identifying a place in their local area that they like, and talking about why they like it and how they could care for it

sharing ideas of how the class could celebrate a significant event together. Planning the food, decorations and activities that might take place

exploring tools and awareness of measured and freeform perspectives; for example, using digital and/or analog tools to reference a cultural celebration, and dividing the scene, surface or paper into foreground, middle ground and background sections to consider how to create depth in their artwork

investigating the causes and effects of changes in the local landscape related to farming and how individuals from diverse backgrounds have contributed to these changes. Begin by mind-mapping ideas that connect these topics, using Viewpoints to explore multiple possibilities and extend these ideas to develop three compositional concepts. Select one concept, document the reasons for your choice, and create the artwork that represents it

identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose

using food and nutrition as a context, recognise the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose

using the diagram from the Australian Guide to Healthy Eating, identify visual features such as images and layout that complement or enhance understanding of the topic

using the veggycation.com.au website, identify how authors use techniques, such as headings, icons, italics and bold text, to support readers to navigate specific texts

accessing different sources of health information and examining the accuracy of these sources, including brochures, websites, TV shows and advertisements, online promotions and food labels

examining health messages relating to food and nutrition from different sources and exploring choices, behaviours and outcomes conveyed in these messages

investigating the level of influence health messages from different people and sources may have on their health decisions

identifying, examining and combining information and opinions from a range of sources to inform decisions and behaviours on a range of health issues

exploring the benefits of following eating patterns that reflect The Australian Guide to Healthy Eating, and investigating nutritional information about foods

identifying ways they can change their behaviours to support the sustainability of the Earth’s systems; for example, recycling or composting systems to minimise waste in the school, and community fruit and vegetable gardens to create healthy and sustainable lunches or snacks

investigating how First Nations Australians have long considered competing factors especially those related to sustainability in the design of fish harvesting technologies, for example fish traps and fish poisons that allow for selective harvesting and release of bycatch, as compared with high-yield, non-selective harvesting practices such as trawling

investigate how people in NFP organisations consider competing factors especially those related to sustainable food systems, community service opportunities and education.

investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example building a food composting system, including mulch when designing a sustainable school vegetable garden or cropping area

sequencing the process of converting on-farm food into a product suitable for retail sale, for example creating a digital flowchart to record a paddock-to-plate supply chain

investigating how First Nations Australians have long selected and prepared foods for healthy eating, for example based on their nutritional value, availability, spoilage, preparation and processing requirements

using the Australian Dietary Guidelines to determine the recommended number of serves for an individual, for example describing and planning a healthy meal or lunchbox for a particular individual with recommended serving sizes to inform choices and then explaining the characteristics of the selected foods

exploring a variety of tastes and how they may influence the selection or preparation of food, for example the sour, salty, sweet, spicy and umami flavours of many foods from countries across Asia

developing strategies to communicate healthy choices based on the Australian Dietary Guidelines, for example designing a website with food preparation tips for healthy eating for pre-teens

exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view

practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants

identifying the most important celebrations and commemorations in their lives and those of their family

suggesting ways that they are going to care for their native bee hives, school garden or eating area

developing strategies to communicate healthy choices based on the Australian Dietary Guidelines, for example designing a website with food preparation tips for healthy eating for pre-teens

exploring the food service options of a local restaurant, café, fast food or takeaway establishment and identifying the food preparation skills needed to prepare food for healthy eating

surveying people in the school community about their needs in order to design an appropriate product, service or environment that addresses the need, for example planning the requirements for a community meal, creating more shade in the school by determining where trees could be planted or designing a security system for the community garden

investigating designed solutions from around the world to make suitable, quality decisions that meet needs or opportunities, for example locating information online about small-space gardening ideas from different countries and judging their suitability for the local environment

generating a range of design ideas for products, services or environments using prior knowledge, skills and research, for example a security system for a community garden, a product made from a repurposed item of clothing, a permaculture vegetable patch or a healthy meal for a family picnic

representing and communicating design ideas (e.g. for a school garden or tuckshop menu plan) using modelling and drawing standards including the use of digital tools, for example including scale, symbols and codes in plans and diagrams; using pictorial maps and aerial views; and using digital mapping applications or infographics to present research and ideas to others

choosing appropriate materials, tools, equipment and techniques for a specific purpose, for example when safely and hygienically preparing food or cultivating garden beds

identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods, being aware of food allergies

deciding on design criteria collaboratively for a designed solution, for example including an environmental sustainability criterion such as product should be recyclable

reflecting on designed solutions to evaluate and assess suitability and sustainability and determine how well they meet design criteria, and considering how these aspects could be handled in future events

planning production steps needed to produce a product, service or environment using digital tools, for example making a flowchart or using a digital planner to record the sequence of tasks and deadlines needed to complete a project

identifying the human resources, materials, tools and equipment that will be needed to make the designed solution as part of the project plan and specifying when these will be needed, for example access to a gardening expert at the planning stage and scheduling access to shared tools when building a garden for the school community

discussing possible design criteria based on a stimulus, for example the cost, sustainability and health benefits of a school garden, tuck shop menu review, catering for a school event

using provided stimulus to identify an issue and writing a user story in groups, for example using a newspaper article to develop a user story, such as: families are feeling the rising costs of food and need cost effective ways to acquire and prepare nutritious meals

designing a user interface on paper or using digital tools, for example drawing the designed layout of the landing page of an app to order lunches from the school canteen

designing a user interface to address an identified need, for example including customisable font size and colour contrast to help users who are visually impaired

ideating a range of possible design ideas, discussing them and judging them against the design criteria and user stories, for example using the design criteria to put design ideas in order of preference in a group discussion

suggesting modifications to the preferred design idea if it does not satisfy all design criteria and user stories, for example modifying a game or game controller so that it can be used by a wider range of players

evaluating the effectiveness of their own solutions to address the identified problem from the user stories, for example checking if the interactive game educates users about the issues identified

reflecting on the many systems that are used in the wider community to address a range of problems, for example timetables farmers follow to ensure crops are planted, tended and harvested and the labelling and tracking systems used in food production to ensure every ingredient is traceable

creating a display about a special place or family event using photographs, artefacts and/or drawings

creating a timeline with drawings of the foods you ate as a baby, toddler and child

identify physical and behavioural characteristics that enable a plant to survive, such as a climbing plant (e.g. snow peas) wrapping tendrils around a support

investigating First Nations Australians’ knowledges of the structural features of certain species and how those features can be exploited

classifying foods and drinks as solids, liquids and gases and investigating their properties

recognising First Nations Australians’ knowledges and understandings of solids, liquids and gases and how these knowledges are applied in a range of processes and practices, including the extraction of oils, medical therapies and cooking

investigating how contemporary soil erosion management practices adapt and build on First Nations Australians’ fire management and agricultural practices

exploring why developing new erosion mitigation techniques such as contour banks and strip cropping requires geologists, hydrologists and farmers to collaborate

considering how decisions are made to farm particular crops or animals depending on local habitats, such as considering their ability to withstand drought or cold weather

investigating how the food industry use knowledge of solids, liquid and gases to create dining experiences and preserve food

posing questions that can be investigated scientifically, such as ‘what foods change states of matter with heating or cooling?’, ‘What ingredients in a batter enable it to change to a solid with heat?’, ‘What makes a cake light and fluffy?’

making informed predictions about the habitat in which a plant will thrive

planning and recording the method a cake will be cooked, changing 1 variable for each test so that it could be repeated by someone else

making decisions on the variables to be changed, measured and controlled in fair tests, such as measuring the length and size of a plant grown in different soil types (representing different habitats)

using annotated digital photography or field sketches to describe structural features of plants or animals

constructing a column graph to illustrate the relationship between plant adaptations and their success in various environments

comparing, in small groups, proposed reasons for findings and explaining their reasoning and posing further questions

recognising errors that could have occurred during investigations including changing too many variables, incorrect or misreading of measurements, or changes in environmental factors

developing a digital presentation to share information about the structural features or behaviours of animals and plants in a particular habitat

exploring whether there is a ‘correct’ way of representing particles and creating an animation to teach other students about the particulate nature of matter when cooking

considering the type of rounding that is appropriate when estimating the amount of money required; for example, rounding up or rounding down when buying one item from a store using cash, compared to rounding up the cost of every item when buying groceries to estimate the total cost and not rounding when the financial transactions are digital

interpreting a series of contextual problems to decide whether an exact answer or an approximate calculation is appropriate; explaining their reasoning in relation to the context and the numbers involved

improvising movements to explain the steps in a process (e.g. recipe), and then using a camera to capture a series of images or a photographic story that can be displayed in the classroom to remind everybody about the process

marking up a digital photo of a school garden with potential ideas to transform it into a food lover's paradise

modelling financial situations such as creating financial plans; for example, creating a budget for a cultural cooking event, using a spreadsheet to tabulate data and perform calculations

modelling the food and drink purchasing for a school event using a spreadsheeting tool and justifying their choice of operations in relation to the situation

creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed; for example, compost to cover the vegetable garden

investigating problem situations involving perimeter; for example, “How many metres of fencing are required around a paddock, or around a festival event?”

