Food and health (MHE01‑02)
Competence aims and assessment
Competence aims after Year 10
The pupil is expected to be able to
- plan and use suitable utensils, techniques and cooking methods to create safe and sustainable food that lays the foundation for good health
By cooking food and preparing meals, the pupils experience the enjoyment of food and develop knowledge about safe food and a healthy diet. The dietary advice of the health authorities plays a central role in the education, thus making the pupils aware of the relationship between nutrition and health giving them the competence to choose a healthy and varied diet.
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
- use their senses to assess the quality of foods, explore and combine flavours in cooking and improve recipes, menus and food preparation
By cooking food and preparing meals, the pupils experience the enjoyment of food and develop knowledge about safe food and a healthy diet. The dietary advice of the health authorities plays a central role in the education, thus making the pupils aware of the relationship between nutrition and health giving them the competence to choose a healthy and varied diet.
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
The culture around food and meals is continuously changing. It is impacted by the use of raw ingredients, knowledge, traditions, and social or religious norms and values. Cooking and food are social arenas for exploration, cooperation and co-creation. When food cultures and cultural activities in Norway meet those from other countries, diversity is fostered laying the foundation for understanding, awareness and curiosity. In this way, the pupils experience the enjoyment of food together, and renew and safeguard the food cultures.
- discuss how diet may contribute to good health, and use digital resources to assess their own diet and to choose healthy and a variety of different foods when cooking
By cooking food and preparing meals, the pupils experience the enjoyment of food and develop knowledge about safe food and a healthy diet. The dietary advice of the health authorities plays a central role in the education, thus making the pupils aware of the relationship between nutrition and health giving them the competence to choose a healthy and varied diet.
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
- describe and critically assess claims, advice and information about diet and health
By cooking food and preparing meals, the pupils experience the enjoyment of food and develop knowledge about safe food and a healthy diet. The dietary advice of the health authorities plays a central role in the education, thus making the pupils aware of the relationship between nutrition and health giving them the competence to choose a healthy and varied diet.
- critically assess information about food production and discuss how consumer power can impact local and global food production
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
- explore the carbon footprint of foods, and describe how food choices and food consumption may impact the environment, climate and food safety
By cooking food and preparing meals, the pupils experience the enjoyment of food and develop knowledge about safe food and a healthy diet. The dietary advice of the health authorities plays a central role in the education, thus making the pupils aware of the relationship between nutrition and health giving them the competence to choose a healthy and varied diet.
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
- make food from Norway, Samiland and other cultures, and compare and explore raw ingredients and cooking methods used in different food cultures
Consumption and the choice of food impacts the individual, the environment and the world in which we live. By planning meals and cooking, the pupils learn how to use raw ingredients and leftovers making them aware that food is a limited resource. They also learn sustainable food habits and become conscious consumers.
The culture around food and meals is continuously changing. It is impacted by the use of raw ingredients, knowledge, traditions, and social or religious norms and values. Cooking and food are social arenas for exploration, cooperation and co-creation. When food cultures and cultural activities in Norway meet those from other countries, diversity is fostered laying the foundation for understanding, awareness and curiosity. In this way, the pupils experience the enjoyment of food together, and renew and safeguard the food cultures.
- demonstrate how cooking and meals convey identity and community in different cultures
The culture around food and meals is continuously changing. It is impacted by the use of raw ingredients, knowledge, traditions, and social or religious norms and values. Cooking and food are social arenas for exploration, cooperation and co-creation. When food cultures and cultural activities in Norway meet those from other countries, diversity is fostered laying the foundation for understanding, awareness and curiosity. In this way, the pupils experience the enjoyment of food together, and renew and safeguard the food cultures.
Formative assessment
The formative assessment should help promote learning and the development of competence. The pupils demonstrate and develop competence in food and health in Years 8, 9, and 10 when they make, explore and assess food and meals, and when they reflect on issues related to diet, health, food production, food choices, consumer power, and identity and food cultures.
The teacher facilitates pupil participation and encourages the desire to learn through practical assignments in the kitchen and other suitable learning arenas. The teacher shall have conversations with the pupil regarding their development in food and health. The pupils shall have the opportunity to experiment. Based on the demonstrated competence of the pupils, they shall be given the opportunity to express what they believe they can accomplish and reflect on their own academic development. The teacher provides guidance on further learning and adapts the education to enable the pupils to use the guidance to develop competence in making sustainable food that lays the foundation for good health, and becoming conscious consumers and conveyors of food cultures.
Assessment of coursework
The grades awarded for coursework reflect the overall competence of the pupil in food and health at the end of the education after Year 10. The teacher plans and facilitates the pupils in demonstrating their competence in various ways, including awareness, reflection and critical thinking in various contexts. The teacher awards grades in food and health based on the competence the pupil has demonstrated when working with food and meals in a practical and explorative manner. The grade shall also be based on the competence the pupil has demonstrated when communicating knowledge and understanding of the content and contexts in the subject.