Online & In-Person Courses

Table of Contents

- Your wellbeing and good health

- Before we start, you need to know about molecules

- The importance of eating good food containing healthy molecules

- Good food comes from healthy seas, soils and rainfall

- 5 important foods for a healthy diet

- The difference between carbohydrates

- So, what is protein?

- We now need to ask, what are the benefits of eating green foods?

- Going back to the food you eat

- The journey of the egg sandwich

- Your Food Intelligence Certificate

Short Overview

OBJECTIVE AND OUTCOME FOR THE CHILD

OBJECTIVE

By the end of this short course, the child will understand how to identify healthy food, which good food gives them energy, and which food to avoid. They will also understand the benefits of eating complex carbohydrate and the difference in eating empty carbohydrates.

OUTCOME

They will be able to make beneficial, good food choices that help their body to grow; they will have good energy to learn their lessons, play and have fun.

Long Overview

FOR TEACHERS AND EDUCATORS

The Australian Curriculum addresses learning about food and wellbeing in two ways:

• in content descriptions as in Health and Physical Education (HPE),

• Science and Technologies, noting that in HPE there is a food and nutrition focus area and in Design and Technologies there is a technologies context (food specialisations)

The scope of learning in food and wellbeing reflects relevant content from across the Australian Curriculum. The Australian Curriculum Connection: Food and wellbeing provides a framework for all young Australians to understand and value the importance of good nutrition for health and wellbeing both across learning areas and specifically within the Technologies. Within the learning area as in the technology’s context in the core learning across Foundation to Year 8 and as additional learning opportunities offered by states and territories in Years 9–10. The food and wellbeing connection is presented in bands of schooling. In Foundation – Year 6, the connection is described as nutrition, health, and wellbeing. In Years 7–10, it is described as home economics.

Rationale

There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes. Students need to understand the importance of a variety of foods, sound nutrition principles and food preparation skills 33 33 when making food decisions to help better prepare them for their future lives. Students should progressively develop knowledge and understanding about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner. The Design and Technologies food specialisations technologies context includes the application of nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics and properties of food-to-food selection and preparation, and contemporary technology-related food issues. When connecting the curriculum to plan a program of teaching and learning for nutrition, health, and wellbeing (F–6) or home economics (7– 10), teachers draw on content from across the Australian Curriculum, in particular Health and Physical Education, and Design and Technologies.

Safety Consideration

In implementing projects with a focus on food, care must be taken, regarding food safety, and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed. When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on safety. For further information about relevant guidelines, contact your state or territory curriculum authority.

Dimensions

To maximise the effectiveness of any nutrition, health and wellbeing or home economics program delivered in schools, learning should be sequential. The dimensions of this learning are:

• individuals, families, and communities and

• nutrition and food specialisations.

Table of Contents

- Looking at the food you eat

- The journey of the molecule

- Palm oil ➢ The state of the arteries

- The devil of sugar

- Defining carbohydrates

- Understanding sweeteners

- Brain hunger

- Symbiotic relationships

- The magical story of the key and the lock

- Green and leaf vegetables

- Food additives

- The story of caffeine

- Your immune system

- The paradox of the situation – palm oil

- Marketing

- For teachers and programme providers

Short Overview

OBJECTIVE AND OUTCOME FOR THE YOUNG ADULT

OBJECTIVE

By the end of this short course, you will understand how to identify the role the molecule plays in the food you eat, how processed sugar and trans-fat can add to ill health, and how food additives are now put into more than 10,000 bought foods worldwide and their negative effects on global, human health.

OUTCOME

You will be able to make beneficial, good food choices that help your body to grow, stay healthy, and can work towards your goals in learning and education; you will think before you take the first bite and will have the knowledge to make other healthy food choices.

Long Overview

FOR TEACHERS AND EDUCATORS

The Australian Curriculum addresses learning about food and wellbeing in two ways:

• in content descriptions as in Health and Physical Education (HPE),

• Science and Technologies, noting that in HPE there is a food and nutrition focus area and in Design and Technologies there is a technologies context (food specialisations)

The scope of learning in food and wellbeing reflects relevant content from across the Australian Curriculum. The Australian Curriculum Connection: Food and wellbeing provides a framework for all young Australians to understand and value the importance of good nutrition for health and wellbeing both across learning areas and specifically within the Technologies. Within the learning area as in the technology’s context in the core learning across Foundation to Year 8 and as additional learning opportunities offered by states and territories in Years 9–10. The food and wellbeing connection is presented in bands of schooling. In Foundation – Year 6, the connection is described as nutrition, health, and wellbeing. In Years 7–10, it is described as home economics.

Rationale

There are increasing community concerns about food issues, including the nutritional quality of food and the environmental impact of food manufacturing processes. Students need to understand the importance of a variety of foods, sound nutrition principles and food preparation skills 33 33 when making food decisions to help better prepare them for their future lives. Students should progressively develop knowledge and understanding about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner. The Design and Technologies food specialisations technologies context includes the application of nutrition principles (as described in Health and Physical Education) and knowledge about the characteristics and properties of food-to-food selection and preparation, and contemporary technology-related food issues. When connecting the curriculum to plan a program of teaching and learning for nutrition, health, and wellbeing (F–6) or home economics (7– 10), teachers draw on content from across the Australian Curriculum, in particular Health and Physical Education, and Design and Technologies.

