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See the Competencies section in this chapter. Do not eat or drink unpasteurized juices, raw sprouts, raw unpasteurized milk and products made from unpasteurized milk. Sliced fruit or yoghurt is the healthiest option. It was updated in with colorful vertical wedges replacing the horizontal sections and renamed MyPyramid. The Healthy Eating Pyramid encourages Australians to enjoy a variety of foods from every food group, every day.
Australian Dietary Guidelines
ABAWDs must meet special work requirements, in addition to the general work requirements, to maintain their eligibility.
This is called the time limit. To be eligible beyond the time limit, an ABAWD must work at least 80 hours per month, participate in qualifying education and training activities at least 80 hours per month, or comply with a workfare program.
For workfare, the amount of time worked depends on the amount of benefits received each month. The time limit does not apply to people who are unable to work due to physical or mental health reasons, pregnant, care for a child or incapacitated family member, or are exempt from the general work requirements. It has been part of the law since Under the law, States can request to temporarily waive the ABAWD time limit when unemployment is high or when there are not enough jobs available.
Due to the economic downturn, many States qualified for and chose to waive time limits in all or part of the State. Some parts of the country still have waivers in place. Remember to choose foods that are high in fiber and low in sodium or salt.
Also, look for Vitamin D, an important mineral as we age. The healthiest foods are whole foods. These are often found on the perimeter of the grocery store in the produce, meat, and dairy sections. When you do eat packaged foods, be a smart shopper! Read the labels to find items that are lower in fat, added sugars, and sodium.
To maintain your weight, you must eat the right amount of food for your age and body. Water is an important nutrient too! Tea, coffee, and water are your best choices. District Health Boards Public Health websites for health promotion assistance and information.
Addresses available on the Ministry of Health website at www. Ministry of Education The Curriculum in Action series. A resource developed for secondary schools using the Foodworks TM nutrition database — designed to encourage students to make healthy food choices. Students can use information technology to make accurate in-depth analyses of the foods they eat, the recipes they use, and the foods they purchase.
Horticulture New Zealand at www. NZ Beef and Lamb at www. Information and resources at www. Lunch ideas for a week at www. Background food safety information for students at www. Lang, Tim and Heasman, Michael Nutrition Australia — Provides the latest on nutrition research, current food and health trends at www.
Slow Food — a non-profit, eco-gastronomic, member-supported organisation that was founded in to counteract fast food and fast life, and the disappearance of local food traditions. Preschool Education — a US site that includes nutrition and resource ideas for pre-school educators, at www.
Agencies for Nutrition Action — a website created as a tool for people who work in the promotion of nutrition and physical activity in New Zealand at https: Ministry of Health, November at www. Ministry of Education at http: To order these Ministry resources, email orders thechair. Technology in the New Zealand Curriculum. Ministry of Education a. Ministry of Education c. Healthy People Eat Healthy Food: Hauora i roti te Marautanga o Aotearoa.
Ministry of Education b. Pathways to the Future: Best Evidence Synthesis Report. Making a Bigger Difference for All Students: Medium Term Strategy, Ministry of Education. The New Zealand Curriculum: Draft for Consultation Food and Nutrition Guidelines for Healthy Adolescents: Key Results of the National Nutritional Survey.
National Heart Foundation Food Choices the IT Way. Xyris Software Australia Pty Ltd. Journal of the Home Economics Institute of Australia , vol. Social and Ethical Issues in Sexuality Education: Christchurch College of Education.
Agencies for Nutrition Action. The Ministry of Education would like to thank all those who contributed to the development of these guidelines, particularly the principal writer, Primrose Appleby. Thanks also to the early childhood education services and schools where the photographs in this book were taken:.
For giving us permission to quote or adapt their material, thanks to Gillian Tasker and Malcolm Riley. The photographs and food styling are by Adrian Heke and Nicola Edmonds except for the photograph at the lower right on page 5 which is from the Background and Objects image disc PhotoDisc series, volume 8.
Revised version online only published All text and photographs copyright c Crown , except for the quotation in Why a supportive food environment is important , which is copyright c Malcolm Riley, Enquiries should be made to the publisher. Te Kete Ipurangi Navigation: Search all of TKI.
Unpack the following points with students to co-construct success criteria: There are external factors that affect physical performance. Personal and collective action can bring about changes. The students will use a range of interpersonal skills and processes that support appropriate choices. Personal Health and Physical Development: Personal Growth and Development.
Students will ask questions about how food and beverage choices affect their health, growth, and development. The students identify how the choices they make about eating vegetables can influence their well-being and explain what affects their choices. Does our class eat enough vegetables? Make a class collage of vegetables liked. Record vegetables eaten by the class in one day. Analyse results on a bar graph. Does the class on average eat at least three servings of vegetables a day?
Students will clearly express their own ideas, needs, wants, and feelings about the help needed to support their personal vegetable goal and listen to those of other people.
Class brainstorm — how could they try to eat more vegetables or try new vegetables, and what support and help would be needed to do this? The students describe the support they need and support others to reach their personal vegetable goal.
Healthy Communities and Environments: Rights, Responsibilities, and Laws and People and the Environment. Students will take individual and collective action to contribute to an eating environment that encourages them to eat and enjoy vegetables.
Students share vegetable preparation tasks and eat lunch in a supportive environment. Students will explore how sharing attitudes, values, and actions when preparing food together contributes to an environment that promotes and supports healthy food and beverage choices. Reflect on the outcome s. The students describe how working together and sharing through the context of food helps them to try and enjoy vegetables.
Students will identify food-related factors that affect their well-being. Students analysed the survey results, finding that a number of students in their year 10 home economics class: Students will investigate and describe how choices about food can contribute to their own well-being and that of others.
Students will develop effective self-management strategies for making food choices. In groups, students discussed: Students identified changes that could be made and the skills needed to make changes. Students will investigate social influences on food choices. Develop understanding, analyse the issue, and evaluate their ideas. In groups, students identified and discussed: Enablers to help overcome the barriers In class, exploring alternatives for better choices Resources showing fat content and links between diseases and diet Supporting each other to make changes.
When making changes in food choices, students could identify: Students will investigate and evaluate their own responsibilities for choosing healthier food, including eating breakfast regularly, and ways in which the school community can support them to meet their goals.
They developed their plan of action by: As a class, they put the plan into action, setting goals to: Personal Identity and Self-worth. Students will investigate and describe ways in which individuals define how their personal sense of self-worth was influenced by working towards goals to improve their food choices.
Students gathered feedback and found that most students in the class were: Teachers reflected on improved behaviour in classes. Student reflections acknowledged the positive outcomes of choosing a lifestyle that supports healthy eating. Health promotion techniques used in this plan included the: Students will investigate and evaluate aspects of school and home environments that could affect physical performance.
They analysed the results using Food Choices the IT Way the team identified, both individually and collectively, possible problem areas and improvements that could be made.
Students will investigate community services that support and promote performance. The students could extrapolate information from appropriate resources and use this to develop possible solutions. Analyse the issue and their ideas.