posing a question or identifying a problem of interest related to food or nutrition collecting, interpreting and analysing the data and discussing if the data generated provides the information necessary to answer the questions

posing questions to investigate the representation of food in children's picture books, collecting data by examining books in the library, and using appropriate displays to interpret how these depictions might influence young readers' perceptions of food and nutrition

identifying how First Nations Australian communities altered the environment and sustained ways of living through their methods of land and resource management; for example, firestick farming

exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, erosion, farming, the introduction of grazing livestock such as sheep and cattle, forest plantations or mining), and evaluating the effects of change on economic development and environmental sustainability

discussing how and why people volunteer for food related community groups such as a school breakfast program, meals on wheels, community gardens, OzHarvest etc

sharing ideas about how people can work together as local, regional, and global citizens; for example, organising community events that celebrate diverse cuisines, creating food sharing initiatives to reduce waste or starting global campaigns to promote sustainable agriculture and food security

categorising resources as natural such as water, coal, wheat; human such as workers, business owners, volunteers, managers; and capital such as tools, machines, technologies

distinguishing between needs and wants, and how resources might be used more sustainably to meet these needs and wants into the future

developing different types of questions for different purposes, such as probing questions to seek details, open-ended questions to elicit more ideas, and practical questions to guide financial choices

developing questions to guide the identification and location of useful sources for an investigation or project; for example, “Is this source useful?”, “Who can help us do this project?”, “What rules/protocols must we follow when we do this inquiry/project?”, “What resources do we need to conduct this project?”

interpreting data presented in a line, bar, column or pie graph; for example, common influences on the purchases of class members, the likelihood of an outcome or event reoccurring

exploring maps and sources showing First Nations Australians’ language groups and Countries/Places, to explain the diversity of their connections to Country/Place

undertaking a project that responds to an identified challenge or issue with strategies to be used that will achieve desired outcomes; for example, a school fundraising activity, an ecological preservation project, a school-based opinion poll about a relevant issue

asking questions in order to consider potential effects; for example, “What could be the effects of my purchasing decisions?”, “Are needs and wants the same for everyone?”, “Why can’t all needs and wants be satisfied?”, “How can I contribute to a sustainable environment?”

experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway

exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names

creating arts works in a range of forms to communicate ideas from lived personal or social experiences; for example, creating a dance or scenes showing favourite activities such as games; using digital devices to record their peers playing a game and creating a voice-over that describes what’s happening; composing a song or chant about a favourite food or activity; drawing a home scene of people and animals

reading a story about First Nations sustainable food practises and creating art words in a similar style to the illustrator

working collaboratively to devise drama for a school ritual, gathering (such as an assembly) or ceremony; for example, drama that explores a school motto, a health message or a campaign such as “no-packaging lunch”

devising drama based on research or knowledge about a project happening in their school/local community to encourage cultural awareness or to present different perspectives in a debate, such as a debate about a food related environmental issue

creating artworks inspired by food experiences, students experiment, plan, and use visual art techniques and materials to effectively convey their ideas and intentions

applying knowledge of visual arts techniques and materials, students create artworks that convey aesthetic intent, focusing on food themes. For example, they might use various joining methods to sculpt food-inspired forms from cardboard and textiles or design biodegradable sculptures using natural materials that represent adaptations of edible plants

using a composting procedure to become familiar with the stages and language features typically used in this type of text compared to other types of texts

using texts related to food issues (e.g. rising costs of food, sustainable food practices, nutrition) describe the stages and purpose of information reports compared to an argument

explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, considering why characters have been used instead of real people

explaining how the features of a text advocating community action, such as addressing food waste or promoting local sustainable farming, are used to achieve its purpose

using research from print and digital resources to gather and organise information for writing

