Barnet Schools Wellbeing Programme Healthy Eating and Nutrition Framework For Primary Schools

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1 Healthy Eating and Nutrition Framework For Primary Schools Produced by

2 Healthy Eating and Nutrition Framework Page 2 Produced by Health Education Partnership

3 Contents Introduction... page 4 Improved health, behaviour and performance... page 4 The importance of food in the curriculum... page 4 The School Food Plan explained... page 5 Healthy Schools London and a whole school approach... page 8 Within the curriculum... page 9 Guide to the curriculum framework... page 9 Nutrition and Cooking in the National Curriculum... page 9 Delivery options and principles... page 10 Barnet Healthy Eating and Nutrition Framework Overview.. page 11 Core theme 1 and modules: Eating well... page 12 Core theme 2 and modules: Cooking... page 19 Core theme 3 and modules: Food growing... page 26 Making healthy eating and nutrition part of the whole school community... page 33 Packed lunch guidelines... page 44 Engaging parents to eat well... page 46 Support for heads and governors... page 49 Directory of organisations and websites... page 60 Directory of books... page 65 Appendix 1: Children s on food & nutritional requirements.. page 68 Appendix 2: Tools and Risk Assessments... page 74 Appendix 3: Supporting Food Growing... page 80 Appendix 4: Whole School Food Policy Template... page 83 Appendix 5: Packed Lunch Policy Template... page 90 Appendix 6: Pupil Survey Template... page 94 Appendix 7: Packed Lunch Survey... page 95 Appendix 8: Lunchbox ideas... page 97 Appendix 9: Foods for breakfast clubs and school clubs... page 99 Developing a whole school food policy... page 33 The school lunch... page 36 Produced by Health Education Partnership Ltd Page 3

4 Healthy Eating and Nutrition Framework Introduction The profile of school food has increased considerably in recent years. Evidence shows that school food is important for the long- term health and wellbeing of children and young people. 1 The Government are now committed to and determined that no child should leave school without the skills and understanding for the importance of good nutrition for their long- term health and wellbeing. This resource will provide inspiration to support and promote a school ethos and environment, which encourages a healthy lifestyle and helps to deliver Government targets to tackle obesity and achieve healthy eating goals. Improved health, behaviour and performance A study by the Children s Food Trust 2 found that children in primary school were over three times more likely to concentrate and be alert in the classroom when positive changes were made to the food that they ate and their dining room environment. Eating habits are often associated with healthy weight. Nutritious school food helps our children develop good eating habits and puts them on the right path to achieve a healthy future. Although most parents want their children to lead a healthy lifestyle children are currently eating too much fat, sugar and salt. According to Children s Food Trust Survey 3 healthier food and drink items were chosen and eaten more frequently by pupils taking a school lunch than those bringing a packed lunch. Packed lunches were found to often include items restricted or prohibited by the Food Based Standards for school lunches. 5.5 billion packed lunches are eaten each year in the UK and of these only 1% meet the Nutrient Based Standards for school meals 2,4 (from January 2015 these standards will no longer apply see page 8 for more information). Educating children and their parents to eat well can positively impact on the future health of children. The importance of food in the curriculum Cooking and nutrition will be compulsory from September 2014 with the aim of giving all pupils the skills and knowledge to prepare a large number of different nutritious dishes 5. Having the skills to grow and cook food can change a child's life forever. Some children in the UK have never seen their parents cook or even peel a potato, with generations of families relying solely on convenience foods a large number of children are growing up without the essential skills for every day life. Convenience foods are attractive as the pricing is often easier to understand compared to having to source a range of different ingredients to produce one meal. Cooking fresh nutritious food on a budget is not easy, and a number of skills are required. 1 Children s Food Trust (2008) 2 Children s Food Trust (2009) 3 Children s Food Trust School Food Plan Department for Education 2013 Page 4 Produced by Health Education Partnership

