Performance objective | Determinant | Methods | Strategies |
---|---|---|---|
Choose to eat a variety of foods according to the food based dietary guidelines (FBDGs) | Demonstrate the ability to create a daily meal plan that includes all the food groups according to the FBDGs | • Modeling (Social cognitive theory) | • Teaching through different learning areas in the curriculum |
 |  | • Skills training | • Skills practice in role plays and home work assignments |
 |  | • Information | • Guiding educators to place the change objective in the curriculum |
 |  |  | • Guiding educators to serve as models for healthy eating practices |
Be physically active during discretionary time, e.g. break time, before school | Enjoy physical activity and believe that physical activity will make a difference in health and well-being | • Tailoring | Curriculum component that encourages activities such as dance as a means to increase levels of physical activity, and emphasises: |
 |  | • Persuasive communication | • How physical activity will make a difference in learners' health and well-being (relating to relevant health issues in their community) |
 |  |  | • That any physical activity is better than nothing |
 |  |  | • That physical activity is important for boys and girls |