Ottawa Charter
Identify one example of a healthy eating policy in Australia and explain how it supports population health.
Example: Policies such as the Health Star Rating or taxes on sugary drinks (where implemented) help make healthy choices easier by shaping laws and regulations.
State one of the ADGs.
Guideline 1 — Maintain a healthy weight by being physically active and choosing nutritious foods and drinks to meet energy needs.
Guideline 2 — Enjoy a wide variety of nutritious foods from the five food groups every day.
Guideline 3 — Limit intake of foods high in saturated fat, added salt, added sugars and alcohol.
Guideline 4 — Encourage, support and promote breastfeeding.
Guideline 5 — Care for your food: prepare and store it safely.
Identify one food group on the AGHE plate.
Vegetables and legumes/beans
Fruit
Grain (cereal) foods — mostly wholegrain or high‑fibre
Lean meats and alternatives — meat, poultry, fish, eggs, tofu, nuts, seeds, legumes
Milk, yoghurt, cheese and alternatives — mostly reduced‑fat
Discretionary foods — shown outside the plate; “sometimes and small amounts”
Water — shown as the preferred drink
Identify one social justice principle relevant to Indigenous health promotion.
Human Rights
Equity
Access
Participation
Identify one sociocultural factor that affects food choices.
Family habits strongly influence food choices, especially in children and adolescents.
Explain how a remote Aboriginal community store subsidy creates a supportive environment for healthy eating.
Remote community store subsidies reduce the cost of fresh foods, improving access and creating a physical environment that supports healthy eating.
Explain the key message of Guideline 2 and link it to improved health outcomes.
Encourages eating a wide variety of nutritious foods from the five food groups, improving nutrient intake and reducing disease risk to ensure being free from illness and disease.
Explain how the AGHE uses visuals to support health literacy.
The plate uses simple visuals to show proportions, supporting health literacy for diverse learners.
Explain why Indigenous community leadership is essential for program success.
To have ownership and Indigenous perspective included in decision making to ensure culturally appropriate and relevant to the community.
Explain how geographic location affects access to healthy foods.
Rural and remote areas often have limited access to fresh foods and higher prices.
Outline how the Graduating Licensing System reflects strengthening community action.
As it is the combined work of VicRoads, VicPol, driving instructors, parents and young people all work together to ensure safe drivers on the road.
Describe how following guideline 3 could reduce the risk of non-communicable diseases.
Through suggestions to reduce intake of excess sugar, reduce stored fat if not used, reduce clogged arteries, reduce CVD.
Describe how discretionary foods are represented and why.
Shown in the bottom right small corner to indicate they should be eaten only sometimes and in small amounts.
Describe one initiative/program and its aim.
Various answers.
i.e. Move it Mob Style, Feedin' the Mob
Describe how marketing influences dietary behaviour.
Marketing of fast food and sugary drinks normalises unhealthy choices and shapes preferences.
Explain how the Australian Dietary Guidelines develop personal skills.
The Australian Dietary Guidelines build personal skills by providing evidence‑based advice that helps individuals make healthier food choices.
Explain a similarity and difference between the ADGs and the AGHE.
Similarity
Both the Australian Dietary Guidelines and the Australian Guide to Healthy Eating aim to promote healthy eating and reduce the risk of diet‑related diseases. They are both evidence‑based national nutrition resources developed by the Australian Government and communicate the same underlying nutrition messages.
Difference
The ADGs are text‑based guidelines that provide detailed advice and explanations about healthy eating, nutrients, and chronic disease prevention. The AGHE, on the other hand, is a visual food‑selection tool (the plate model) that shows the proportions of the five food groups to eat each day, making it easier for people to apply the ADGs in everyday life.
Explain why the AGHE may not fully meet the needs of Aboriginal and Torres Strait Islander communities.
The AGHE may not reflect traditional Indigenous foods or cultural practices, reducing relevance for some communities.
Choose a program, and explain how it reflects two action areas.
Various answers
Explain how two determinants (factors) interact to make change difficult.
Eg. Low income (sociocultural) + high cost of healthy foods (commercial) = reliance on cheaper, energy‑dense options.
Analyse how health services can shift from treatment to prevention in improving nutrition outcomes.
Shifting services toward prevention—such as dietitians running community education programs—reduces reliance on treatment and improves long‑term outcomes.
Analyse one challenge that reduces the effectiveness of the ADGs in changing behaviour.
Behaviour change is difficult due to poor health literacy, cost, access, cultural preferences, and marketing, which can reduce the guidelines’ real‑world impact.
Analyse the effectiveness of the AGHE.
Pro: The AGHE is effective because its simple visual plate model improves health literacy and helps people understand healthy proportions of food groups.
Con: Its effectiveness is limited because cost, access and cultural relevance can make it difficult for some groups to follow in real life.
Identify two features of effective aid programs and explain why they make programs effective.
Various answers.
i.e. funding = properly resources
Analyse why nutritional improvements remain difficult despite national guidelines.
Nutritional change is difficult because behaviour is shaped by complex, interacting factors: cost, access, culture, marketing, habits, and time pressures.
Students required to discuss multiple challenges.