Qualification Specification NCFE Level 2 Certificate in Understanding Nutrition and Health (601/3389/2)

Transcription

1 Health, Public Services and Care Qualification Specification NCFE Level 2 Certificate in Understanding Nutrition and Health (601/3389/2)

2 Contents Section 1 Qualification overview Page 3 Section 2 Assessment and moderation Page 16 Section 3 Structure and content Page 19 Section 4 Links to National Skills Standards Page 50 Section 5 Links to National Occupational Standards Page 53 Section 6 Summary of changes Page 56 Section 7 General information Page 59 2

3 Section 1 1 Qualification overview 3

4 Qualification overview Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This qualification specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 Certificate in Understanding Nutrition and Health. All information contained in this specification is correct at the time of publishing. To ensure that you are using the most up-to-date version of this qualification specification please check the issue date in the page headers against that of the qualification specification on the NCFE website If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 Certificate in Understanding Nutrition and Health. 4

5 About this qualification The NCFE Level 2 Certificate in Understanding Nutrition and Health has been accredited by the qualifications regulators for England, Wales and Northern Ireland, 1 and is part of the Qualifications and Credit Framework (QCF). This qualification provides learners with a range of underpinning knowledge in areas such as healthy eating, nutritional needs, weight management, eating disorders and food safety in the home environment. The qualification supports the Government drive to empower individuals to make healthy choices, a key focus of which is the need to educate and change behaviour on diet and nutrition to reduce the prevalence of obesity. This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider. Geographical coverage This qualification has been regulated for use in England, Wales and Northern Ireland. We re able to provide the qualification specification and assessment materials in the Welsh and/or Irish language where requested and appropriate. Things you need to know Qualification number (QN): 601/3389/2 Aim reference: Guided learning hours (GLH): 126 Credit value: 15 QCF level: 2 Assessment requirements: internally assessed and externally moderated portfolio of evidence The qualifications regulators (regulators) are Ofqual in England and Northern Ireland, and the Welsh Government in Wales 5

6 Aims and objectives of this qualification This qualification aims to: increase understanding of the principles of healthy eating and the role of food in maintaining health increase confidence in planning and achieving a healthy diet provide an understanding of how an individual s dietary requirements change throughout their life provide an understanding of food labelling and the ability to use information from food labels provide information on eating disorders increase understanding of the role of a healthy diet for weight management increase understanding of the principles of food safety in a home environment. The objectives of this qualification are to: give learners working in, or intending to work in, settings such as Sport and Recreation, Exercise and Fitness, Hospitality and Catering or Healthcare an understanding of nutrition and health, to support their role in the workplace enable learners to progress to other qualifications in this subject area, or within the wider area of healthcare, sport and leisure or hospitality and catering. Entry guidance This qualification is designed for a wide range of learners with some existing knowledge of this area who are interested in improving their understanding of nutrition and health. There are no specific recommended prior learning requirements for this qualification. However, learners may find it helpful if they ve already achieved a Level 1 qualification. This qualification is suitable for learners aged pre-16 and above. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy, and health and safety aspects of this qualification. 6

7 Learners registered on this qualification shouldn t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility. Achieving this qualification To be awarded the NCFE Level 2 Certificate in Understanding Nutrition and Health, learners are required to successfully complete 6 mandatory units. This qualification consists of 6 mandatory units: Unit 01 Explore principles of healthy eating* (5 credits) Unit 02 Consider nutritional needs of a variety of individuals* (4 credits) Unit 03 Use food and nutrition information to plan a healthy diet* (3 credits) Unit 04 The principles of weight management* (1 credit) Unit 05 Understanding eating disorders (1 credit) Unit 06 Principles of food safety for the home environment (1 credit) The learning outcomes and assessment criteria for each unit are provided in Section 3 (page 19). The units above marked * are available as stand-alone unit programmes and are available for individual registration. Please visit for further information. To achieve the NCFE Level 2 Certificate in Understanding Nutrition and Health, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this qualification specification. Grades are not awarded. Learners who aren t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don t achieve their full qualification but who have achieved at least one whole unit. 7

