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- Title: Food and Nutrition Learning Matrix
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- Food and Nutrition Learning Matrix.pdf
- Description: Food and Nutrition Learning Matrix
Food and Nutrition Learning Matrix
What is Food and Nutrition about?
Subject-specific terms can be found in the glossary.
Food plays an important role in bringing people together and fostering a sense of belonging, across the diverse cultures of Aotearoa New Zealand. Food is not merely a source of sustenance, it is a form of expression and identity. Learning about food develops a deeper understanding and connection to our tūpuna, our whānau, and our wider community. Through engaging with Food and Nutrition, ākonga will learn about history, culture, traditions, tikanga, and kawa in relation to food. Ākonga will also have the opportunity to explore diverse Māori and Pacific knowledge bases and worldviews. In doing so, Food and Nutrition develops the social, emotional, intellectual, and cultural capabilities of ākonga. Through Food and Nutrition, ākonga will gain essential and valuable life skills and attributes, enabling them to enhance the health and wellbeing of not only themselves, but that of their whānau and wider community.
Food supports and directly impacts health and wellbeing. Food and Nutrition takes a holistic approach to hauora. The exploration of hauora is enriched by using holistic models of health and wellbeing such as Te Whare Tapa Whā, Fonofale, and Te Wheke. By engaging with Food and Nutrition, ākonga will be equipped and empowered with the knowledge and skills needed to make informed, health-enhancing food choices.
In this subject, ākonga will gain a deeper understanding of the interrelationships that exist between themselves and the food environment. By exploring the socio-ecological perspective, ākonga become aware of the relationships between themselves, others, and society. Ākonga will also examine societal, cultural, political, and economic influences on food choice and eating patterns, and examine how their own attitudes, values, and beliefs influence their engagement with the food environment. In doing so, ākonga will gain a more insightful view of the world of food, understand where their food comes from, why they eat what they eat, and how food choices impact wellbeing and health.
Through Food and Nutrition, ākonga will learn to address food-related inequities and use their knowledge to be changemakers of their community. In doing so, ākonga will develop a sense of empowerment by realizing first-hand, how their actions can have a positive impact on their own, and their community's wellbeing. The recognition of injustice, and the development of care and concern for others and the environment, are important precursors to becoming advocates for change.
Engaging in Food and Nutrition allows learners to mindfully navigate, engage, and participate within a complex food environment, and make evidence-informed decisions to support the achievement of personal health and wellbeing. Food and Nutrition supports learners to develop a positive relationship with food, make health-enhancing food choices, and become food literate. The food-related activities and knowledge explored in Food and Nutrition will not only be beneficial for learners, but also for their whānau and their community for generations to come.
Students of Food and Nutrition will, throughout their learning, gain experiences, knowledge, attributes, and life skills that can lead to, and support a wide range of pathways. This includes roles in the fields of sports, education, business management, hospitality, tourism, health, media and publishing, government, policy, and law.
Subject-specific terms can be found in the glossary.
Food plays an important role in bringing people together and fostering a sense of belonging, across the diverse cultures of Aotearoa New Zealand. Food is not merely a source of sustenance, it is a form of expression and identity. Learning about food develops a deeper understanding and connection to our tūpuna, our whānau, and our wider community. Through engaging with Food and Nutrition, ākonga will learn about history, culture, traditions, tikanga, and kawa in relation to food. Ākonga will also have the opportunity to explore diverse Māori and Pacific knowledge bases and worldviews. In doing so, Food and Nutrition develops the social, emotional, intellectual, and cultural capabilities of ākonga. Through Food and Nutrition, ākonga will gain essential and valuable life skills and attributes, enabling them to enhance the health and wellbeing of not only themselves, but that of their whānau and wider community.
Food supports and directly impacts health and wellbeing. Food and Nutrition takes a holistic approach to hauora. The exploration of hauora is enriched by using holistic models of health and wellbeing such as Te Whare Tapa Whā, Fonofale, and Te Wheke. By engaging with Food and Nutrition, ākonga will be equipped and empowered with the knowledge and skills needed to make informed, health-enhancing food choices.