planning and creating a multimodal text about food and culture by selecting appropriate visual features, text structure, introducing the topic, grouping related information into well-sequenced sections and concluding with a thoughtful statement

examining how family, friends, media and public identities may influence the way people act and the choices they make in relation to their health

analysing nutritional information of different foods and developing strategies to communicate healthier choices to their family

investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health

examining sustainable food practices to measure the quality of food available in the school canteen or local area

investigating how First Nations Australians have long considered competing factors especially those related to sustainability in the design of fish harvesting technologies, for example fish traps and fish poisons that allow for selective harvesting and release of bycatch, as compared with high-yield, non-selective harvesting practices such as trawling

investigate how people in NFP organisations consider competing factors especially those related to sustainable food systems, community service opportunities and education

investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example building a food composting system, including mulch when designing a sustainable school vegetable garden or cropping area

sequencing the process of converting on-farm food into a product suitable for retail sale, for example creating a digital flowchart to record a paddock-to-plate supply chain

investigating how First Nations Australians have long selected and prepared foods for healthy eating, for example based on their nutritional value, availability, spoilage, preparation and processing requirements

using the Australian Dietary Guidelines to determine the recommended number of serves for an individual, for example describing and planning a healthy meal or lunchbox for a particular individual with recommended serving sizes to inform choices and then explaining the characteristics of the selected foods

singing songs that are used for celebrations, such as school songs, anthems, sports teams’ songs, birthday songs and songs that help teach content or concepts from other learning areas, such as health messages

acting out familiar scenarios related to food (e.g. grocery shopping, gardening, preparing dinner)

exploring a variety of tastes and how they may influence the selection or preparation of food, for example the sour, salty, sweet, spicy and umami flavours of many foods from countries across Asia

developing strategies to communicate healthy choices based on the Australian Dietary Guidelines, for example designing a website with food preparation tips for healthy eating for pre-teens

developing strategies to communicate healthy choices based on the Australian Dietary Guidelines, for example designing a website with food preparation tips for healthy eating for pre-teens

exploring the food service options of a local restaurant, café, fast food or takeaway establishment and identifying the food preparation skills needed to prepare food for healthy eating

surveying people in the school community about their needs in order to design an appropriate product, service or environment that addresses the need, for example planning the requirements for a community meal, creating more shade in the school by determining where trees could be planted or designing a security system for the community garden

investigating designed solutions from around the world to make suitable, quality decisions that meet needs or opportunities, for example locating information online about small-space gardening ideas from different countries and judging their suitability for the local environment

generating a range of design ideas for products, services or environments using prior knowledge, skills and research, for example a security system for a community garden, a product made from a repurposed item of clothing, a permaculture vegetable patch or a healthy meal for a family picnic

representing and communicating design ideas for a school garden or tuckshop menu plan using modelling and drawing standards including the use of digital tools, for example including scale, symbols and codes in plans and diagrams; using pictorial maps and aerial views; and using digital mapping applications or infographics to present research and ideas to others

choosing appropriate materials, tools, equipment and techniques for a specific purpose, for example when safely and hygienically preparing food or cultivating garden beds

identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods, being aware of food allergies

deciding on design criteria collaboratively for a designed solution, for example including an environmental sustainability criterion such as product should be recyclable

reflecting on designed solutions to evaluate and assess suitability and sustainability and determine how well they meet design criteria, and considering how these aspects could be handled in future events

planning production steps needed to produce a product, service or environment using digital tools, for example making a flowchart or using a digital planner to record the sequence of tasks and deadlines needed to complete a project

identifying the human resources, materials, tools and equipment that will be needed to make the designed solution as part of the project plan and specifying when these will be needed, for example access to a gardening expert at the planning stage and scheduling access to shared tools when building a garden for the school community

discussing possible design criteria based on a stimulus, for example the cost, sustainability and health benefits of a school garden, tuck shop menu review, catering for a school event

using provided stimulus to identify an issue and writing a user story in groups, for example using a newspaper article to develop a user story, such as: families are feeling the rising costs of food and need cost effective ways to acquire and prepare nutritious meals

designing a user interface on paper or using digital tools, for example drawing the designed layout of the landing page of an app to order lunches from the school canteen

designing a user interface to address an identified need, for example including customisable font size and colour contrast to help users who are visually impaired