8 Progression opportunities Learners who achieve this qualification could progress to: NCFE Level 3 Certificate in Preparing to Work in Adult Social Care NCFE Level 3 Certificate for Working in the Health Sector Advanced Level Apprenticeship in Health & Social Care Advanced Level Apprenticeship in Health (Clinical Healthcare Support) (England) Intermediate Level Apprenticeship in Catering and Professional Chefs Food Production and Cookery Intermediate Level Apprenticeship in Catering and Professional Chefs Professional Cookery Credit accumulation and transfer One of the benefits of the QCF is that learners can transfer credit from one qualification to another. Learners who ve already achieved one or more of the units included in this qualification elsewhere can transfer the credit already achieved. Simply let us know which units are being achieved by credit transfer via the Portal or on the Certificate Claim Form. All units in this qualification are available for credit transfer. Exemption Exemption allows learners to use evidence of certificated, non-qcf achievement deemed to be of equivalent value against the requirements of a qualification. However, there are no exemptions currently identified for this qualification. 8

9 Equivalent units Some units have equivalent units identified against them. If a learner has achieved these units previously, they can use them towards achievement of this qualification. However, this qualification has no equivalent units identified. For more information on these approaches to accumulating and claiming credit, please see the guidance document Credit Transfer, Equivalence and Exemption in the QCF section of our website Recognition of Prior Learning (RPL) RPL is where a learner has previously learnt something but hasn t received formal recognition for this learning through a qualification or other form of certification. Within the QCF, a learner is able to claim that they know or can do something already and don t need to attend a course to learn it again. The learner will need to prove this claim (through assessment of relevant evidence), then credit can be awarded for that achievement. For more information on the process to follow to claim RPL, contact our Quality Assurance team. Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor. Qualification dates Qualifications on the QCF have review dates, operational end dates and certification end dates. The qualification review date is the date by which we ll have carried out a review of the qualification. This date is shown on the qualifications page on our website We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we ll set an operational end date. 9

10 We ll post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated. The operational end date will only show on the Register if we ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims. Staffing requirements This section is intended to give some guidance on the experience and qualifications needed to deliver and assess this qualification. The guidance in this section is not intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for delivery or assessment roles. Centres must provide sufficient numbers of suitably experienced Assessors and Internal Moderators to ensure that qualifications are delivered effectively. NCFE can t be held responsible for any complications that arise in the delivery or assessment process as a result of internal recruitment decisions. Staff recruitment should be made at the discretion of centres, and centres should be aware that it is their responsibility to ensure that all staff involved in the delivery and assessment of NCFE qualifications are suitably qualified. Examples of relevant qualifications Degree in Human Nutrition and/or Dietetics Health Education or Promotion Sports Science Health Science Level 3 NVQ in Health and Social Care (with nutrition-specific optional units) Human Biology or Biological Science Food Technology or Food Science Food Safety or Environmental Health 10

11 Examples of work experience Registered Nutritionist Registered Public Health Nutritionist Registered Dietician Sport and Exercise Nutritionist Food Technology/Food Science teaching Health Education/Promotion Registered Nurse Professional membership: Staff could be a member of one or more relevant professional bodies, including: The Nutrition Society The British Dietetic Association It s important to have specialist subject knowledge in nutrition from qualifications or work experience in which nutrition has been a major component. Resource requirements There are no specific resource requirements for this qualification. Support for learners Learner s Evidence Tracking Log (LETL) This document can help learners keep track of their work. We provide a blank LETL template which can be downloaded free of charge from the qualification page on our website You don t have to use the LETL you can devise your own evidence-tracking documents instead. Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include: 11

12 information on the content, availability and location of NCFE s procedures and policies advice on support mechanisms for learners who are experiencing difficulties with their studies a mechanism for Assessors and Internal Moderators to authenticate evidence and achievement for each unit. Support for centres There are a number of documents available on our website that centres might find useful. These are linked below: Qualification Support Packs NCFE offers free Qualification Support Packs (QSPs) for many of our qualifications. QSPs are a free resource that Tutors can use when planning and delivering an NCFE qualification. Within a QSP, Tutors will find a Scheme of Work, PowerPoint presentation and a wide range of tasks and worksheets to help learners consolidate their knowledge. QSPs are not intended to provide full coverage of learning outcomes and assessment criteria, but the content is mapped to the qualification to ensure it is relevant and useful. If you would like to learn more, or to see which qualifications have QSPs then please visit Centre Support Guide This explains everything you need to know, from how to apply to become an NCFE-approved centre, to registering your learners and claiming their certificates and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated. 12