In this subject, ākonga will gain a deeper understanding of the interrelationships that exist between themselves and the food environment. By exploring the socio-ecological perspective, ākonga become aware of the relationships between themselves, others, and society. Ākonga will also examine societal, cultural, political, and economic influences on food choice and eating patterns, and examine how their own attitudes, values, and beliefs influence their engagement with the food environment. In doing so, ākonga will gain a more insightful view of the world of food, understand where their food comes from, why they eat what they eat, and how food choices impact wellbeing and health.
Through Food and Nutrition, ākonga will learn to address food-related inequities and use their knowledge to be changemakers of their community. In doing so, ākonga will develop a sense of empowerment by realizing first-hand, how their actions can have a positive impact on their own, and their community's wellbeing. The recognition of injustice, and the development of care and concern for others and the environment, are important precursors to becoming advocates for change.
Engaging in Food and Nutrition allows learners to mindfully navigate, engage, and participate within a complex food environment, and make evidence-informed decisions to support the achievement of personal health and wellbeing. Food and Nutrition supports learners to develop a positive relationship with food, make health-enhancing food choices, and become food literate. The food-related activities and knowledge explored in Food and Nutrition will not only be beneficial for learners, but also for their whānau and their community for generations to come.
Students of Food and Nutrition will, throughout their learning, gain experiences, knowledge, attributes, and life skills that can lead to, and support a wide range of pathways. This includes roles in the fields of sports, education, business management, hospitality, tourism, health, media and publishing, government, policy, and law.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Food and Nutrition Big Idea.
The Health and Physical Education Learning Area, including its whakataukī, inform this subject’s Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth.
This whakataukī comes alive when ākonga of Food and Nutrition explore the important knowledge, attributes, and life skills needed to develop a positive relationship with food, be empowered to make health-enhancing food choices, and become food literate. These capabilities will support the health and wellbeing not only for ākonga, but also for their whānau and wider community. As such, it creates positive feelings in the hearts of ākonga and raises their sense of self-worth.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Food and Nutrition. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Food and Nutrition Big Idea.
The Health and Physical Education Learning Area, including its whakataukī, inform this subject’s Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakataukī is:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth.
This whakataukī comes alive when ākonga of Food and Nutrition explore the important knowledge, attributes, and life skills needed to develop a positive relationship with food, be empowered to make health-enhancing food choices, and become food literate. These capabilities will support the health and wellbeing not only for ākonga, but also for their whānau and wider community. As such, it creates positive feelings in the hearts of ākonga and raises their sense of self-worth.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Food and Nutrition. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Food literacy lies at the heart of Food and Nutrition. Food literacy encompasses valuable knowledge, attributes, and life skills which supports health and wellbeing. The five aspects of food literacy are:
- understanding food and nutritional knowledge
- taking an evidence-based approach towards food information
- understanding the factors that influence food choice
- appreciating and understanding the cultural importance of food
- applying practical food skills to prepare health-enhancing meals.
In an Aotearoa New Zealand context, diverse Māori and Pacific worldviews need to be considered and included in the learning of all five aspects of food literacy. Diverse Māori and Pacific attitudes and values have shaped, and will continue to shape, the food and cultural landscape of Aotearoa New Zealand.
When ākonga have all five aspects of food literacy in their kete, they will be equipped to navigate and participate in the food environment, and make health-enhancing food choices to support the health and wellbeing of themselves, their whānau, and their wider community. The exploration of food literacy will support ākonga to embody the Learning Area's whakataukī — He oranga ngākau, he pikinga waiora: Positive feelings in your heart will raise your sense of self-worth.
Approaching food literacy holistically also allows for a holistic approach of hauora. The exploration of hauora can be enriched by using holistic models of health and wellbeing such as Te Whare Tapa Whā, Fonofale, and Te Wheke. The holistic approach to food literacy also means acknowledging and taking into consideration different attitudes, values, beliefs, and perspectives. In an Aotearoa New Zealand context, this means that diverse Māori and Pacific worldviews need to be considered and included.
Learning about food literacy provides an opportunity for ākonga to develop capabilities and attributes such as critical thinking, resilience, having a positive relationship with food, making evidence-based decisions, and having an insightful understanding of, and personal responsibility towards, the food environment.
The exploration of this Big Idea allows ākonga of Food and Nutrition to actively participate and learn what it means to be food literate. In doing so, they will develop lasting knowledge, attributes, and life skills that will contribute to their own health and wellbeing, as well as that of their whānau, and wider community.