Safety Consideration

In implementing projects with a focus on food, care must be taken, regarding food safety, and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed. When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on safety. For further information about relevant guidelines, contact your state or territory curriculum authority.

Dimensions

To maximise the effectiveness of any nutrition, health and wellbeing or home economics program delivered in schools, learning should be sequential. The dimensions of this learning are:

• individuals, families, and communities and

• nutrition and food specialisations.

Workshop:
Introducing a new approach to managing and working with stress. By identifying your emotional intelligence and the role it plays in your life, you are better equipped to cope with emotional situations. Did you know there are 6 different types of stress many of us experience each day? We need to know the stress or stressors that make us feel overwhelmed, happy, sad and or motivated. This workshop is designed to give you extra mind tools to manage many of life’s different and sometimes difficult situations. The workshop has several discussion points with a power point presentation. Also identified is the ‘stress monitor’ which shows the delegate the stress of their own situation. Each delegate is given a copy of the bestselling book: How To Reduce Stress; this book supports the workshop. The book has a range of case studies.

The workshop runs for 4.5 hours with a 1 hour discussion.
Duration: 5.5 hours.

Lecture:
Many people experience daily stress; it helps when we, individually, can identify the stress we are experiencing, which in turn, allows us to manage the situation. Unmanaged stress wears down the body’s natural ability to cope with different situations; it also wears down the immune system allowing the body to come under attack from viruses and illness.

The lecture runs for 2 hours with a 30 minute discussion.
Duration 2.5 hours.

Seminar:
Unmanaged stress is responsible for many health conditions from hyperventilation (shallow breathing) to wearing down the body’s immune system. The seminar allows the delegate to identify with their personality state as they experience different stressful situations. As with the workshop, lecture and seminar, the human mind is discussed at some depth.

The seminar runs 1.5 hours with a 30 minute discussion.
Duration: 2 hours.

Workshop:
A comprehensive course that will help people who are running home budgets, running a small business, or working in financial management in corporations, business or banking. Identified within the workshop is the Financial Existence Panel, this allows people to make choices of how to work with their cash flow. It also identifies where they are currently at and where they want to be in the future. The workshop identifies, through illustrations and discussion, the many avenues working with money can take. The workshop offers a different approach to the topic of money management, involvement and group discussion.

The workshop runs for 4 hours with a 1 hour discussion.
Duration: 5 hours.

Lecture:
An often missed subject in our school years, financial capability is very much a part our long-life projection. Managing money is paramount to our financial survival. The lecture offers graphic illustrations and a new approach to this ever topical subject. From a predicted income to emerging with a positive cash flow ensures self-sustainability and money survival.

The lecture runs for 2 hours with a 30 minute discussion.
Duration 2.5 hours.

Seminar:
Knowing how to manage money allows people to develop self-sustainable financial plans for future prosperity. The seminar allows for a simple approach to a complicated topic which identifies new ways of working with money to be learned.

The seminar runs for 1 hour with a 15 minute Q&A.
Duration: 1 hour & 15 minutes.

Workshop:
The major employer in Australia and many other countries is small business. Selling any product takes knowledge of the product and an understanding of how to identify with your customer or client needs for the product they want to buy. Choice and buying is making the full use of understanding how human behaviour interacts with customer choice. The workshop identifies many of the processes each person goes through while they are making the choice to buy or not to buy. Through the knowledge you gain, you will understand how your ‘Mental Operational Mode’ works; this knowledge alone will support you to gain more sales and success. Few people realise that your Emotional Intelligence plays a vital role in the sales you make. The workshop builds practical skills, adds to individual selling power and consists of exercises, group participation, power point presentation and discussion, a copy of the book: Discover Your Selling Power. This book takes you on a journey of unique and personal discovery in knowing how to sell.

Duration: 4 hours with 1 hour discussion (5 hours).

Lecture:
If businesses want to survive, they need to know how to sell their products to their customers or clients. Selling is not just the change of money for either goods or services; selling is about repeat selling time and again. The lecture introduces you to new concepts of how the brain and mind work together, how a commitment to loyalty transacts into loyalty buying. Combined with the lecture is a short interactive session for participants.

The lecture runs for 1 hour 30 minutes with a 30 minute discussion (2 hours).

Seminar:
Combining many years of working in retail and writing books about selling and cash flow, the seminar brings together some unique information that will assist with making extra sales for your business.

The seminar runs for 1 hour with 30 minute Q&A (1 hour 30 minutes).

Workshops For Children:
Bringing fun into education allows children to learn essential life skills without the sense they are learning a skill that will keep them financially safe in their adult life. The Will Jones books (6 in all) have been developed to allow children from 7 to 14 years to learn about money education. The books are supported by work packs which include: worksheets, games, puzzles and, in some instances, song and dance. Starting with Will Jones and the Money Formula book for 6 - 7 year olds; the learning progresses annually until the age of 14 years.

Each session is 60 minutes and goes for 4 – 6 lessons.

Book and Learning Progression:

Year 4: Will Jones and The Money Formula.

Year 5: Will Jones and The Zadrilian Queen.

Year 6: Will Jones, the Code and Rainbow Planet.

Year 7: Will Jones and The Children of the Black Sun.

Year 8: Will Jones, Time Technology and the Space Machine.

Year 9: Will Jones and the International Adventure.