Healthy food and drink choices in schools

Healthy food and drink choices in schools
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Australian Better Health Initiative: A joint Australian, State and Territory initiative. Acknowledgement NSW Health
Tips for making healthy food and


drink choices – Teachers
4 asking students to set goals to achieve a
Teachers can be good role models for students by eating
healthy diet or healthy lifestyle
healthy foods and drinking water. The Department of
4 daily fruit and water breaks
Education and Training’s Healthy Food and Drink policy
4 trying new foods in the classroom
applies to all activities undertaken by teachers. No ‘red’
4 having a classroom lunch where students plan
food or drinks should be provided as classroom rewards
a menu based on healthy food and drink choices
or during cooking activities. Where student engagement
with ‘red’ foods is essential in Home Economics classes,
4 linking with the canteen to conduct a ‘design
consideration should be given to the connection with
a sandwich or salad day’
other learning outcomes of the Curriculum Framework
4 in-class food awareness activities ie, growing
and the importance of students’ learning to make healthy
tomatoes or alfalfa as part of a science project,
food choices.
food processing activities ie, bottling and drying.
Teachers are encouraged to take every opportunity
to discuss with students the importance of healthy
‘Red’ foods and the curriculum – home
food and drink choices and being active. Teachers can
economics and vocational courses
engage students in curriculum activities that promote
‘Red’ foods should only be included as part of the
the Australian Guide to Healthy Eating (AGHE).
curriculum in line with the AGHE, that is, on limited
occasions and in small amounts across the course of
Classroom activities that support healthy food and
study. Including the preparation and presentation of
drink choices may include:
‘red’ foods can indirectly promote consumption of
4 keeping a food diary over the period of a week
these foods and should be avoided where possible.
4
This means:
identifying problems and dif?culties with bringing
healthy lunches to school ie, keeping foods hot or cold
4 In any food preparation activity, all categories of food
4
such as appetisers, main course and dessert should
identifying ideas to overcome the barriers to
re?ect a focus on healthy foods recognising that, for
healthy lunches
students to prepare and serve a range of foods and use
4 designing a lunchbox ie, battery or solar powered
a range of techniques, they may on limited occasions
4 student assessments of their own lunch.
be preparing and serving ‘red’ foods and/or preparing
Please note it is important not to criticise the
foods in such a way that renders them ‘red’ foods.
contents of students’ lunches
4 discussing healthy lunchbox combinations
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Healthy food and drink choices in schools
Tips for making healthy food and drink choices – Teachers
4 Making and tasting small quantities of ‘red’ foods can
Changing the practice of using food to reward good
increase students’ understanding of the properties of
behaviour (especially confectionary) can initially be
food and the related food science. This understanding
challenging. However, the move towards other
should only be used to justify small amounts of ‘red’
non-food rewards can prove a worthwhile one,
foods being eaten.
especially when students are involved in the process
4
of choosing alternatives.
In instances where it is necessary for students to
engage in comparative food studies that involve ‘red’
Praise and positive reinforcement are the preferred
foods, and there is a need to taste these foods, then
methods in encouraging students to keep up their good
it should be in small taste testing experiences. The
work; however, some of the following non-food rewards
focus of the curriculum is for students to develop an
are also popular in schools:
understanding of the reasons for national differences
4 Correspondence with parents/carers
in food behaviours including food availability, social,
economic, cultural, environmental, political and
4 Stickers
technological factors.
4 Certi?cates
4 Food is often used to re?ect a particular cultural context
4 Pencils, pens, erasers
such as Oktoberfest or Bastille Day. It is acknowledged
4 Stencils, stamps
that some of these foods may be ‘red’ foods, however
4
these occasions should be limited and ‘red’ foods
Ribbons or hair accessories
should be kept to small amounts.
4 Computer time
4 Food preparation techniques such as deep frying and
4 Time to listen to music
pastry making are essential competencies of the
4 Going to library to select a book
vocational curriculum. These techniques should only
4 Playing a game or puzzle
be practised until the required level of competency
has been achieved.
4 Yo-yos
4 In meal preparation activities where a variety of
4 Temporary tattoos
techniques are necessary, those that are associated
4 Hula hoop
with ‘red’ foods, such as deep frying, should be
4 Water bottles
balanced by a focus on techniques that encourage
the use of ‘green’ and ‘amber’ foods.
4 Balls
4 Skipping rope
Ideas for non-food rewards for students
4 Discount vouchers (e.g. for surf shop, AFL shop,
Food preferences become established following our
music shop, ten pin bowling, movies, or skating)
experiences with food and eating. Children are exposed
4 Raf?e tickets
to many different messages regarding food from a very
early age. Schools should provide an environment where
For more information
positive messages regarding nutritional standards are
• On lunch box food, visit the Meerilinga Lunch Box World
modelled and reinforced through the curriculum and
website meerilinga.org.au
food services.
• Nutrition Australia website nutritionaustralia.org
Using food and drinks of poor nutritional value as a reward
or phone 6304 5714
for students can contradict the messages promoted in
• Healthy Food and Drink policy, det.wa.edu.au/
the school curriculum. Utilising such foods may reinforce
healthyfoodanddrink
students’ food preferences and prove counterproductive
to learning programs that promote healthy eating.
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