Approaching food literacy holistically enhances health and wellbeing for individuals, whānau, and community
Food literacy lies at the heart of Food and Nutrition. Food literacy encompasses valuable knowledge, attributes, and life skills which supports health and wellbeing. The five aspects of food literacy are:
- understanding food and nutritional knowledge
- taking an evidence-based approach towards food information
- understanding the factors that influence food choice
- appreciating and understanding the cultural importance of food
- applying practical food skills to prepare health-enhancing meals.
In an Aotearoa New Zealand context, diverse Māori and Pacific worldviews need to be considered and included in the learning of all five aspects of food literacy. Diverse Māori and Pacific attitudes and values have shaped, and will continue to shape, the food and cultural landscape of Aotearoa New Zealand.
When ākonga have all five aspects of food literacy in their kete, they will be equipped to navigate and participate in the food environment, and make health-enhancing food choices to support the health and wellbeing of themselves, their whānau, and their wider community. The exploration of food literacy will support ākonga to embody the Learning Area's whakataukī — He oranga ngākau, he pikinga waiora: Positive feelings in your heart will raise your sense of self-worth.
Approaching food literacy holistically also allows for a holistic approach of hauora. The exploration of hauora can be enriched by using holistic models of health and wellbeing such as Te Whare Tapa Whā, Fonofale, and Te Wheke. The holistic approach to food literacy also means acknowledging and taking into consideration different attitudes, values, beliefs, and perspectives. In an Aotearoa New Zealand context, this means that diverse Māori and Pacific worldviews need to be considered and included.
Learning about food literacy provides an opportunity for ākonga to develop capabilities and attributes such as critical thinking, resilience, having a positive relationship with food, making evidence-based decisions, and having an insightful understanding of, and personal responsibility towards, the food environment.
The exploration of this Big Idea allows ākonga of Food and Nutrition to actively participate and learn what it means to be food literate. In doing so, they will develop lasting knowledge, attributes, and life skills that will contribute to their own health and wellbeing, as well as that of their whānau, and wider community.
Big Idea Body:
The importance of food in bringing people together and fostering relationships is shared by the diverse cultures across Aotearoa New Zealand. This Big Idea is about how food can be used to show care, generosity, kindness, and respect, to unite and establish meaningful relationships with people. Food is not merely a source of sustenance. It is a form of self-expression and identity, it connects us to our tūpuna, whānau, and wider community. It is in this way that food can foster a sense of belonging, and is a strong influencer of not only identity, but self-worth and mana.
Exploring kai as an expression of manaakitanga provides an opportunity for ākonga to develop capabilities and attributes such as inclusivity, care, respect, concern for others, understanding tikanga around food, ability to relate to others, socialisation skills, and an interest in people and cultures.
The exploration of this Big Idea allows ākonga of Food and Nutrition to learn about the unifying power of food across different cultural contexts, and the many ways in which food can improve our wellbeing and health. Ākonga will also learn to understand different people’s food needs and learn to care for others by using food in a more insightful and thoughtful manner. In doing so, ākonga will develop the knowledge and capabilities to build and strengthen relationships, and support the health and wellbeing of their whānau, and wider community.
Kai as an expression of manaakitanga unifies individuals, whānau, and communities, and contributes to whakawhanaungatanga
The importance of food in bringing people together and fostering relationships is shared by the diverse cultures across Aotearoa New Zealand. This Big Idea is about how food can be used to show care, generosity, kindness, and respect, to unite and establish meaningful relationships with people. Food is not merely a source of sustenance. It is a form of self-expression and identity, it connects us to our tūpuna, whānau, and wider community. It is in this way that food can foster a sense of belonging, and is a strong influencer of not only identity, but self-worth and mana.
Exploring kai as an expression of manaakitanga provides an opportunity for ākonga to develop capabilities and attributes such as inclusivity, care, respect, concern for others, understanding tikanga around food, ability to relate to others, socialisation skills, and an interest in people and cultures.
The exploration of this Big Idea allows ākonga of Food and Nutrition to learn about the unifying power of food across different cultural contexts, and the many ways in which food can improve our wellbeing and health. Ākonga will also learn to understand different people’s food needs and learn to care for others by using food in a more insightful and thoughtful manner. In doing so, ākonga will develop the knowledge and capabilities to build and strengthen relationships, and support the health and wellbeing of their whānau, and wider community.