13 Reasonable Adjustments and Special Considerations Policy This policy is aimed at our customers, including learners, using our products and services and who submit requests for reasonable adjustments and special considerations. The policy can be found on the NCFE website here: Considerations-Policy.pdf. Directory of Products and Services This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees, and assessment information. Fees and Pricing This document is published in the spring for the forthcoming academic year. Useful websites Centres may find the following websites helpful for materials and resources to assist with the delivery of qualifications: British Nutrition Foundation: Department of Health: Food Standards Agency: NHS Choices: NHS Food Safety: Change4Life: Beat (Beating eating disorders): National Centre for Eating Disorders: Training and support We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on

14 Learning resources Materials to support the delivery of this qualification can be purchased from the following Partners: Creating Careers ( ) Hallmark Education ( ) Learning Curve Group ( ) The Skills Network ( ) Links to National Skills Standards For this qualification we ve highlighted where learning opportunities for the Functional Skills qualifications may be found. This qualification can be used to develop learners : English skills Mathematics skills Information and Communication Technology skills Section 4 (page 50) shows how the units of this qualification relate to the skills above. If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment. This qualification has also been mapped to the Personal, Learning and Thinking Skills (PLTS) framework. The framework describes the qualities and skills needed for success in learning and life. The PLTS framework was developed over a number of years in consultation with employers, parents, schools, students and the wider public. For more detailed mapping please see Section 4 (page 50). 14

15 Mapping to National Occupational Standards National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. This qualification has been mapped against the relevant Clinical Health Skills and Food Technology NOS. More detailed mapping is provided in Section 5 (page 53). 15

16 Section 2 Assessment and moderation 16

17 Assessment and moderation How the qualification is assessed Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in a qualification. The NCFE Level 2 Certificate in Understanding Nutrition and Health is internally assessed. Internal assessment Each candidate must create a portfolio of evidence which demonstrates achievement of all the learning outcomes and assessment criteria associated with each unit. On completion of each unit candidates must declare that the work produced is their own. The Assessor must countersign this. Examples of suitable evidence for the portfolio for each unit are provided in Section 3 (page 19). The main pieces of evidence for the portfolio could include (in no particular order): Assessor observation completed observational checklists and related action plans witness testimony candidate s proof of work worksheets assignments/projects/reports record of professional discussion record of oral and written questioning candidate and peer reports Recognition of Prior Learning (RPL). You will also find a variety of assessment and moderation proformas here: Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they are valid and reliable and maintain the integrity of the assessment and of the standards required of this qualification. Acceptable methods of assessment could be drawn from the list above. 17

18 Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria related to the unit being assessed, prior to deciding if candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on Moderation Moderation is the process by which we confirm that assessment decisions in centres are: made by competent and qualified Assessors the product of sound and fair assessment practice recorded accurately and appropriately. We do this through: internal moderation which you carry out external moderation which we carry out through our External Moderators who, by supporting you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria. The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre s quality assurance agent. If you d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide. 18

19 Section 3 Structure and content 19

20 Structure and content This section provides details of the structure and content of this qualification. The unit summary provides an overview of each unit including: unit title unit overview guided learning hours credit value level an indication of whether a unit is mandatory or optional. Following the unit summary there s detailed information for each unit containing: unit title and number learning outcomes (the learner will) and assessment criteria (the learner can) assessment guidance (types of evidence for internal assessment). The regulators accredited unit number is indicated in brackets for each unit (eg M/100/7116). For further information or guidance about this qualification please contact our Research and Product Development team on

21 Unit summaries Unit 01 Explore principles of healthy eating (R/505/2204) This unit looks at how diet affects a person s health. Learners then look at how the 5 food groups contribute to a healthy diet and the role of different nutrients in maintaining health. The final section provides learners with an understanding of healthy food preparation. Guided learning hours: 38 Credit value: 5 Level: 2 This unit is mandatory Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) This unit encourages learners to look at how nutritional needs vary with age. Learners gain an understanding of the special dietary requirements of people following a vegetarian diet, people with certain cultural requirements, and people with allergies. They also gain an awareness of the factors that create barriers to healthy eating. Guided learning hours: 35 Credit value: 4 Level: 2 This unit is mandatory 21