ideating a range of possible design ideas, discussing them and judging them against the design criteria and user stories, for example using the design criteria to put design ideas in order of preference in a group discussion

suggesting modifications to the preferred design idea if it does not satisfy all design criteria and user stories, for example modifying a game or game controller so that it can be used by a wider range of players

recognising how feelings and preferences (related to eating) might be communicated in speech and gesture

explore the language used in a story book related to trying food (e.g. ‘I will not ever NEVER eat a tomato’, by Lauren Child)

evaluating the effectiveness of their own solutions to address the identified problem from the user stories, for example checking if the interactive game educates users about the issues identified

reflecting on the many systems that are used in the wider community to address a range of problems, for example timetables farmers follow to ensure crops are planted, tended and harvested and the labelling and tracking systems used in food production to ensure every ingredient is traceable

examining the substances produced in cooking and comparing them with the original substances

explore how cooking uses reversible and irreversible changes

investigating how people use knowledge of conditions that reduce mould or bacterial growth when considering food packaging and storage

investigate how people identify issues related to food production. For example, farmers may use soil testing and crop rotation techniques to determine the best methods for growing healthy crops. Communities analyse local climate data to choose the most suitable crops for their region, and urban planners use scientific insights to develop sustainable agriculture initiatives like vertical farming

discussing and refining questions to enable scientific investigation related to the physical conditions of edible plants

making reasoned predictions about the physical conditions that will result in the largest mould colonies growing on bread

planning which variable is being tested and which one is being measured when growing an edible plant. Identifying the variable to change (such as soil or fertiliser type) and the outcome you're measuring (like plant growth or yield). Keeping other variables the same, such as water levels, light exposure, and temperature to ensure accurate results

consulting with First Nations Australians land councils in seeking permissions to conduct scientific investigations on traditional Lands and seeking guidance regarding culturally sensitive locations during field work

using line graphs to show changes in growth over time under different physical conditions

organising information in graphic organisers to describe patterns and trends related to growing plants

working collaboratively to identify the strengths and weaknesses of their own and others’ investigations including where testing was not fair and practices could be improved

comparing how ingredients change states during the cooking process. For example, comparing data collected by different groups about how eggs change when boiled, fried and scrambled. Investigating these findings to find similarities such as temperature effects on texture, appearance and taste.

constructing a scientific report to share findings, such as how plants responded to changes in physical conditions such as temperature or salinity, and using appropriate vocabulary, data representations, units and sentence structures

constructing a poster or slideshow comparing food related examples of reversible and irreversible change

calculating the addition or subtraction of fractions in the context of realistic problems; for example, using part cups or spoons in a recipe; using the understanding of equivalent fractions

making a fruit salad that combines different unit fractions of ingredients. For example a 1/3 cup of strawberries, ¼ cup of blueberries and ½ cup of watermelon

explaining how 1/3 of a quantity can be achieved by dividing by 3, and how knowledge of 1/3 of a quantity can be used to find 2/3 or 4/3 of the same quantity using situations involving money, length, duration, mass or capacity

representing a catering situation with a mathematical expression; for example, numbers and symbols such as ¼ x 24 that involve increasing a recipe for a certain number of people; using mental strategies or a calculator and explaining the result in terms of the situation in question

identifying learning area–specific words when learning new topics or engaging in imaginative play; for example, role-playing a shopkeeper and a customer

cooking together and identifying the activity specific vocabulary

investigating estimation strategies to make decisions about steam cooking in ground ovens by First Nations Australians, including catering for different numbers of people and resources needed for cooking

choosing appropriate estimation strategies including rounding to the nearest whole number, knowledge of multiples of 2, 5 or 10 and partitioning numbers in contexts such as measuring or cost per unit

modelling and solving the problem of creating a budget for a class farm excursion or proposed tuck shop menu, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals

modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation; for example, purchasing ingredients for a recipe and baking compared to purchasing pre-baked

identifying and using the correct operations when converting between units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres

using food to model amounts so that students can recognise the significance of the prefixes in units of measurement

selecting and using appropriate peripherals; for example, using a scientific probe to collect data about changing soil moisture for plants, interpreting the data and sharing the results as a digital chart

using a spreadsheet to record and analyse data related to purchasing ingredients for baking, recognising the difference between cell formats in spreadsheets; for example, changing the default general format to numerical, text or date as needed

comparing the daily lives of people in other countries, in terms of food, clothing, personal and household goods, housing and education, and differences between the wealthy and poor in a country

researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics, and then comparing aspects of selected cultures

researching connections between Australia and countries in the Asia and Pacific regions in terms of migration, trade, tourism, food, aid education, defence or cultural influences, and explaining the effects of at least one of these connections on their own place and another place in Australia

exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific regions or elsewhere in the world and analysing its effects on places in that country

considering if their actions affect the environment; for example, “Does choosing local products rather than imports affect the environment?”