Big Idea Body:
Our food environment is a highly complex and interconnected system. This Big Idea is about how a holistic understanding of our food environment takes into consideration a wide variety of perspectives. In an Aotearoa New Zealand context, this means the consideration and inclusion of diverse Māori and Pacific worldviews. Diverse Māori and Pacific attitudes and values have shaped, and will continue to shape the food and cultural landscape of Aotearoa New Zealand.
Perspectives of the food environment are not static and linear, they are diverse and continually changing — influenced by a range of political, economic, social, environmental, and cultural factors. As different people engage with the food environment, they reflect and bring with them their own set of attitudes, values, and beliefs that underpin their actions, motivations, and experiences.
Exploring a variety of perspectives provides an opportunity for ākonga to develop capabilities and attributes such as critical thinking, self-awareness, fact-checking competencies, ability to address issues from multiple perspectives, problem-solving skills, understanding differences, and understanding the interconnectedness of the food environment.
The exploration of this Big Idea allows ākonga of Food and Nutrition to explore the socio-ecological perspective, determinants of health, and reflect on their own attitudes, values, and beliefs. In doing so, ākonga gain a bigger picture of the food environment, its interconnectedness, and how a range of factors influence food choice. This learning will challenge preconceived ideas and assumptions about food and allow ākonga to have a better understanding of why they eat what they eat and where their food comes from.
The interconnected food environment needs to be navigated through personal, interpersonal, and societal perspectives
Our food environment is a highly complex and interconnected system. This Big Idea is about how a holistic understanding of our food environment takes into consideration a wide variety of perspectives. In an Aotearoa New Zealand context, this means the consideration and inclusion of diverse Māori and Pacific worldviews. Diverse Māori and Pacific attitudes and values have shaped, and will continue to shape the food and cultural landscape of Aotearoa New Zealand.
Perspectives of the food environment are not static and linear, they are diverse and continually changing — influenced by a range of political, economic, social, environmental, and cultural factors. As different people engage with the food environment, they reflect and bring with them their own set of attitudes, values, and beliefs that underpin their actions, motivations, and experiences.
Exploring a variety of perspectives provides an opportunity for ākonga to develop capabilities and attributes such as critical thinking, self-awareness, fact-checking competencies, ability to address issues from multiple perspectives, problem-solving skills, understanding differences, and understanding the interconnectedness of the food environment.
The exploration of this Big Idea allows ākonga of Food and Nutrition to explore the socio-ecological perspective, determinants of health, and reflect on their own attitudes, values, and beliefs. In doing so, ākonga gain a bigger picture of the food environment, its interconnectedness, and how a range of factors influence food choice. This learning will challenge preconceived ideas and assumptions about food and allow ākonga to have a better understanding of why they eat what they eat and where their food comes from.
Big Idea Body:
A fair and equitable world promotes hauora. Ākonga are passionate about social justice and creating positive social change. This Big Idea is about how individual, interpersonal, and collective actions can move the food environment towards a fairer and more equitable direction. Through Food and Nutrition, ākonga will learn about food-related social injustices and inequities within Aotearoa New Zealand. By using a kaitiakitanga perspective, ākonga will learn to recognise sources and instances of injustice, and develop care and concern for others and the environment. These are important attributes which are also precursors to advocating for change and becoming changemakers.
Taking part in social justice initiatives and health promotion actions provides an opportunity for ākonga to develop capabilities and attributes such as leadership, empathy, a sense of responsibility, respect for people and the environment, understanding of inclusivity, problem-solving skills, understanding of ethics, and self-reflection.
The exploration of this Big Idea allows ākonga of Food and Nutrition to learn about a range of food-related issues and discuss actions they can take at an individual, community, and societal level. In doing so, ākonga will learn to see the world from different points of view and understand how food-related issues can affect people and communities in different ways. By learning and addressing food-related issues, ākonga gain a sense of self-worth and empowerment, motivating them to become changemakers of their community and society.
The equitable access to nutritious and affordable food lies within the social justice principles of fairness and inclusivity
A fair and equitable world promotes hauora. Ākonga are passionate about social justice and creating positive social change. This Big Idea is about how individual, interpersonal, and collective actions can move the food environment towards a fairer and more equitable direction. Through Food and Nutrition, ākonga will learn about food-related social injustices and inequities within Aotearoa New Zealand. By using a kaitiakitanga perspective, ākonga will learn to recognise sources and instances of injustice, and develop care and concern for others and the environment. These are important attributes which are also precursors to advocating for change and becoming changemakers.
