370.71kb)
Curriculum Manager - Design and Technologies
tel: + 61 3 9059 5145
Curriculum Manager - Health and Physical Education
tel: + 61 3 9059 5156