22 Unit summaries (cont d) Unit 03 Use food and nutrition information to plan a healthy diet (M/601/2545) In this unit learners gain an awareness of the information provided on food labels and how this may be used to help plan a healthy diet. They will learn the facts behind nutritional claims on food labels and will consider the advantages and disadvantages of using food additives. In the final section learners evaluate their own diet and make recommendations for improvement. Guided learning hours: 25 Credit value: 3 Level: 2 This unit is mandatory Unit 04 The principles of weight management (L/505/2203) This unit aims to give learners an understanding of weight management and how to plan a short-term weight management programme. Guided learning hours: 8 Credit value: 1 Level: 2 This unit is mandatory 22

23 Unit summaries (cont d) Unit 05 Understanding eating disorders (D/506/2928) This unit gives learners an understanding of different types of eating disorders, how they develop, and their effect on health and wellbeing. Guided learning hours: 10 Credit value: 1 Level: 2 This unit is mandatory Unit 06 Principles of food safety for the home environment (T/506/30146) In this unit learners will understand food safety in a home environment. They will investigate safe handling of food, food storage and food disposal. They will also look at correct cooking temperatures to ensure food is safe to eat. Guided learning hours: 10 Credit value: 1 Level: 2 This unit is mandatory 23

24 Unit 01 Explore principles of healthy eating (R/505/2204) The learner will: 1 Understand how diet is linked to health The learner can: 1.1 Define the term healthy diet 1.2 Describe the difference between healthy diets of adults and children 1.3 Outline the lifestyle diseases associated with an unhealthy diet 1.4 Identify the sources of energy from food 1.5 Identify the amounts of energy supplied by each source 1.6 Estimate own Basal Metabolic Rate (BMR) 1.7 Estimate own Physical Activity Level (PAL) 1.8 Use findings from BMR and PAL estimates to determine own energy requirements 1.9 Identify factors affecting a person s energy requirements 1.10 Outline the relationship between energy intake, energy expenditure and weight 1.11 Explain why it is important to control salt intake The learner will: 2 Understand the components of a healthy diet The learner can: 2.1 Identify the 5 food groups 2.2 Identify foods belonging to each of the 5 food groups 2.3 Give examples of current healthy eating advice 2.4 Describe the importance of eating a wide variety of foods to provide a healthy diet 24

25 Unit 01 Explore principles of healthy eating (R/505/2204) (cont d) The learner will: 3 Know the nutrients in food and their role in maintaining health The learner can: 3.1 Define the term nutrients 3.2 Describe nutrients needed by the body 3.3 Identify foods that are a good source of each nutrient 3.4 Describe the role of nutrients in maintaining health 3.5 Describe the factors that influence how much of each nutrient a person needs 3.6 Explain the importance of adequate fluid intake The learner will: 4 Understand the principles of healthy food preparation The learner can: 4.1 Identify factors to be considered when planning healthy meals 4.2 Explain how a variety of cooking methods affect the nutritional values of foods 4.3 Identify healthy food preparation methods for a range of types of food 25

26 Unit 01 Explore principles of healthy eating (R/505/2204) (cont d) Assessment guidance Type of evidence: activity Assessment criteria: Additional information: candidates could take part in a group exercise to compare dietary intakes over 7 days, with a presentation on healthy diets for adults and children and the consequences of a poor diet. Type of evidence: candidate report Assessment criteria: Additional information: produce a short report, which compares daily energy requirements within a group of candidates, family or friends. Type of evidence: assignment Assessment criteria: 1.4, 1.5, 1.9, 1.10 Additional information: produce an assignment on energy intake and weight management. Type of evidence: activity Assessment criteria: 1.11 Additional information: examination of food labels to compare salt content, and the production of a checklist, which can be referred to in the planning of a reduced-salt diet. 26

27 Unit 01 Explore principles of healthy eating (R/505/2204) (cont d) Type of evidence: group discussion Assessment criteria: Additional information: group discussion on the differences between foods and food groups, in relation to healthy eating advice. Production of a Balance of Good Health chart containing own food choices. Type of evidence: assignment Assessment criteria: Additional information: produce an assignment on the differences between nutrients, foods and food groups in relation to a healthy diet, including nutrients associated with different foods. Type of evidence: candidate report Assessment criteria: Additional information: plan a healthy menu for 3 days, which does not use a frying pan or grill, and present the results to a group of adult candidates, friends or family. Include how the food was prepared and served to maximise its healthy profile. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 27

