Food and wellbeing connections provide students with the opportunity to identify the interconnectedness between technologies and Identity, People, Culture and Country/Place. Students may explore personal, community and group identities and so build understanding of the differences and commonalities in systems of knowledge and beliefs about food, family and wellbeing. They may explore the importance of family and kinship structures for maintaining and promoting health and wellbeing within their community and the wider community, and explore how personal, social, economic and cultural influences on food choices and eating habits have changed over time and place.
Food and wellbeing connections provide students with the opportunity to explore traditional, contemporary and emerging technological achievements in the countries of the Asia region. Students may investigate the contributions that Australia has made and is making to create products and services that meet a range of needs in the Asia region, and can examine the contributions that peoples of the Asia region have made and continue to make to global technological advances. They may also investigate variations in food labelling and packaging. Students may examine the meaning of health and the mind-body-spirit connection across the cultures of the Asia region through wellness practices.
Food and wellbeing connections provide the opportunity to address aspects of the Sustainability cross-curriculum priority. Students may develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Across the Australian Curriculum, content descriptions and elaborations tagged with the sustainability symbol illustrate how content might be taught in relation to the Sustainability cross-curriculum priority. For example, students may consider components of human systems and appreciate their interdependence and consider sustainable futures. They design and take action that recognises projected future economic, social and environmental impacts. Relationships including cycles and cause and effect are explored, and students develop observation and analysis skills to examine these relationships in the world around them.
Food and wellbeing connections support the development of students’ world views, particularly in relation to judgements about past social and economic systems and the role food has played in these. Students may have opportunities to analyse food advertising, practise sustainable food choices and become informed consumers, and act in enterprising and innovative ways. Students explore contemporary issues of sustainability in relation to food, family and home and develop action plans and possible solutions to local, national and global issues which have social, economic and environmental perspectives.
Food and wellbeing connections allow consideration of preferred futures. When students identify and critique a problem, need or opportunity; generate ideas and concepts; and create solutions, they give prime consideration to sustainability by anticipating and balancing economic, environmental and social impacts. Students may explore their own and competing viewpoints, values and interests and reflect on past and current practices, and assess new and emerging technologies from a sustainability perspective.
Students may explore how they connect and interact with natural, managed and built environments, and with people in different social groups within their social networks and wider communities. They consider how these connections and interactions within systems play an important role in promoting, supporting and sustaining the wellbeing of individuals and the community, now and into the future.