Nationally developed curriculum

Between the years 1989 and 1994 the state, territory and Commonwealth governments worked collaboratively to develop curriculum framework documents in eight areas of learning - the arts; health and physical education; mathematics; studies of society and environment; English; Languages Other Than English; science; and technology. Most Australian states and territories are using either these nationally developed curriculum documents or variations thereof. Hence, it is appropriate to further the discussion about the teaching of food and nutrition through and across the nationally developed learning areas.

Food and nutrition education as described in this paper links with several of the eight nationally defined learning areas, and their relevant subject areas. It links with (at least) the health and physical education, studies of society and environment and the technology learning areas (Curriculum Corporation, 1994b, 1994c and 1994a respectively).

Process links

It is worth considering the empowerment learning process advocated by the National Nutrition Education in Schools project for food and nutrition education in light of the processes advocated in each of the learning areas mentioned above. Figure 2 shows the similarities among the processes, and how implementing and assessing the empowerment process can facilitate delivery of and reporting on the learning area processes. For example "Participating" from the studies of society and environment learning area would be addressed when students "decide to take action and set goals, identify barriers and enablers, plan, act and reflect" in the empowerment process for food and nutrition education. Similarly, "investigating" from the technology area would be addressed when students "gather, analyse and evaluate information" in the food and nutrition empowerment process.

Empowerment Learning Process (NNES, 1996)

· Gathering, analysing and evaluating information

· Deciding to take action and setting goals

· Identifying barriers and enablers

· Planning

· Acting

· Reflecting

Process in A statement on health and physical education for Australian schools (Curriculum Corporation, 1994b)

· Communication

· Finding and analysing information

· Planning and acting

· Reflecting and evaluating

Process in A statement on studies of society and environment for Australian schools (Curriculum Corporation, 1994c)

· Investigating

· Communicating

· Participating

Process in A statement on technology for Australian schools (Curriculum Corporation, 1994a)

· Investigating

· Devising

· Producing

· Evaluating

Health and physical education learning area

The health and physical education learning area focuses on the significance of personal decisions and behaviours and community structures and practices in promoting health and physical activity (Curriculum Corporation, 1994b:2). Within this area, the component "People and food" is designed to enable students to learn skills that enable them to act on nutrition related issues at both individual and community levels (ibid, p.12). This enables students to examine the role of food in meeting physical, emotional and social needs, as well as the influences on dietary practices. As the document (Curriculum Corporation, 1994b:12) states:

Students learn about .... broader economic, cultural, social, religious, political and technological considerations. For example, students examine the influences of body image in dietary practices, of gendered roles in food selection and preparation within families, and the influences of the media on people and food.

The component "Patterns of growth and development" deals with processes of emotional, mental, moral, physical, social and spiritual growth and development (p.11). These components provide contexts for students to address the impact of both personal and societal actions on their food habits, contexts advocated for food and nutrition education.

Studies of society and environment

The goal of the studies of society and environment learning area (Curriculum Corporation, 1994c) is to develop students' understanding of, and capacity to influence the social, economic, cultural and natural 'forces' or 'systems' that shape our lives and our world. As such, the learning area lends itself to a consideration of the influence of social, economic and cultural factors on food and nutrition beliefs and behaviours. For example, traditional ethnic food preferences, the availability of fast food outlets, advertising and food prices all act as powerful determinants of food behaviour and can be addressed through this area. It is important that students understand these influences and develop the skills and confidence to address these influences appropriately through personal and collective or social action. Indeed, this type of food and nutrition education can be seen as a microcosm of the larger world of studies of society and environment, addressing societal factors which impact on food behaviours and working towards the concept that healthy choices should be easy choices.

Technology learning area

The aim of the technology learning area is to develop products and processes to meet human need (Curriculum Corporation, 1994a). Students do this through a process of investigating, devising, producing and evaluating, often shortened to "designing, making and appraising". It is not difficult to make the links with food and nutrition, where the human need might range from personal food needs to systems which facilitate meeting such needs. So, for example, students might investigate the influence of unrealistic body images on food habits, devise a campaign to promote realistic body images, produce the campaign (eg. videos, posters etc) and evaluate its impact. Or devise a personal management system to improve their diet. Or "design, make and appraise" nutritious foods for home or commercial consumption.