General Information
This subject examines the relationship between food, nutrition and human health. It provides an introduction to nutrients, nutrient food sources, nutrient functions and deficiency states and the role of nutrition in human health and development. Students use this knowledge to critically examine major nutrition challenges of our time, including obesity, micro-nutrient malnutrition and the role of nutrition in human performance.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR11-101 Subject title: Food, Nutrition and Health Subject level: Undergraduate Semester/Year: September 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Forum
- Workshop: x12 (Total hours: 12) - Workshop
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: Students are expected to attend all timetabled classes. Regular attendance supports your learning and is closely linked to your engagement and participation in the subject. Where a subject includes assessable class engagement or participation, that assessment is contingent on attendance, as you cannot demonstrate participation in a session you do not attend. Students should refer to the relevant assessment task-sheet for the specific requirements and criteria that apply. -
Resources
Prescribed resources: Books
- Byrd-Bredbenner, C., Berning, J., Kelley, D., & Abbot, J (2024). Wardlaw`s Perspectives in Nutrition. 13th ed, McGraw-Hill
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR11-101 |
| Subject title: | Food, Nutrition and Health |
| Subject level: | Undergraduate |
| Semester/Year: | September 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Students are expected to attend all timetabled classes. Regular attendance supports your learning and is closely linked to your engagement and participation in the subject. Where a subject includes assessable class engagement or participation, that assessment is contingent on attendance, as you cannot demonstrate participation in a session you do not attend. Students should refer to the relevant assessment task-sheet for the specific requirements and criteria that apply. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed AI category Computer-Aided Examination (Closed) MCQ, short-answer and case study questions 40.00% Final Examination Period 1, 2, 3 Computer-aided Test (Closed) Applied Multiple Choice Questions 15.00% Week 5 1, 2 Written Report Individually written case study assignment (1800 word limit) 30.00% Week 7 2, 3 Computer-aided Test (Closed) Applied Multiple Choice Questions 15.00% Week 9 1, 2 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Computer-Aided Examination (Closed) | MCQ, short-answer and case study questions | 40.00% | Final Examination Period | 1, 2, 3 | |
| Computer-aided Test (Closed) | Applied Multiple Choice Questions | 15.00% | Week 5 | 1, 2 | |
| Written Report | Individually written case study assignment (1800 word limit) | 30.00% | Week 7 | 2, 3 | |
| Computer-aided Test (Closed) | Applied Multiple Choice Questions | 15.00% | Week 9 | 1, 2 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of the total marks available for the assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction to Food, Nutrition & Health and Dietary Guidelines
In this week you will be introduced to basic nutrition concepts, examine the factors influencing food choice and explore evidence-based dietary guidelines, and be introduced to methods for assessing nutritional status of individuals and populations.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
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The Australian Dietary Guidelines
This week covers the Australian Dietary Guidelines, including the Nutrient Reference Values and Australian Guide to Healthy Eating, in depth, and compares these to dietary guidelines from around the world. You are also introduced to the Australian Alcohol Guidelines and Physical Activity Guidelines and are introduced to to the skills needed to interpret food labels.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Nutrition, Health, & Chronic Disease
In this week, you explore the major nutrition-related chronic diseases in Australia, examining their risk factors, the role that nutrition plays in their development, and the evidence-based dietary patterns that may benefit these chronic health conditions. You will also begin to translate this knowledge into practical and realistic nutrition and lifestyle strategies that aim to support improved health outcomes.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Carbohydrates and Dietary Fibre
This week involves the in-depth exploration of carbohydrates and dietary fibre, examining their varied structures, classification, digestion, absorption, physiological function, food sources, dietary recommendations, and related concepts such as the glycaemic index, glycaemic load and the health risks associated with both excessive and inadequate carbohydrate intake.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Protein
This week involves the in-depth exploration of protein, examining their varied structures, classification, digestion, absorption, physiological function, food sources, dietary recommendations, and related concepts such as protein quality and the health risks associated with both excessive and inadequate protein intake.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Lipids
This week involves the in-depth exploration of lipids, including triglycerides, phospholipids and sterols; examining their structure, classification, digestion, absorption, physiological function, food sources, dietary recommendations, and related concepts such as the role discretionary foods play in lipid intake and the health risks associated with both excessive and inadequate lipid intake.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Water-soluble vitamins
This week involves the in-depth exploration of water-soluble vitamins; examining their forms, digestion, absorption, physiological function, food sources, dietary recommendations, deficiency and toxicity states, and interdependence.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Fat-soluble vitamins and water
This week involves the in-depth exploration of fat-soluble vitamins; examining their forms, digestion, absorption, physiological function, food sources, dietary recommendations, deficiency and toxicity states, and interdependence. You will also examine the role of water in the body, including physiological functions, implications of inadequate and excessive intake, dietary sources of fluids and related recommendations.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Major and trace minerals
This week involves the exploration of all the major and a selection of trace minerals; examining their forms, digestion, absorption, physiological function, food sources, dietary recommendations, deficiency and toxicity states, interdependence, interactions with other nutrients, and identify their roles in chronic disease, as relevant.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Understanding First Nations Nutrition
This week involves an in-depth exploration of aspects of First Nations Nutrition including the Aboriginal and Torres Strait Islander Guide to Healthy Eating, a comparison of the nutritional profiles of Western dietary patterns and traditional bush tucker foods, a discussion on the impact of colonisation on the dietary practices of Aboriginal and Torres Strait Islanders and related health outcomes, and identification of examples of nutrition interventions that aim to support the health and wellbeing of Aboriginal and Torres Strait Islander peoples.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.
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Nutrition and Physical Activity
This week involves an exploration of the relationship between nutrition and physical activity, identifying the wellbeing benefits of physical activity, discussing fuel utilisation, hydration and food and nutrient recommendations for optimising physical activity outcomes, identification of sports foods and supplements, and an examination of how low energy availability can influence health and wellbeing outcomes in athletes.
SLOs included
- Describe sources of macronutrients (carbohydrates, lipids, and proteins) and micronutrients (vitamins and minerals) involved in human development and health.
- Discuss the role of nutrition and diet in the aetiology and prevention of nutrition-related diseases for individuals and populations, including Aboriginal and Torres Strait Islander Peoples.
- Describe and apply evidence-based food, exercise, and health guides to support health and performance.