28 Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) The learner will: 1 Know the nutritional needs of children and young people The learner can: 1.1 Plan balanced meals and snacks for a day for a chosen age group 1.2 Explain why the meals and snacks chosen are appropriate 1.3 Describe factors influencing eating patterns of various different age groups 1.4 Identify energy requirements of various different age groups 1.5 Identify the consequences of a diet lacking in iron 1.6 Outline the importance of calcium and vitamin D for bone development 1.7 Identify good food sources of key nutrients for children and young people 1.8 Outline nutritional recommendations for children and young people The learner will: 2 Know the nutritional needs of older people The learner can: 2.1 Plan balanced meals and snacks for a day for an older person 2.2 Explain how the meals and snacks chosen are appropriate for the person 2.3 Describe factors influencing energy requirements of older people 2.4 Describe reasons why older people may be at risk of malnutrition 2.5 Outline nutritional recommendations for older people 28

29 Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) (cont d) The learner will: 3 Understand special dietary requirements The learner can: 3.1 Explain why people have specific dietary requirements 3.2 Identify the special dietary requirements of 2 religious or ethnic groups 3.3 Describe different types of vegetarian diet 3.4 Describe precautions to take when preparing food for a person with specific dietary requirements The learner will: 4 Understand barriers to healthy eating The learner can: 4.1 Outline how public confusion over healthy eating may prevent people from choosing a balanced diet 4.2 Identify how costs may prevent people from choosing a balanced diet 4.3 Describe how accessibility may prevent people from choosing a balanced diet 4.4 Describe how pre-prepared and convenience foods may prevent people from choosing a balanced diet 4.5 Give examples of how individual lifestyle choices may prevent people from choosing a balanced diet 29

30 Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: , 1.8 Additional information: plan a day s diet for a 4-year-old and 9- year-old child, justifying the food choices and taking into account their different energy needs. Plan a day s diet for an adolescent, identifying the key nutrients and taking into account their daily energy needs. Type of evidence: group discussion Assessment criteria: Additional information: group exercise to look at the long-term effects of diets short in iron, calcium and vitamin D, for different age groups. The presentation of results should include diets to compensate for the nutrient shortfall. Type of evidence: assignment Assessment criteria: 2.1, 2.2, 2.5 Additional information: plan a full day s diet for an older person, looking at the choice of food and taking into account their reduced energy needs. Type of evidence: assignment Assessment criteria: 2.3 Additional information: produce a set of charts to show how age affects our body composition, BMR and energy requirements. 30

31 Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) (cont d) Type of evidence: candidate report Assessment criteria: 2.4 Additional information: short report on the common nutritional risk factors for elderly people and how they can be reduced. Type of evidence: candidate report Assessment criteria: 3.1, 3.2 Additional information: devise a questionnaire to survey the dietary requirements of 2 religious or ethnic groups and write a short report to summarise your findings. Type of evidence: assignment Assessment criteria: 3.1 Additional information: plan and produce an assignment which explores the reasons why people choose a particular diet and how they can overcome any dietary shortfalls. Type of evidence: candidate report Assessment criteria: 3.3 Additional information: produce a short report on the dietary requirements of a range of vegetarian diets. Type of evidence: assignment Assessment criteria: 3.4 Additional information: candidates could write a checklist of precautions to take when preparing a daily menu for a person with a known food allergy or intolerance. 31

32 Unit 02 Consider nutritional needs of a variety of individuals (J/601/2535) (cont d) Type of evidence: group discussion Assessment criteria: Additional information: group discussion on the barriers to healthy eating and the presentation of a strategy to help vulnerable individuals overcome these barriers. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 32

33 Unit 03 Use food and nutrition information to plan a healthy diet (M/601/2545) The learner will: 1 Understand food labelling The learner can: 1.1 Identify nutritional information which must be provided on food labels 1.2 Identify the guideline daily amounts of fat, sugar and salt in an adult diet 1.3 Use nutritional information from food labels and determine if each of the foods is high, low or neither in terms of fat, sugar and salt content 1.4 Use nutritional information from food labels to calculate the energy provided by fat, protein and carbohydrate in each food 1.5 Outline ways in which food label claims and descriptions may be misleading The learner will: 2 Understand food additives The learner can: 2.1 Define the term food additives 2.2 Describe the main groups of additives and their functions 2.3 Explain the benefits of food additives 2.4 Give examples of legislation surrounding the use of food additives The learner will: 3 Apply principles of healthy eating The learner can: 3.1 Record own food and drink intake for one week 3.2 Compare own food and drink intake against current healthy eating advice 3.3 Outline the steps that could be taken to make their diet more healthy 33