5 The School Food Plan - Explained The School Food Plan, commissioned by the Secretary of State for Education, written by Henry Dimbleby and John Vincent is the largest review of school food since 2005 and is designed to improve the quality and take- up of school food through cultural change, leadership, communication and inspiration. The plan of action puts good nutritious school food firmly back into focus and the kitchen at the heart of school life 6. In July 2012 Vincent and Dimbleby were asked to find out: n How will we get our children eating well in school? n What more needs to be done to make tasty, nutritious food available to all school children? n How do we excite children about the food so that they want to eat it? n What role should food and cooking play more broadly in school life to enrich their home lives and leave a legacy for later in life? The School Food Plan was published in July 2013, following extensive work with headteachers, teachers, cooks, caterers, nutritionists, parents, charities, volunteers and Government. The plan identified 16 actions, 10 for Government, led by DfE and 6 for the catering sector, led by Henry Dimbleby, John Vincent & their director of implementation, Myles Bremner. The Authors Vision for School Food Flavourful, fresh food, served by friendly, fulfilled cooks, in a financially- sound school kitchens 7 In schools across England: n At least 70% of children eating school meals n Those children eating tasty and nutritious food n No child going hungry n School cooks who are happy, confident, skilled and motivated n Schools taking a whole school approach to food, with creative collaborations between headteachers, school cooks, children, teachers, governors and parents n Children who know how to feed themselves well, and who enjoy cooking and growing with their families, both at school and at home n Ensure that school meals are economically viable through increased uptake of school food and economies of scale, enjoying a virtuous cycle of higher take- up, better quality and lower price. 6 School Food Plan School Food Plan 2013 pg 25 Produced by Health Education Partnership Ltd Page 5

6 Healthy Eating and Nutrition Framework What you need to know: n Headteachers are being encouraged to take a lead on food at their schools - the plan outlines the importance of helping them to do this. n Take up: all schools are being urged to take up the challenge: the review throws down the gauntlet to everyone involved with school food to maximise the number of children opting for school meals. n Free school meals: following recommendation for universal free school meals the government has agreed to extend free school meals to all children in reception, year 1 and year 2 from September n Funding: 16.1 million is going to be invested by the Department for Education over the next two years, including 11.8 million to help thousands of schools get help to increase take- up of meals, and 3.15 million to ensure healthy breakfasts are available for thousands of children who arrive at school hungry. n Flagships: 2 London boroughs are to help prove that better school food can have a significant impact on children s health and attainment. Every school in each area will receive co- ordinated support from expert organisations, funded jointly by the Department for Education and the Mayor of London. n Practical cooking lessons: For the first time ever, practical cookery is compulsory in the new national curriculum for children up to Year 9. how schools promote healthy lifestyles. Progress on take up of school meals, the number of schools meeting standards, morale of the workforce, the number of schools with food awards and children's cooking skills will also be monitored by the Department for Education. n Legislation: the plan recommends a consultation on and pilot of updated school food standards and looking at simplifying the nutrient standards which requires the use of a computer software programme. The government has pledged that these standards would apply to all schools including academies. n School meals brand: the plan aims to improve the image of school food with the help of celebrity chefs and national food businesses - to help you encourage more families to give school food a try. n Small school assistance: Small schools (under 100 pupils) find it difficult due to the economy of scales to make a school catering service economically viable. The plan is testing models to help small schools offer good food which families and the school can afford. n Monitoring: Ofsted will guide inspectors to consider the behaviour and culture in school dining rooms and to look at Page 6 Produced by Health Education Partnership

