We should aim to have a variety of meat and non-meat options from this food group. Additional messages Enjoy herbs and spices Herbs and spices provide a wonderful range of flavours and aromas to our food. The fruit food group is sometimes combined with the vegetable food group. Bodybuilding supplements Meal replacement Therapeutic food. The meat group is one of the major compacted food groups in the food guide pyramid. Retrieved 2 June After School Programs Ways to keep students engaged when class is out for the day.
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These protein-rich foods also have other vitamins and minerals like iron and omega-3 fatty acids, which are particularly important during adolescence:. Teenagers who choose vegetarian diets need to work a bit harder to get nutrients like omega-3 fatty acids, iron and vitamin B12, which they would otherwise get in protein-rich foods like meat.
If your child is a vegetarian, also encourage him to eat foods high in vitamin C — for example, red capsicum and oranges. This will help him absorb iron better. Your child can get vitamin B12 from eggs and milk if she eats a vegetarian diet that includes these animal products. Fortified breakfast cereals can be a great source of vitamin B12 if your child avoids all animal products.
If your child is thinking about trying a vegetarian diet, it might be a good idea for him to speak with his GP or a dietitian. These health professionals can help him make sure his diet is well balanced and gives him all the nutrients he needs. Water is the healthiest drink for your child. Most tap water is fortified with fluoride for strong teeth too. Milk is also a good drink option for teenagers. Sweet drinks are high in sugar and low in nutrients. These drinks fill your child up and can make her less hungry for healthy meals.
Caffeine is also a stimulant, which means it gives children artificial energy. These foods and drinks include coffee, tea, energy drinks and chocolate. These include fast food and junk food like hot chips, potato chips, dim sims, pies, burgers and takeaway pizza. They also include cakes, chocolate, lollies, biscuits, doughnuts and pastries.
These foods are high in salt, saturated fat and sugar, and low in fibre and nutrients. Sliced fruit or yoghurt is the healthiest option. If you want to serve something special, try homemade banana bread.
This is called the time limit. To be eligible beyond the time limit, an ABAWD must work at least 80 hours per month, participate in qualifying education and training activities at least 80 hours per month, or comply with a workfare program. For workfare, the amount of time worked depends on the amount of benefits received each month.
The time limit does not apply to people who are unable to work due to physical or mental health reasons, pregnant, care for a child or incapacitated family member, or are exempt from the general work requirements. It has been part of the law since Under the law, States can request to temporarily waive the ABAWD time limit when unemployment is high or when there are not enough jobs available.
Due to the economic downturn, many States qualified for and chose to waive time limits in all or part of the State. Some parts of the country still have waivers in place. But, as the economy continues to improve, many places no longer qualify for time limit waivers, unless they have high unemployment or not enough jobs available.
The school community has been consulted regarding our new policy. The cafeteria change has been a huge success not only for the healthy food content but it has also been economically sustainable. This may give other schools the confidence to go for this alternative. Talk to parents about what your service or school is doing to establish or build on a healthy eating environment. Involve parents in healthy eating activities, for example, by providing healthy refreshments at events to which parents have been invited.
The Food Hygiene Regulations currently apply to the majority of premises that sell food throughout New Zealand. The regulations are enforced by local authorities and require the registration of those premises.
In the regulations, there are exceptions to the requirement to register for premises that do not sell food to the general public, such as schools, hospitals, work cafeterias, and similar operations. They MUST, however, still comply with the other food hygiene and safety requirements specified in the regulations. Local authority environmental health officers may inspect these premises for compliance with the regulations and may charge an inspection fee.
The regulations also allow early childhood education services and schools, on their premises, to carry out occasional fund-raising activities that involve food, and they allow charitable institutions to raise money in public through the sale of food.
Early childhood education services and schools preparing and selling food must take responsibility for producing safe and suitable food on their premises, whether they employ a chef and kitchen staff, rely on volunteers from their community, or bring in a commercial food operation.
Food is often prepared in early childhood education services or primary schools without appropriate kitchen facilities. Each early childhood education service and school has to decide whether they can prepare food and, if so, where it will be done. Identifying where problems might lie, determining the precautions to be taken to ensure safety and hygiene, providing the necessary facilities, equipment, and training that will enable safe practices, and establishing clear staff responsibilities will contribute to the successful provision of food in the learning environment.