identifying foods they have purchased, and categorising and explaining factors that influence consumer purchasing decisions, including personal preferences, social trends, economic factors such as budgets, psychological factors such as advertising and peer pressure, and cultural, environmental, legal and ethical factors

mind-mapping a concept to create research questions that reveal connections between economic, political, and/or environmental systems; for example, “How do the purchases my family makes influence the environment?”, “How do laws aim to ensure sustainable use of resources in the products we use?”, “What actions can consumers take to ensure their purchases protect the environment?”

developing different types of research questions with a focus on food systems, such as probing questions to seek details about supply chain logistics, open-ended questions to elicit more ideas on sustainable agriculture practices, practical questions to guide the application of innovative food distribution methods, and ethical questions regarding the impact of food production on local communities and cultural tradition

using graphic organisers, maps and concept maps to identify patterns, such as settlement in regional agricultural areas, trends and cause–effect relationships and the effects of consumer decisions on the individual, the broader community and on environmental sustainability

identifying possible social, cultural, economic, and environmental effects of consumer or financial choices related to food sustainability and developing strategies to minimise negative impacts

determining a preferred option for action by identifying the advantages and disadvantages of different proposals, surveying people’s views and opinions, analysing the data, and debating and voting on alternatives

identifying possible social, cultural, economic, and environmental effects of consumer or financial choices related to food sustainability and developing strategies to minimise negative impacts

identifying some features of culture that are revealed by characters and events in stories; for example, dress, food and daily routines

identifying similarities and differences in how food is portrayed in texts about multicultural Australia

experiencing how First Nations Australians’ telling of ways stories and ideas communicate connection to and responsibility for Country/Place; for example, exploring how dance communicates knowledge about weather events or knowledge of sustainable practices for caring for land, sea, sky and waterway

exploring how dances that tell stories maintain culture; for example, narrative dances that communicate knowledge about sustainable approaches to locating and gathering food or stories about how places got their names

working collaboratively to devise drama for a school ritual, gathering (such as an assembly) or ceremony; for example, drama that explores a school motto, a health message or a campaign such as “no-packaging lunch”

devising drama based on research or knowledge about a project happening in their school/local community to encourage cultural awareness or to present different perspectives in a debate, such as a debate about a food related environmental issue

creating artworks inspired by food experiences, students experiment, plan, and use visual art techniques and materials to effectively convey their ideas and intentions

applying knowledge of visual arts techniques and materials, students create artworks that convey aesthetic intent, focusing on food themes. For example, they might use various joining methods to sculpt food-inspired forms from cardboard and textiles or design biodegradable sculptures using natural materials that represent adaptations of edible plants

observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams and the flow of images in picture books

explaining how the ‘Australian guide to healthy eating’ uses images, colour and text to contribute to meaning

identifying differences in the use of narrator, narrative structure and voice, and language and visual features, between texts and determining how these influence readers or viewers

exploring texts on a similar topic related to food and nutrition by authors with very different styles; for example, comparing cookbooks that focus on healthy eating with those that celebrate cultural food, or contrasting scientific articles on nutrition with personal essays about food experiences

comparing the structure and language features of text related to gardening, including print and digital sources and evaluating which features best aid navigation and clear communication about the topic

comparing the structure and language features of cooking related websites and books. Evaluating which features best aid navigation and clear communication about cooking techniques and culinary information

examining how family, friends, media and public identities may influence the way people act and the choices they make in relation to their health

analysing nutritional information of different foods and developing strategies to communicate healthier choices to their family

investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health

examining sustainable food practices to measure the quality of food available in the school canteen or local area

identifying and selecting texts for information purposes and commenting on how the text might help with a task (text related to growing food, recipes and informative text related to food)

identifying characteristics of imaginative texts related to food and comparing with an informative book

identifying symbols on food packages that indicate healthier choices

identifying different types of advertising that influence choices about food