7 Checklist for Headteachers For a successful lunch service schools must lead the change and the headteacher plays a vital role. The School Food Plan is explicit about the principle of the whole school approach and talks about how the dining room, food experiences and education must come together for the good of the child. Also the recent report commissioned by the Department of Health, written by the Chief Medical Officer (CMO), Professor Dame Sally C Davies Our Children Deserve Better: Prevention Pays explores how early in life experience affect health and wellbeing later and the growing case for improving the lives of children and young people 8 Change for the better is reliant on the support of the headteacher to share and delegate this responsibility, in many cases the caterer may just need a nudge to improve the service standards, in others the school may wish to grab the bull by the horns and take on the management responsibility of the catering service and operate an in- house service. Whatever direction is taken it must be seen through the eyes of the child. This is key; the child is the customer. Look at the: n Price n Dining environment n Lunch time social life n Brand Adopting the three principles, headteacher led changes, seeing through the eyes of the child and the whole school approach will create a vibe around eating well that excites children and makes eating a school lunch fun. The actions: For Government n Put cooking into the curriculum: make cooking and food an entitlement in key stages 1 to 3. (See page 9 ) n Introduce food- based standards for all schools, including free schools and academies. (See page 8) n Kick- start promotion for increased take- up of good school food. n Set up financially self- sufficient breakfast clubs. n Set up flagship boroughs to demonstrate the impact of improving school food on a large scale. n Investigate the case for extending free school meals entitlement. n Train headteachers: include food and nutrition in headteacher training. n Public Health England will promote policies, which improve children s diets in schools. n Ofsted inspectors to consider behaviour and culture in the dining hall and the way a school promotes healthy lifestyles. n Measure success set up and monitor five measures to test whether the School Food Plan is working. 8 Annual Report of the Chief Medical Officer (2012) Produced by Health Education Partnership Ltd Page 7

8 Healthy Eating and Nutrition Framework The Actions: For Henry Dimbleby, John Vincent and Others n Share What Works Well on a new website, to enable schools to learn from each other. n Improve the image of school food n Bring school cooks closer to the rest of the catering sector. n Improve the skills of the workforce n Small school taskforce caterers, kitchen designers and manufacturers to work together to provide good food for small schools. n Ensure small schools are fairly funded. The new school food standards Following on from the recommendations of the School Food Plan, the government has launched new school food standards, which become mandatory on 5th January The main difference is that they are food- based only, which means schools and their caterers will no longer have to nutritionally analyse their recipes and menus. The revised food- based standards specify which types of food should be served at school, and how often. The new standards ensure a healthy, balanced diet consisting of: n Plenty of fruit and vegetables n Plenty of unrefined starchy foods n Some meat, fish, eggs, beans, other non- dairy sources of protein n Some milk and dairy foods General principle: The new school food based standards promote a variety of different foods across the week, including different fruits, vegetables, grains, pulses or types of meat and fish. More information is available from Children's Food Trust Healthy Schools London and a whole school approach A whole school approach is essential in terms of enriching the total experience of wellbeing in school. The Healthy Schools London (HSL) programme promotes a whole school approach to improve children and young people s wellbeing. Many Barnet primary schools engaging with HSL and the local support available to achieve an HSL Award report that the process enables them to identify current strengths and good practice, together with planning actions for areas for improvement. We hope that the information and resources listed will inspire whole school engagement, enabling the health and wellbeing of pupils, staff and families to flourish. This framework includes: n In the Curriculum, lesson plans and resources n Making Healthy Eating and Nutrition Part of the Whole School Community n Directory of Organisations and Websites that Supports Healthy Eating and Nutrition for Primary Schools n Plus, Healthier drinks Page 8 Produced by Health Education Partnership

9 Within the curriculum Guide to the Curriculum Framework We have based the framework on the National Curriculum in England. 9 This document has been produced for schools to help implement the new compulsory Nutrition and Cooking element of the curriculum. It has been devised to help schools unpack the new curriculum, plan schemes of work and implement high quality food, cooking and nutrition teaching via a range of resources. Nutrition and Cooking in the National Curriculum As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: Key stage 1 n Use the basic principles of a healthy and varied diet to prepare dishes n Understand where food comes from. Key stage 2 n Understand and apply the principles of a healthy and varied diet n Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques n Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed 9 Department for Education 2013 Produced by Health Education Partnership Ltd Page 9