Taking part in social justice initiatives and health promotion actions provides an opportunity for ākonga to develop capabilities and attributes such as leadership, empathy, a sense of responsibility, respect for people and the environment, understanding of inclusivity, problem-solving skills, understanding of ethics, and self-reflection.
The exploration of this Big Idea allows ākonga of Food and Nutrition to learn about a range of food-related issues and discuss actions they can take at an individual, community, and societal level. In doing so, ākonga will learn to see the world from different points of view and understand how food-related issues can affect people and communities in different ways. By learning and addressing food-related issues, ākonga gain a sense of self-worth and empowerment, motivating them to become changemakers of their community and society.
Big Idea Body:
Participatory experiences with food are an essential component of Food and Nutrition. This unique and hands-on experience supports the learning of ākonga throughout their study of the subject. It is in this way that this Big Idea complements the other Big Ideas — by integrating theoretical food knowledge with practical life skills and experiences.
This Big Idea is about how learning to integrate theoretical food knowledge with practical skills empowers ākonga. It allows them to experience how their actions can have a positive impact on their whānau and community's health and wellbeing. Participatory experiences with food are not limited to food preparation or serving food. There are many possibilities and some include visiting food industry sites, participation in a local farmers' market, learning how to consume seasonally, participating in traditional food gathering practices, exploring different cuisines, and participating in a local food-related initiative.
Active participation provides an opportunity for ākonga to develop capabilities and attributes such as self-reflection, self-management, self-confidence, creative thinking, time-management, budgeting, food safety, teamwork skills, attention to detail, problem-solving, practical skills, social skills, and resilience.
The exploration of this Big Idea allows ākonga to explore practical applications and experiences of food in a variety of contexts to support decision-making in their everyday lives. Ākonga of Food and Nutrition will develop lifelong knowledge and practical skills that will benefit them throughout their lives. This learning will support ākonga to maintain or enhance their overall health and wellbeing in the future.
Participatory experiences with food can empower and enhance the hauora of both the community and individuals
Participatory experiences with food are an essential component of Food and Nutrition. This unique and hands-on experience supports the learning of ākonga throughout their study of the subject. It is in this way that this Big Idea complements the other Big Ideas — by integrating theoretical food knowledge with practical life skills and experiences.
This Big Idea is about how learning to integrate theoretical food knowledge with practical skills empowers ākonga. It allows them to experience how their actions can have a positive impact on their whānau and community's health and wellbeing. Participatory experiences with food are not limited to food preparation or serving food. There are many possibilities and some include visiting food industry sites, participation in a local farmers' market, learning how to consume seasonally, participating in traditional food gathering practices, exploring different cuisines, and participating in a local food-related initiative.
Active participation provides an opportunity for ākonga to develop capabilities and attributes such as self-reflection, self-management, self-confidence, creative thinking, time-management, budgeting, food safety, teamwork skills, attention to detail, problem-solving, practical skills, social skills, and resilience.
The exploration of this Big Idea allows ākonga to explore practical applications and experiences of food in a variety of contexts to support decision-making in their everyday lives. Ākonga of Food and Nutrition will develop lifelong knowledge and practical skills that will benefit them throughout their lives. This learning will support ākonga to maintain or enhance their overall health and wellbeing in the future.
Key Competencies in Food and Nutrition
Thinking
Ākonga of Food and Nutrition will:
- learn to critically analyse food information texts
- learn to assess the credibility of information
- take an evidence-based approach towards information and decision-making
- learn to understand, and take, an holistic approach to food literacy and hauora
- learn how attitudes, values, and beliefs influence our relationship with food
- think critically about how our relationship with food affects our health and wellbeing
- understand the factors that influence food choice.
Using Language, Symbols, and Texts
Ākonga of Food and Nutrition will:
- learn to understand various types of food information
- use health promotion models to address food-related issues
- use models of health to enrich understanding of hauora
- learn the ways in which language, symbols, and texts can inform a range of food practices and applications
- take an evidence-based approach towards food information
- develop understanding of verbal and non-verbal language associated with food customs and practices.
