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TKI Home Economics Assessment Resources

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For Excellence, the student needs to demonstrate comprehensive knowledge of an individual’s nutritional needs.

This involves justifying why the chosen food, liquid, and preparation practices (actions) meet the nutritional needs of an individual, e.g. linking food and liquid choices to nutrients, their function and their relevance to the individual.

The student justifies most of the chosen food and liquid choices (1), linked to the function of the nutrients and the individual’s (Ariana’s) nutritional needs (2) (3) (5) (6) (8) (9). Reasons for most of the other choices are linked to the function of nutrients (4) (7).

For a more secure Excellence, the student would need to justify more of the food and liquid choices, by including health enhancing functions or reasons linked to Ariana’s nutritional needs, e.g. the inclusion of some lipids and simple carbohydrates.

For Merit, the student needs to demonstrate in-depth understanding of an individual’s nutritional needs.

This involves explaining how and why the chosen food and liquid meets the nutritional needs of an individual, e.g. linking the reasons to a food classification model.

The student justifies some of the chosen food and liquid choices (1) linked to function of the nutrients and the individual’s (James’s) energy and growth needs (2) (5) (8). Reasons for most other choices are linked to the function of nutrients (3) (4) (6) (7) (9).

To reach Excellence, the student would need to justify more of the food and liquid choices, with functions related to the nutritional needs of James.

For Merit, the student needs to demonstrate in-depth understanding of an individual’s nutritional needs.

This involves explaining how and why the chosen food and liquid meets the nutritional needs of an individual, e.g. linking reasons to a food classification model.

The student briefly explains how and why most of the chosen food and liquid choices (1) are included linked to the function of nutrients (4) (5) (6) (7) (8) (10). The reasons for ‘Eat enough for activity’ and snack choices are briefly related to the individual’s (Ariana’s) nutritional needs (3) (9).

For a more secure Merit, the student would need to:

• include more specific detail in the reasons, linked to the function of nutrients and/or Ariana’s nutritional needs
• plan some lean red meat instead of the bacon (with more iron and less salt) (2) to better meet Ariana’s nutritional needs, and to enable reasoning to be provided linking nutrient functions to Ariana’s nutritional needs.

For Achieved, the student needs to demonstrate knowledge of an individual’s nutritional needs.

This involves planning, preparing and serving food and liquid that meets the nutritional requirements of an individual.

The student briefly explains how and why some of the food and liquid choices are included, linked to the individual’s (Ariana’s) nutritional needs and nutrient functions (4) (5) (6) (7) (8).

The student plans food and liquids following the recommendations of the Food and Nutrition Guidelines for young people (food classification model). Wholegrain bread products and a good variety of fruit and vegetables are planned, to meet Ariana’s moderate energy and growth needs (1).

While some of the foods in the plan are not listed as low fat/lean, the explanation under ‘foods low in fat, salt or sugar’ indicates that low fat choices would be selected for some of these foods (8).

To reach Merit, the student would need to:

• explain more functions for the planned food and liquid choices, or reasons linked to the Ariana’s nutritional needs
• plan some different foods and liquids to better meet Ariana’s nutritional needs, and to enable reasoning to be provided linking nutrient functions to Ariana’s nutritional needs, e.g. include some lean red meat (2) and diluted juice to ensure a lower sugar intake (3).

For Achieved, the student needs to demonstrate knowledge of an individual’s nutritional needs.

This involves planning, preparing and serving food and liquid that meets the nutritional requirements of an individual.

The student plans food and liquids following the recommendations of the Food and Nutrition Guidelines for young people (food classification model). Some consideration is given to the individual’s (James’s) higher energy needs, by including wholegrain breads and cereals, along with one serving of high starchy vegetables to provide some ongoing energy throughout the day (1). One extra serving of breads and cereals and liquid is planned to cater for James’s active lifestyle (2).

Serving amounts (portions) are included for most foods and liquids, to indicate understanding of serving sizes.

For a more secure Achieved, the student would need to:

• plan more food and liquid to meet the high energy and growth needs of James
• include low fat milk products (3), along with some spread or filling for the bread roll (4)
• include more evidence of the quantities or volumes (g, mL, c) that make up each serving, to show more understanding of how to meet James’s nutritional needs.

For Achieved, the student needs to demonstrate knowledge of an individual’s nutritional needs.

This involves planning, preparing and serving food and liquid that meets the nutritional requirements of an individual.

The student plans food and liquids following some of the recommendations of the Food and Nutrition Guidelines for young people (food classification model) (1).

Serving amounts (portions) are included for some foods and liquids (2).

To reach Achieved, the student would need to:

• adjust the number of servings of the foods supplying energy and liquid intake, to meet the high energy and growth needs of the individual (James) (1)
• include more evidence of the quantities or volumes (g, mL, c) that make up each serving, to show understanding of how to meet James’s nutritional needs
• include some low fat milk products or lean meat choices (3)
• include more suitable food and liquid choices. Diet coke is included and although it is low in sugar, caffeine is not recommended for very active young people (4).