10 Healthy Eating and Nutrition Framework Themes and Strands There are three overlapping and linked core themes, and each has two main strands: 1. Eating Well n Making Healthy Choices n Nutrition and my Body 2. Cooking n Cooking Techniques and Hygiene n Practical Cooking 3. Food Growing and the Provenance of Food Modules n Practical Food Growing n Food Provenance Each strand is divided into 6 modules; one for each year group for Key Stages 1 and 2. We have provided an outline one- page module for every Year group, which is the equivalent of half a term s work. Every module is divided into six blocks (which could be a lesson or split sessions), each with identified learning objectives and suggested appropriate resources. Delivery Techniques A range of both practical and theoretical delivery methods delivery are being suggested for these modules. Assessment Evaluation n Cooking Diary n Self Assessments n Questioning n Observations n Quizzes n Questionnaires and surveys n What difference do you see in the pupils attitudes towards food and nutrition? n Are pupils consuming healthier foods? n Is the whole school community involved in healthy activities? Page 10 Produced by Health Education Partnership

11 Barnet Healthy Eating and Nutrition Framework Overview Core Themes: Core Theme 1: Eating Well Core Theme 2: Cooking Core Theme 3: Food Growing and the Provenance of Food Making Healthy Choices Nutrition and My Body Cooking Techniques and Hygiene Practical Cooking Practical Food Growing Food Provenance Y1 The Eatwell Plate: Introduction My Body Needs Food for Fuel Hygiene and Safety Rules: Introduction Food Preparation Without Heat Plants on Windowsill: Cress Where does Food come From? Y2 The Eatwell Plate: Choosing a Balanced Diet How do I Feel when I am Hungry Basic Food Preparation Skills Food Preparation with Heat Introduction Plants on Windowsill: Beans Food has to be Farmed, Caught or Grown at Home Y3 The Eatwell Plate: Identifying Meals How my Nutritional Needs Change When I am Physically Active Food Storage Y4 The Key is Balance Active and Healthy Prepare and Cook Food Safely and Hygienically Y5 Y6 Nutrients: Introduction Nutrients: The Needs and Requirements Energy Balance: Introduction Energy Balance Additional Food Preparation Skills The Eatwell Plate and Cooking Cooking for a Specific Time or Occasion Cooking Around the World Ready Steady Cook! Creating Recipes Explore Growing Explore Growing Explore Growing Food is Changed from Plough to Plate Foods Produced Around the World Exploring the Food Chain Processes that Make our Food Safe to Eat Cooking on Budget Explore Growing Farming and Animal Welfare Produced by Health Education Partnership Ltd Page 11

12 Healthy Eating and Nutrition Framework Core Theme 1: Eating Well Childhood obesity and other diet related diseases are of growing concern in the United Kingdom. According to Gregory et al (2000) 10 children and young people (4-18 years old) consume too much food containing fat, saturated fat and sugar and not enough fruit, vegetables and other foods containing important vitamins and minerals. This results in young people consuming very energy dense diets lacking in important nutrients. Being overweight or obese as a child is likely to continue into adulthood. It was noted that almost 20% of obese 4 year olds became obese adults. This percentage increased to 80% for obese adolescents 10. Obesity both in childhood and adulthood can lead to increased risk of ill health. Conditions such as high blood pressure, type 2 diabetes and impaired glucose intolerance have been identified in children as young as five. In addition to physiological ill health caused by obesity, psychological complications often arise amongst obese children, which might be caused by bullying related to their weight 11. food it is vital to support the whole school community to understand the principles of a healthy nutritionally balanced diet. Schools provide a unique environment to encourage children and young people to learn more about food and nutrition. In the formal curriculum, teaching about food and nutrition can take place in a number of subjects, particularly Science, Design and Technology, and Personal, Social and Health Education (PSHE) as well as through cross- curricular themes such as Math, Geography, History and Religion in Key Stage 1 and 2. This section will look at food and nutrition in the curriculum and in Appendix 1 you will find some information on important nutrients, why they are needed, how much children need and whether they are getting enough or too much based on current scientific evidence. Setting good eating and drinking habits in childhood is essential for good health. A well- balanced diet is crucial for proper growth and development and to reduce the risk of diet- related diseases in later life. In order for children to acquire the skills and knowledge to help them make healthy food and drink choices and to develop a love of good 10 Gregory J.R, Lowe S (2000) National diet and nutrition survey- young people aged 4-18years, Volume 1:Report of the diet and nutrition survey. The Stationary Office, London. 11 Livingstone M.B and Robson P.J (2000) Measurement of Dietary Intake in Children, Proceedings of the Nutrition Society, vol 59,pp 279 Page 12 Produced by Health Education Partnership