Relating to others
Ākonga of Food and Nutrition will:
- learn about diverse Māori and Pacific attitudes, values, and beliefs in relation to food
- develop care, concern, and respect for others
- understand how attitudes, values, and beliefs influence our relationship with food
- develop empathy and understanding towards a diverse range of perspectives and cultures
- appreciate and understand the importance of food as a form of cultural expression and identity
- understand the unifying power of food in bringing people together
- understand how food inequities affect different people in different ways.
Managing self
Ākonga of Food and Nutrition will:
- learn to create a safe space for people to express their cultural beliefs
- learn to take personal responsibility by treating others fairly and inclusively
- learn to integrate food knowledge with practical food-related skills
- gain a sense of self-worth, self-esteem, and empowerment by taking part in social justice actions or initiatives
- learn how make health-enhancing food choices to promote health and wellbeing.
Participating and Contributing
Ākonga of Food and Nutrition will:
- learn to recognise and address food inequity
- develop food-related practical skills to contribute to their individual, whānau, and community health and wellbeing
- understand the importance of learning about and maintaining traditional food practices
- understand how collective actions can contribute to social justice at a local, community, or societal level
- gain a sense of self-worth and self-esteem through active participation in food experiences.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Thinking
Ākonga of Food and Nutrition will:
- learn to critically analyse food information texts
- learn to assess the credibility of information
- take an evidence-based approach towards information and decision-making
- learn to understand, and take, an holistic approach to food literacy and hauora
- learn how attitudes, values, and beliefs influence our relationship with food
- think critically about how our relationship with food affects our health and wellbeing
- understand the factors that influence food choice.
Using Language, Symbols, and Texts
Ākonga of Food and Nutrition will:
- learn to understand various types of food information
- use health promotion models to address food-related issues
- use models of health to enrich understanding of hauora
- learn the ways in which language, symbols, and texts can inform a range of food practices and applications
- take an evidence-based approach towards food information
- develop understanding of verbal and non-verbal language associated with food customs and practices.
Relating to others
Ākonga of Food and Nutrition will:
- learn about diverse Māori and Pacific attitudes, values, and beliefs in relation to food
- develop care, concern, and respect for others
- understand how attitudes, values, and beliefs influence our relationship with food
- develop empathy and understanding towards a diverse range of perspectives and cultures
- appreciate and understand the importance of food as a form of cultural expression and identity
- understand the unifying power of food in bringing people together
- understand how food inequities affect different people in different ways.
Managing self
Ākonga of Food and Nutrition will:
- learn to create a safe space for people to express their cultural beliefs
- learn to take personal responsibility by treating others fairly and inclusively
- learn to integrate food knowledge with practical food-related skills
- gain a sense of self-worth, self-esteem, and empowerment by taking part in social justice actions or initiatives
- learn how make health-enhancing food choices to promote health and wellbeing.
Participating and Contributing
Ākonga of Food and Nutrition will:
- learn to recognise and address food inequity
- develop food-related practical skills to contribute to their individual, whānau, and community health and wellbeing
- understand the importance of learning about and maintaining traditional food practices
- understand how collective actions can contribute to social justice at a local, community, or societal level
- gain a sense of self-worth and self-esteem through active participation in food experiences.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Food and Nutrition is a subject within the Health and Physical Education Learning Area of the New Zealand Curriculum. The other subjects included in the Learning Area are: Health Studies, Physical Education, Outdoor Education, Whaiora, and Health. All subjects in the Learning Area share the same four underlying concepts. They are:
- hauora
- socio-ecological perspective
- health promotion
- attitudes and values.
It is through the four underlying concepts that all subjects within the Health and Physical Education Learning Area are connected. Food and Nutrition uses subject-specific contexts to explore each of the four underlying concepts. Food supports and directly impacts health and wellbeing. The intake of nutritious food supports an active lifestyle and can enhance physical participation that enriches mental and emotional wellbeing.
Food and Nutrition also has connections to subjects outside the Health and Physical Education Learning Area due to its multi-disciplinary nature. These connections are within the Learning Areas and Subjects of:
Social Sciences
Environment and Societies — shared topics related to food, the environment, and impact on society such as: food waste, food deserts and swamps, global warming, how producing food affects the environment and society, and other sustainability-related topics in relation to food.
Agribusiness — shared concepts such as manaakitanga, kaitiakitanga, and sustainability. Food and Nutrition explores the food environment as a whole to understand how different parts of the food environment work together, and Agribusiness explores a specific aspect of the food environment through the perspective of the primary sector.
