Cook4Good Outcomes: Stage 2

Outcome: PH2-IHW-01: Explains how related factors influence identity, health and wellbeing. 

Students:

• explore factors that influence individual and community health and wellbeing 
• consider the importance of food and nutrition to health and wellbeing 
• recognise how positive relationships and social connection contribute to wellbeing 
• identify ways they can contribute positively to the wellbeing of others 
• reflect on how helping and volunteering can contribute to their own sense of purpose, connection and wellbeing 

How this is addressed in Cook4Good 

Students explore the importance of access to nutritious food and develop an age-appropriate understanding of food insecurity and disadvantage. 

Through preparing meals for people experiencing hardship, students recognise that their actions can positively influence the wellbeing of others. They also reflect on how helping someone else can make them feel good, build a sense of purpose and strengthen their connection to their community. 

Outcome: PH2-RRS-01: Describes and applies skills and strategies to strengthen respectful relationships. 

Students:

• demonstrate empathy and respect for others 
• consider the feelings, needs and experiences of other people 
• recognise the importance of treating people with dignity and respect 
• practise positive communication and cooperation 
• identify behaviours that contribute to positive relationships 

How this is addressed in Cook4Good 

Students are introduced to the people and community organisations that will receive the meals they prepare. Through discussion and reflection, students consider circumstances that may cause someone to experience food insecurity or hardship and are encouraged to challenge stereotypes and respond with empathy rather than judgement. 

Students then turn empathy into meaningful action by preparing food for someone they may never meet. 

Outcome: PH2-SMI-01: Explains and applies self-management and interpersonal skills in a range of contexts. 

Students:

• communicate and cooperate effectively with others 
• work collaboratively towards a common goal 
• share roles and responsibilities 
• apply problem-solving and decision-making skills 
• demonstrate responsibility and independence 
• recognise how individual contributions support a team’s success 

How this is addressed in Cook4Good 

During the practical cooking experience, students work in teams to prepare, cook, portion and package meals. 

They must communicate, follow instructions, share responsibilities, manage their time and work cooperatively to achieve a shared goal. Students see that every role contributes to the final outcome and that working together enables the group to create a much greater community impact. 

Outcome: HS2-GEO-01: Explains how people care for Australia’s environments and participate in Australian society, using geographical information. 

Students:

• investigate ways individuals participate in their communities 
• explore the role of volunteers and community organisations 
• consider how people work together to respond to community needs 
• recognise that individuals have opportunities to contribute to society 
• develop an understanding of active community participation 

How this is addressed in Cook4Good 

Students learn about the charity or community organisation receiving the meals, who they support and why their services are needed. 

Students then become active participants themselves. By preparing meals for people experiencing hardship, they experience what it means to contribute to their community rather than simply learn about it. 

Cook4Good helps students recognise that children can also be active community members and that small individual actions, when combined with the actions of others, can create meaningful change.