34 Unit 03 Use food and nutrition information to plan a healthy diet (M/601/2545) (cont d) Assessment guidance Type of evidence: assignment Assessment criteria: 1.1 Additional information: the candidate could imagine they had created a new high-protein snack food which contained acceptable levels of fat, salt and sugar. Identify the information that should be included on the label. Type of evidence: assignment Assessment criteria: Additional information: collect labels from a range of foods and produce a set of posters clearly showing the levels of fat, sugar and salt in each food, together with the energy provided by protein, fat and carbohydrate. Type of evidence: assignment Assessment criteria: 1.2 Additional information: produce a chart which identifies the current advice given on the maximum levels of fat, salt and sugar we should consume on a daily basis. Type of evidence: candidate report Assessment criteria: 1.5 Additional information: make a list of 10 foods which make a specific health claim, such as boosting the immune system or lowering cholesterol. Obtain information to back up or challenge their claims and discuss this within the group. 34

35 Unit 03 Use food and nutrition information to plan a healthy diet (M/601/2545) (cont d) Type of evidence: candidate report Assessment criteria: Additional information: report on food additives and the foods which contain them. Cover what each additive does in the chosen food and discuss whether the food is safer to eat with or without the additive in question. Type of evidence: candidate report Assessment criteria: Additional information: keep a food and drink diary for one week, including portion sizes. Compare intake against current healthy eating guidelines to outline how diet could be improved. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 35

36 Unit 04 The principles of weight management (L/505/2203) The learner will: 1 Know the risks associated with ineffective weight management The learner can: 1.1 Define the terms: obese emaciated malnourished 1.2 Describe the health risks associated with obesity 1.3 Describe the health risks associated with emaciation 1.4 Identify the signs and symptoms of malnourishment The learner will: 2 Understand how body image may influence weight management The learner can: 2.1 Explain what is meant by body image 2.2 Give examples of how media portrayals of body image may impact on an individual s weight management The learner will: 3 Know about effective methods of weight management The learner can: 3.1 Describe the role of a balanced diet in weight management 3.2 Explain the term energy balance 3.3 Explain the implications of energy balance in weight management 3.4 Outline lifestyle choices that impact on weight management 3.5 List common weight-loss myths 3.6 Describe the characteristics of an effective weight management programme 36

37 Unit 04 The principles of weight management (L/505/2203) (cont d) The learner will: 4 Be able to plan a short-term weight management programme for an individual The learner can: 4.1 Identify suitable goals for the weight management programme 4.2 Collect information to plan a weight management programme 4.3 Use information collected to plan a short-term weight management programme 37

38 Unit 04 The principles of weight management (L/505/2203) (cont d) Assessment guidance Type of evidence: oral or written questioning Assessment criteria: 1.1 Additional information: candidates could respond to a set of preprepared questions covering the assessment criteria, defining the terms outlined in 1.1. Questions and answers should be clearly recorded. Type of evidence: individual notes from a small group discussion Assessment criteria: 1.2, 1.3 Additional information: candidates could participate in a small group discussion to describe the health risks associated with both obesity and emaciation. This could be assessed via Tutor witness testimony or video recording. Candidates could also prepare a candidate report outlining these risks. Type of evidence: individual notes or candidate report Assessment criteria: 1.4 Additional information: candidates could conduct research and prepare notes or a candidate report on the signs and symptoms of malnourishment. 38