Social Studies — connected through the process of social inquiry and shared concepts. Food and Nutrition explores the role of society within the context of food. For example, how our engagement with food and participation with the food environment influences and is influenced by, economic, political, cultural, societal, and environmental factors.
Technology
Processing and Systems Technologies — connected through understanding complex systems, including transforming and combining ingredients.
Food Technology — connected through the consideration of food intake of individual, whānau, or community, such as: catering to special dietary requirements to meet the health and nutritional needs of individuals.
Hospitality
Food and Nutrition is connected to Hospitality through the development of shared practical skillsets, such as: food preparation, cooking, and serving of nutritious and culturally important foods, while adhering to food safety and tikanga.
Science
Biology — shared scientific understandings of how food and nutrition affects our biology, in terms of digestion, absorption, and nutritional needs. Understandings in biology provide the reasons for why and what we should eat, so that we are making healthy food choices.
Food and Nutrition is a subject within the Health and Physical Education Learning Area of the New Zealand Curriculum. The other subjects included in the Learning Area are: Health Studies, Physical Education, Outdoor Education, Whaiora, and Health. All subjects in the Learning Area share the same four underlying concepts. They are:
- hauora
- socio-ecological perspective
- health promotion
- attitudes and values.
It is through the four underlying concepts that all subjects within the Health and Physical Education Learning Area are connected. Food and Nutrition uses subject-specific contexts to explore each of the four underlying concepts. Food supports and directly impacts health and wellbeing. The intake of nutritious food supports an active lifestyle and can enhance physical participation that enriches mental and emotional wellbeing.
Food and Nutrition also has connections to subjects outside the Health and Physical Education Learning Area due to its multi-disciplinary nature. These connections are within the Learning Areas and Subjects of:
Social Sciences
Environment and Societies — shared topics related to food, the environment, and impact on society such as: food waste, food deserts and swamps, global warming, how producing food affects the environment and society, and other sustainability-related topics in relation to food.
Agribusiness — shared concepts such as manaakitanga, kaitiakitanga, and sustainability. Food and Nutrition explores the food environment as a whole to understand how different parts of the food environment work together, and Agribusiness explores a specific aspect of the food environment through the perspective of the primary sector.
Social Studies — connected through the process of social inquiry and shared concepts. Food and Nutrition explores the role of society within the context of food. For example, how our engagement with food and participation with the food environment influences and is influenced by, economic, political, cultural, societal, and environmental factors.
Technology
Processing and Systems Technologies — connected through understanding complex systems, including transforming and combining ingredients.
Food Technology — connected through the consideration of food intake of individual, whānau, or community, such as: catering to special dietary requirements to meet the health and nutritional needs of individuals.
Hospitality
Food and Nutrition is connected to Hospitality through the development of shared practical skillsets, such as: food preparation, cooking, and serving of nutritious and culturally important foods, while adhering to food safety and tikanga.
Science
Biology — shared scientific understandings of how food and nutrition affects our biology, in terms of digestion, absorption, and nutritional needs. Understandings in biology provide the reasons for why and what we should eat, so that we are making healthy food choices.
Learning Pathway
Students of Food and Nutrition will, throughout their learning, gain experiences, knowledge, attributes, and life skills that can lead to, and support a wide range of pathways.
Government, Policy, and Law
There are many roles in the field of government, policy, and law related to advocating for better health and wellbeing outcomes for people. Examples include:
- policy analyst or advisor
- environmental advocate or activist
- team administrator
- food industry lawyer
- food and health regulator.
Media and publishing
The popularity of food-related content is evident across a wide range of content platforms. There is a wide array of opportunity in the field of media and publishing for an ākonga of Food and Nutrition to engage with. Examples include:
- writer
- food critic
- cookbook author, publisher, or editor
- digital platforms streamer or online content creator
- advertiser
- related roles in a food network.
Health
The knowledge and skills learnt in Food and Nutrition are relevant in the health industry to support a wide variety of pathways. Such roles are related to care, support, rehabilitation, diagnosis, treatment, technical and equipment support, and health promotion. Examples include:
- team administrator
- nutritionist
- allied health assistant
- health coach
- dietitian
- researcher
- medical technician
- lactation consultant
- aged care worker or residential support worker.
