Food and health (MHE01‑03)
Competence aims and assessment

Not in force for 5. trinn–7. trinn until 1.8.2026

This version of the curriculum is not in force for 5. trinn–7. trinn until 1.8.2026. Until 1.8.2026 the previous curriculum version is in force.

Examples of connections

Explanation

Competence aims after Year 7

The pupil is expected to be able to

  • to use utensils, basic techniques and cooking methods to make safe and sustainable food that lays the foundation for good health
  • use their senses to explore and assess the flavour of food and texture, and explore food preparation
  • recognise and describe the basic flavours in foods, and explain and discuss how flavours can affect food preferences and food choices
  • use recipes in cooking and calculate and assess the volume of portions both with and without using digital resources
  • demonstrate the relationship between food groups and nutrients important for good health
  • use food labelling and dietary models to put together a healthy, varied and sustainable diet and reflect on their choices
  • use digital resources to compare and discuss product information and advertisements in various media
  • use food and leftovers, and reflect on their own food consumption
  • explore and present traditional Norwegian and Sami food preservation methods and talk about the raw ingredients that are preserved
  • make meals from different cultures, and describe and explore how a social community and interaction may contribute to improved health

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 5, 6, and 7 when they make, explore and assess food and meals, and when they reflect on issues related to diet, health and food consumption.

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 in which areas they have improved. 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.