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

Examples of connections

Explanation

Competence aims after Year 10

The pupil is expected to be able to

  • To plan means to set up a course of action to reach a goal. The plan describes how we intend to reach the goal, and may show the link between activities, implementation and the goal.

     and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     suitable utensils, techniques and cooking methods to create safe and sustainable food that lays the foundation for good health

    Explanation of competence aims

    Med trygg mat meiner vi mat som ikkje inneheld helse- og miljøskadelege stoff. For å sikre trygg mat er det viktig med både god personleg hygiene og god produksjonshygiene, uansett kvar du arbeider i matvarekjeda. Matvarekjeda går heilt frå handtering av råvarene, behandling av råvarene til ferdig mat og til sal av mat til forbrukaren.

  • To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     their senses to

    To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.

     the quality of foods,

    To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.

     and combine flavours in cooking and improve recipes, menus and food preparation

  • To discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.

     how diet may contribute to good health, and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     digital resources to

    To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.

     their own diet and to choose healthy and a variety of different foods when cooking
  • describe and critically

    To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.

     claims, advice and information about diet and health
  • critically

    To assess means to consider different aspects of an issue or point of view. It may also include judging the quality of a product or process. An assessment often results in a decision, a judgement or a conclusion.

     information about food production and

    To discuss means to consider different ideas and opinions related to sides of an issue, and to argue for and against. A discussion can be ended with a conclusion. We can discuss independently and in dialogue with others. A debate among several persons on a subject can mean the same as to discuss.

     how consumer power can impact local and global food production

  • To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.

     the carbon footprint of foods, and describe how food choices and food consumption may impact the environment, climate and food safety

    Explanation of competence aims

    Matsikkerheit er å ha tilgang til nok mat, trygg mat og næringsrik mat, for å kunne leve eit aktivt og sunt liv. Matsikkerheit handlar både om kor mykje mat som er tilgjengeleg i eit samfunn og i kva grad menneske har tilgang til den. Ei hushaldning har matsikkerheit dersom ingen går svoltne eller lever i frykt for kronisk svolt. Matsikkerheit er også ein måte å måle kva evne ei hushaldning har til å takle framtidige avbrot i tilgang på livsviktige matvarer. Tørke, flaum, økonomisk ustabilitet eller konflikt kan truge matsikkerheita. Omgrepet blir ofte forveksla med mattryggleik, som inneber at maten vi et ikkje inneheld mikroorganismar, miljøgifter eller framandelement som gjer oss sjuke, dersom vi lagar han til og nyt han som tiltenkt.

  • make food from Norway, Samiland and other cultures, and

    To compare means to examine the character or qualities to discover resemblances or differences between two or more issues.

     and

    To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.

     raw ingredients and cooking methods used in different food cultures

    Explanation of competence aims

    Det er variasjonar innan samiske mattradisjonar og måltidsskikkar. Dette bør belysast gjennom opplæringa.

  • demonstrate how cooking and meals convey identity and community in different 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.