Hospitality and events management
Food plays a key role in hospitality and bringing people together. There are many roles in the field of hospitality and events management related to catering, planning, and organizing events. Examples include:
- events planner or coordinator
- catering manager
- concierge
- pastry chef
- barista
- restaurant or hotel manager.
Business management and consulting
There are many roles in the field of business management and consulting related to recruitment, training, business management, and development of staff in any health or wellbeing-related workplace. Examples include:
- business adviser
- project planner
- business owner
- communications or marketing associate
- food production manager.
Sports
Evidence-based knowledge and advice relating to food consumption plays a major role in the field of sports. Knowledge in Food and Nutrition can contribute and support a range of roles. Examples include:
- professional athlete
- nutritional adviser
- coach
- personal trainer or instructor.
Education
There are many roles in the field of education related to imparting food and nutrition-related knowledge and skills to a diverse range of learners. Examples include:
- teacher, lecturer, or university professor
- lifestyle or wellbeing coach
- chef instructor
- motivational speaker
- wilderness survival guide.
Students of Food and Nutrition will, throughout their learning, gain experiences, knowledge, attributes, and life skills that can lead to, and support a wide range of pathways.
Government, Policy, and Law
There are many roles in the field of government, policy, and law related to advocating for better health and wellbeing outcomes for people. Examples include:
- policy analyst or advisor
- environmental advocate or activist
- team administrator
- food industry lawyer
- food and health regulator.
Media and publishing
The popularity of food-related content is evident across a wide range of content platforms. There is a wide array of opportunity in the field of media and publishing for an ākonga of Food and Nutrition to engage with. Examples include:
- writer
- food critic
- cookbook author, publisher, or editor
- digital platforms streamer or online content creator
- advertiser
- related roles in a food network.
Health
The knowledge and skills learnt in Food and Nutrition are relevant in the health industry to support a wide variety of pathways. Such roles are related to care, support, rehabilitation, diagnosis, treatment, technical and equipment support, and health promotion. Examples include:
- team administrator
- nutritionist
- allied health assistant
- health coach
- dietitian
- researcher
- medical technician
- lactation consultant
- aged care worker or residential support worker.
Hospitality and events management
Food plays a key role in hospitality and bringing people together. There are many roles in the field of hospitality and events management related to catering, planning, and organizing events. Examples include:
- events planner or coordinator
- catering manager
- concierge
- pastry chef
- barista
- restaurant or hotel manager.
Business management and consulting
There are many roles in the field of business management and consulting related to recruitment, training, business management, and development of staff in any health or wellbeing-related workplace. Examples include:
- business adviser
- project planner
- business owner
- communications or marketing associate
- food production manager.
Sports
Evidence-based knowledge and advice relating to food consumption plays a major role in the field of sports. Knowledge in Food and Nutrition can contribute and support a range of roles. Examples include:
- professional athlete
- nutritional adviser
- coach
- personal trainer or instructor.
Education
There are many roles in the field of education related to imparting food and nutrition-related knowledge and skills to a diverse range of learners. Examples include:
- teacher, lecturer, or university professor
- lifestyle or wellbeing coach
- chef instructor
- motivational speaker
- wilderness survival guide.
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Introduction to Sample Course Outlines
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
Assessment Matrix
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Teachers must:
- determine the timeframe and deadline for the assessment
- follow school or learning centre policy when enforcing timeframes and deadlines
- determine when students work on their assessment in and out of class
- monitor students’ progress closely and familiarise themselves with students’ evolving work. This may include checkpoints, conferencing, and formative assessment
- ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision.
Ensuring Authenticity of Evidence
Teachers must be familiar with additional generic guidance on assessment practice in schools or learning centres. The authenticity of students’ work must be ensured according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021. This guidance must be read in conjunction with these Conditions of Assessment.
Evidence for applicable parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Teachers must:
- determine the timeframe and deadline for the assessment
- follow school or learning centre policy when enforcing timeframes and deadlines
- determine when students work on their assessment in and out of class
- monitor students’ progress closely and familiarise themselves with students’ evolving work. This may include checkpoints, conferencing, and formative assessment
- ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision.
Ensuring Authenticity of Evidence
Teachers must be familiar with additional generic guidance on assessment practice in schools or learning centres. The authenticity of students’ work must be ensured according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021. This guidance must be read in conjunction with these Conditions of Assessment.
Evidence for applicable parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.