It is important that the basic skills are taught and students are given the opportunity to practice and apply these skills in a food and nutrition context before they are transferred and applied in a technological context. The following points explore content and teaching processes, for home economics teachers, to meet the intent of both the health and physical education, and technology curriculum documents. Teacher may provide students with a brief based on every day experiences, including opportunities to critically analyze market forces. Students work on individual briefs of common problems recognizing the 'bigger picture' issues in NZ society and advocate for change if necessary. Students often determine the food requirements relevant to their own situations and based around an action plan model.
Teacher has the necessary expertise, with support from outside the school where necessary.
Practical experiences should reinforce health enhancing food related decisions. A focus on both intellectual and practical skills. Classroom activity mostly student-centred. Product produced shows self management skills, budgetary skills and healthy food choices. Assessment based on the achievement objectives of the Health and Physical Education curriculum and the Key Area of Learning Food and Nutrition.