39 Unit 04 The principles of weight management (L/505/2203) (cont d) Type of evidence: individual notes from a small group discussion Assessment criteria: 2.1, 2.2 Additional information: candidates could participate in a small group discussion about what is meant by the concept of body image. This could include how the candidates interpret the term and the impact of the media on an individual s weight management. This should include both positive and negative aspects. This could be assessed via Tutor witness testimony or video recording. Candidates could also prepare a candidate report outlining what is meant by body image. Type of evidence: individual notes or candidate report Assessment criteria: Additional information: candidates could review a food diary, either their own or that of another individual. The review should include: the role a balanced diet has on weight management what is meant by energy balance an energy balance calculation taken from the food diary, showing the impact it will have on weight management of the individual, for example: gain; loss; maintenance. Type of evidence: individual notes or candidate report Assessment criteria: Additional information: candidates could conduct research and prepare notes or a candidate report on the impact of lifestyle choices, common weight-loss myths and describe the characteristics of an effective weight management programme. This weight management programme could cover weight loss, gain or maintenance. 39

40 Unit 04 The principles of weight management (L/505/2203) (cont d) Type of evidence: individual notes or candidate report Assessment criteria: Additional information: candidates could plan a short-term weight management programme, either for themselves or another individual. The plan can relate to weight loss, gain or maintenance. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 40

41 Unit 05 Understanding eating disorders (D/506/2928) The learner will: 1 Understand the term 'eating disorder' The learner can: 1.1 Give a definition of the term 'eating disorder' 1.2 Describe possible types of eating disorders The learner will: 2 Understand the causes of eating disorders The learner can: 2.1 Describe possible causes of eating disorders The learner will: 3 Understand how an eating disorder may affect the individual and others The learner can: 3.1 Give examples of the signs and symptoms associated with eating disorders 3.2 Describe the feelings an individual with an eating disorder may experience 3.3 Describe some of the ways an eating disorder may affect the individual and their life 3.4 Explain how an individual s eating disorder may affect others 41

42 Unit 05 Understanding eating disorders (D/506/2928) (cont d) The learner will: 4 Understand how a specific eating disorder may be managed The learner can: 4.1 Describe different approaches to the treatment of eating disorders 4.2 Explain what others could do to help an individual recover from a specific eating disorder 4.3 Describe local resources and treatments that would be available to an individual experiencing an eating disorder 42

43 Unit 05 Understanding eating disorders (D/506/2928) (cont d) Assessment guidance Type of evidence: individual notes or candidate report Assessment criteria: 1.1, 1.2, 3.1, 3.3 Additional information: candidates could put together profiles of a number of different eating disorders. Each profile should outline the signs and symptoms of the condition, along with both the short-term and long-term effects on health. Type of evidence: individual notes from a small group discussion Assessment criteria: 2.1 Additional information: candidates could participate in a small group discussion on the possible causes of eating disorders (eg connection between food and feelings; peer pressure; media influence). The discussion could be assessed via Tutor witness testimony or video recording. Candidates could also prepare a candidate report. Type of evidence: individual notes or candidate report Assessment criteria: 4.1, 4.3 Additional information: candidates could research what treatments and support are available for individuals with eating disorders and produce a short leaflet outlining this. Type of evidence: individual notes from a small group discussion Assessment criteria: 3.2, 3.4, 4.2 Additional information: candidates could participate in a small group discussion on the feelings an individual may experience, how the disorder could affect others associated with them (eg family, friends, work colleagues) and how others can help an individual recover from the disorder. 43

44 Unit 05 Understanding eating disorders (D/506/2928) (cont d) The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 44

45 Unit 06 Principles of food safety for the home environment (T/506/3146) The learner will: 1 Know the importance of handling food safely The learner can: 1.1 Explain why it is important to handle food safely 1.2 Identify hazards relating to food safety 1.3 Identify ways in which food should be handled safely to avoid contamination during the following operations: storage preparation cooking serving re-heating The learner will: 2 Know the importance of personal hygiene when handling food The learner can: 2.1 Explain ways of maintaining personal hygiene when handling food that helps reduce the risk of contamination 2.2 Identify how and when to wash hands 2.3 Describe potential problems resulting from not maintaining personal hygiene when handling food 45

46 Unit 06 Principles of food safety for the home environment (T/506/3146) (cont d) The learner will: 3 Know how to store food safely The learner can: 3.1 Explain how to store the following types of food correctly to avoid contamination: fresh convenience high risk low risk 3.2 Explain why it is important to follow food storage instructions The learner will: 4 Know how food storage can affect the nutritional value of food The learner can: 4.1 Outline how storage methods can affect the nutritional value of food The learner will: 5 Know how to keep the food work area clean The learner can: 5.1 Describe why it is important to keep the food work area clean, hygienic and disinfected 5.2 Outline ways of keeping the food work area clean, hygienic and disinfected 46