13 Year 1: Eating Well MODULE: The Eatwell Plate Introduction and my body needs food for fuel By the end of this module pupils should be able to: Understand what The Eatwell Plate is, Understand and explain that different people like different types of food, Understand that food is needed for the body to function properly. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I can identify foods in all 5 food groups I understand that we need to eat smaller amounts of some foods and bigger amounts of other foods I understand that the foods that I like are different to the foods that my friends like I am able to name and express opinions about different types of foods I understand that I should be eating 5 fruits and vegetables every day and why I am able to name a number of different fruit and vegetables I understand that my body needs food for fuel I understand how food helps my body to grow Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. EY Other National Curriculum Areas: PSHE, Science Discussion: What foods do you like? What does healthy food mean to you? Encourage pupils to express themselves; Why like certain food and why they think the food is healthy. Activity: The Eatwell plate floor mat or online copy of the Eatwell plate without the text Resources teaching pupils 3-5 about the Eatwell plate are available from: Discussion: Which foods do you like to eat? What is it you like about them (smell, texture, appearance?) Which foods do you not like to eat? Why? Activity ideas are available from: Discussion: What is your favorite fruit or vegetable? Is that a fruit or a vegetable? How many portions should we eat every day? What is a portion? (size of fist) Activities Ideas: Fruit and vegetable bingo; Guess the fruit or vegetable in a bag; Handa s Surprise Information about fruit and vegetables and the 5 A day initiative: Use a car as an example; What happens if a car does not get fuel? Or what happens if you over fill it? Or put the wrong fuel in for example diesel? In a petrol car. Use a balloon to demonstrate how our bodies need food to grow. What happens if it gets no air? Or too much air? Get the pupils thinking about what types of activities they do and what would happen to their bodies if they did not eat. Recap What is the Eatwell plate? Which foods do you like and which foods do your friends like? Get the pupils to draw their favorite food and then place it onto an empty Eatwell plate wall display Produced by Health Education Partnership Ltd Page 13

14 Healthy Eating and Nutrition Framework Year 2: Eating Well MODULE: The Eatwell Plate Choosing a balanced diet & feeling hungry By the end of this module pupils should be able to: Understand that we eat different foods dependent on the time of the day, Understand how they feel when they are hungry and once they have eaten, Understand the importance of eating foods from all 5 food groups. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand that we eat different foods at different times in a day I am able to name and describe different types of foods eaten at different times of the day I can name all the five food groups and identify foods in each group I know which foods I need to eat more or less of I understand that I cannot just eat food from one food group for my body to be healthy I understand how I feel when I am hungry I understand that to be able to get rid of the rumpling feeling in my tummy I have to eat Assessment of Learning what did pupils learn in this module? Previous Learning: Year 1 Other Learning: PSHE, Science Recap: What is the Eatwell plate? Encourage the pupils to describe what they previously learnt about the Eatwell plate Discussion: Think about yesterday what did you eat and when? Discussion: Map out breakfast, lunch and dinner, what type of food we eat at each time? Are pupils able to unpick ingredients and place on the Eatwell plate? Discussion: Which are the five food groups? What foods might be in each group? Look at the pie chart which foods do you think you need to eat more or less of? Why? Activity ideas are available from: Discussion: Think of a time when you where hungry how did you feel? How do you feel just before lunch time? Activity: Get the pupils to draw themselves and how they feel when they are hungry and how they feel once they have eaten Activity ideas are available from: Get the pupils to draw different food items that they eat at different times in a day can they link these with the Eatwell plate? Are they eating a balanced diet? Page 14 Produced by Health Education Partnership