Ministry of Health resources for food and nutrition, including family food and guidelines for different age groups at http: Ministry of Health District Health Boards Public Health websites for health promotion assistance and information.
Addresses available on the Ministry of Health website at www. Ministry of Education The Curriculum in Action series. A resource developed for secondary schools using the Foodworks TM nutrition database — designed to encourage students to make healthy food choices.
Students can use information technology to make accurate in-depth analyses of the foods they eat, the recipes they use, and the foods they purchase. Horticulture New Zealand at www. NZ Beef and Lamb at www. Information and resources at www. Lunch ideas for a week at www. Background food safety information for students at www.
Lang, Tim and Heasman, Michael Nutrition Australia — Provides the latest on nutrition research, current food and health trends at www. Slow Food — a non-profit, eco-gastronomic, member-supported organisation that was founded in to counteract fast food and fast life, and the disappearance of local food traditions. Preschool Education — a US site that includes nutrition and resource ideas for pre-school educators, at www.
Agencies for Nutrition Action — a website created as a tool for people who work in the promotion of nutrition and physical activity in New Zealand at https: Ministry of Health, November at www.
Ministry of Education at http: To order these Ministry resources, email orders thechair. Technology in the New Zealand Curriculum. Ministry of Education a. Ministry of Education c. Healthy People Eat Healthy Food: Hauora i roti te Marautanga o Aotearoa. Ministry of Education b. Pathways to the Future: Best Evidence Synthesis Report. Making a Bigger Difference for All Students: Medium Term Strategy, Ministry of Education. The New Zealand Curriculum: Draft for Consultation Food and Nutrition Guidelines for Healthy Adolescents: Key Results of the National Nutritional Survey.
National Heart Foundation Food Choices the IT Way. Xyris Software Australia Pty Ltd. Journal of the Home Economics Institute of Australia , vol. Social and Ethical Issues in Sexuality Education: Christchurch College of Education. Agencies for Nutrition Action. The Ministry of Education would like to thank all those who contributed to the development of these guidelines, particularly the principal writer, Primrose Appleby. Thanks also to the early childhood education services and schools where the photographs in this book were taken:.
For giving us permission to quote or adapt their material, thanks to Gillian Tasker and Malcolm Riley. The photographs and food styling are by Adrian Heke and Nicola Edmonds except for the photograph at the lower right on page 5 which is from the Background and Objects image disc PhotoDisc series, volume 8.
Revised version online only published All text and photographs copyright c Crown , except for the quotation in Why a supportive food environment is important , which is copyright c Malcolm Riley, Enquiries should be made to the publisher. Te Kete Ipurangi Navigation: Search all of TKI. Unpack the following points with students to co-construct success criteria: There are external factors that affect physical performance. Personal and collective action can bring about changes.
The students will use a range of interpersonal skills and processes that support appropriate choices. Personal Health and Physical Development: Personal Growth and Development. Students will ask questions about how food and beverage choices affect their health, growth, and development.
The students identify how the choices they make about eating vegetables can influence their well-being and explain what affects their choices. Does our class eat enough vegetables? Make a class collage of vegetables liked. Record vegetables eaten by the class in one day. Analyse results on a bar graph. Does the class on average eat at least three servings of vegetables a day? Students will clearly express their own ideas, needs, wants, and feelings about the help needed to support their personal vegetable goal and listen to those of other people.
Class brainstorm — how could they try to eat more vegetables or try new vegetables, and what support and help would be needed to do this? The students describe the support they need and support others to reach their personal vegetable goal. Healthy Communities and Environments: Rights, Responsibilities, and Laws and People and the Environment.
Students will take individual and collective action to contribute to an eating environment that encourages them to eat and enjoy vegetables.
Students share vegetable preparation tasks and eat lunch in a supportive environment. Students will explore how sharing attitudes, values, and actions when preparing food together contributes to an environment that promotes and supports healthy food and beverage choices.
Reflect on the outcome s. The students describe how working together and sharing through the context of food helps them to try and enjoy vegetables. Students will identify food-related factors that affect their well-being. Students analysed the survey results, finding that a number of students in their year 10 home economics class: Students will investigate and describe how choices about food can contribute to their own well-being and that of others.
Students will develop effective self-management strategies for making food choices. In groups, students discussed: Students identified changes that could be made and the skills needed to make changes. Students will investigate social influences on food choices.
Develop understanding, analyse the issue, and evaluate their ideas.