47 Unit 06 Principles of food safety for the home environment (T/506/3146) (cont d) The learner will: 6 Know how to check food is cooked to the correct temperature The learner can: 6.1 Describe why it is important to ensure that food is cooked to the correct temperature 6.2 Give examples of ways to check food is cooked to the correct temperature The learner will: 7 Know how to dispose of food waste safely The learner can: 7.1 Describe why it is important to dispose of food waste safely 7.2 Outline how to dispose of food waste safely 47

48 Unit 06 Principles of food safety for the home environment (T/506/3146) (cont d) Assessment guidance Type of evidence: individual notes or candidate report Assessment criteria: 1.1, 1.3 Additional information: candidates could conduct research and prepare notes or a candidate report. Type of evidence: case study Assessment criteria: 1.2 Additional information: Tutors could construct case studies to illustrate scenarios based on the assessment criteria, these could be supported by focused questions for the candidate. Type of evidence: individual notes or candidate report Assessment criteria: Additional information: candidates could conduct research and prepare notes or a candidate report. Type of evidence: individual notes or candidate report Assessment criteria: 3.1, 3.2 Additional information: candidates could conduct research and prepare notes or a candidate report. Type of evidence: individual notes or candidate report Assessment criteria: 4.1 Additional information: candidates could conduct research and prepare notes or a candidate report. 48

49 Unit 06 Principles of food safety for the home environment (T/506/3146) (cont d) Type of evidence: individual notes from a small group discussion Assessment criteria: 5.1, 5.2 Additional information: candidates could participate in a small group discussion which could be assessed via a Tutor witness testimony or video recording. Candidates could also prepare a candidate report. Type of evidence: individual notes or candidate report Assessment criteria: 6.1, 6.2 Additional information: candidates could conduct research and prepare notes or a candidate report. Type of evidence: oral or written questioning Assessment criteria: 7.1, 7.2 Additional information: candidates could respond to a set of preprepared questions covering the assessment criteria. Questions and answers should be clearly recorded. The types of evidence listed above are for guidance purposes only. Within candidates portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE. 49

50 Section 4 Links to National Skills Standards 50

51 Links to National Skills Standards We ve highlighted where learning opportunities for the Functional Skills qualifications may be found. The activities learners carry out whilst completing this qualification could help prepare them for their Functional Skills assessments. We ve also highlighted which of the Personal Learning and Thinking Skills (PLTS) link into the units of this qualification. The mapping is only at the level of the unit. English All units Mathematics Unit 01, 03, 04 ICT All units PLTS Independent Enquirers All units PLTS Creative Thinkers Unit 04 PLTS Reflective Learners Units 01, 02, 03, 04, 05 51

52 PLTS Team Workers There are no specific opportunities to develop this skill PLTS Self-managers There are no specific opportunities to develop this skill PLTS Effective Participators There are no specific opportunities to develop this skill For further information please contact a member of the Research and Product Development team. 52

53 Section 5 Links to National Occupational Standards 53

54 Links to National Occupational Standards We ve mapped this qualification against National Occupational Standards (NOS) in Clinical Health Skills and Food Technology. As they complete this qualification, learners can gather evidence that may be used towards the knowledge requirements of a relevant competence-based qualification. Clinical Health Skills = SFHCHS Food Technology = IMPFT NCFE Unit number/title NOS unit number Unit 01 Explore principles of healthy eating SFHCHS 96 SFHCHS 146 SFHCHS 148 IMPFT 102K Unit 02 Consider nutritional needs of a variety of individuals SFHCHS 96 SFHCHS 146 SFHCHS 148 IMPFT 102K Unit 03 Use food and nutrition information to plan a healthy diet SFHCHS 96 SFHCHS 146 SFHCHS 148 IMPFT 102K Unit 04 The principles of weight management SFHCHS 96 SFHCHS 146 SFHCHS 148 IMPFT 102K Unit 05 Understanding eating disorders SFHCHS 96 SFHCHS 146 SFHCHS 148 IMPFT 102K 54

55 NCFE Unit number/title NOS unit number Unit 06 Principles of food safety for the home environment No specific NOS for this unit 55