Why do we need to have an evidence-based model to plan our skill-based programs?

  • All programs purporting to improve health behaviours require a rationale based on evidence
  • An evidence-based model substantiates and guides program design
  • Identifies outcomes and helps with program evaluation
  • Models help to create a learning environment that allows teachers to cultivate an environment where students engage actively, rather than passively, and can direct their own learning as part of the process that may be described as ‘differentiated learning’ (Tomlinson & Parrish, Jr, 2013).

You can read more about Fordyce-Voorham’s Food Literacy Model and how you, as a teacher in a school or a food educator in the community, can use the Model to help underpin your own skill-based program. Please click on the link here.

Below you can find an example of learning activities that you can use or to develop into assessment tasks for each of the four units.

mapping-of-vce-food-study-design-with-food-literacy-model and check in soon for more updates …

 

VCE Food Studies Units 1-4 (with Learning Activities) mapped with Fordyce-Voorham’s Food Literacy Model
 Unit Descriptors Outcomes Assessment Mapping with FL Model1. Examples of Learning and Assessment Activities
Unit 4: Food Issues, Challenges and Futures

AOS 1: Environment and Ethics

AOS 2: Navigating food information

 O/C 1: Demonstrate understanding of sustainable and ethical food choices

O/C 2: Recipes that reflect the Australian Dietary Guidelines

 

 

 O/C 1: A range or practical activities and records of two practical activities related to sustainable and/or ethical food choices

O/C 2: A range or practical activities and records of two practical activities related to healthy food choices based on the Australian Dietary Guidelines and AGTHE AND one or combo of complementary tasks

 Where does my food come from? What do I like to eat?

What foods are good for me? Available to me? (O)

What does my family like to eat? Why do they eat those foods? What foods are available to me/my family? (C)

What decisions do I make about the food I eat? How do societal and ethical factors influence my/my family’s food decisions? (Cr)

 O/C 1 Activity 1. Meatless Meals-vegetarian options

http://www.foodskillsaustralia.com.au/2016/01/28/eat-less-meat-make-yours-a-meat-free-monday/

O/C 1 Activity 2. Sustainable Seafood: is your seafood choice sustainable? Should I buy orange roughy (deep sea perch)

http://www.sustainableseafood.org.au/

O/C 2 Activity: Design Brief: solve a daily food issue facing a construction worker: design, prepare and evaluate a tasty lunch that will fulfil their sensory and dietary requirements. Take into consideration: ADG 5 Store food safely and the AGTHE

Use the stimulus material Junk food temptation leading to unhealthy nation (27/09/16 The Age)

O/C Activity 2 Legumes and flatulence

Conduct a research analysis to test the hypothesis ‘Do legumes cause flatulence?’

Higher-ordered stimulus material Rose, S Process for reducing flatulence in legumes and Winham, D Perceptions of flatulence from bean consumption

Practical Approach with recipes (consumer friendly version) Polak, R Legumes: Health benefits and culinary approaches to increase intake

 
  1. Operational level=(O) Cultural level =(C) Critical level=(Cr)
  2. Additional questions may be added or adapted to match specific key knowledge and key skills