15 Year 3: Eating Well MODULE: The Eatwell Plate Identifying meals and nutritional needs Block Learning Objectives Activity Ideas and Resources By the end of this module pupils should be able to: Understand which food groups makes up their favorite meals, Understand how their nutritional requirements changes when they are active, Understand that different foods are eaten at special Celebrations Links Assessment for Learning what do pupils already know? I can identify and describe the components of my favorite meals I am able to sort the components of my favorite into different food groups on The Eatwell Plate I can name and explain the smell and texture of my favorite foods I understand from which countries the favorite foods of my friends comes from I can describe a number of different foods that are eaten at different celebrations I understand that the foods eaten at special celebrations are different in different countries I understand that my nutritional needs change when I exercise Assessment of Learning what did pupils learn in this module? Previous Learning: Year 2 Other Learning: PSHE, Science Discussion: think about your favorite meal- Which types of foods are included? Activity: Write all the meals and the food items that the pupils know on the board. For each item ask the pupils what type of food it is and to which food group it belongs. Activity ideas are available from: Discussion: Think about your favorite meal, Why is it your favorite? What does it taste like? How does it smell? What does it look like? Discussion: Why do we eat different types of food? From which country does the food that you eat come from? Does anyone not eat meat? Why? Discussion: Do you celebrate different festivals? Which festivals do you celebrate? What types of food do you eat for those festivals? Activity ideas are available from: Discussion: Do you know what happens to your body when you exercise? What types of exercise do you do? Do you think you need to eat more or less when you exercise? For activity ideas available from: Pupils are able to adopt the principles of The Eatwell plate to their own diets. Pupils are able to describe a number of different festivals and what is eaten at them Pupils can express how their nutritional needs change when they are physically active Produced by Health Education Partnership Ltd Page 15

16 Healthy Eating and Nutrition Framework Year 4: Eating Well MODULE: The key is balance and being active and healthy By the end of this module pupils should be able to: Understand that even though people eat different types of food around the world all people need to eat a balanced diet, Understand that diets are different for different people, Understand that being active and healthy is important for life long health. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand that the amount and range of food that we eat is called the diet I understand that I need to eat a wide range of different foods for my diet to be healthy and balanced I can explain why people are eating different foods around the world I can describe and explain a number of different diets (example vegetarian, kosher, halal) I understand that the basic components of diets around the world are similar I understand that even though the diet is different all people needs to eat a balanced diet I understand that I need to eat a balance diet I understand that I need to be physically active at least 60 minutes a day I understand that I need to clean my teeth twice a day I understand that I need to drink 6-8 cups of fluid every day to keep hydrated Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 3 Other Learning: PSHE, Science, PE Discussion: Why do we eat different types of food? (Climate, culture, availability) Discussion: What is a diet? What are the components of a diet? Activity: 1-2 Days collated food diary. What types of food did you eat? How does this compare with The Eatwell plate? Is your diet balanced? Activity idea: World Food Cards Discussion: Did you recognise any of the cultural foods? Which ones? How were they similar to the foods that you eat? Activity: Can you place the cultural foods on The Eatwell plate? Activity ideas for Active and Healthy are available from: Pupils are able to describe that diets are different around the world due to a range of factors however the basic ingredients are similar Pupils are able to describe what they need to do lead a healthy and active lifestyle Page 16 Produced by Health Education Partnership

17 Year 5: Eating Well MODULE: Introduction to nutrients and energy balance By the end of this module pupils should be able to: Understand what nutrients mean, Understand and identify foods that contain mainly carbohydrates, protein or fats, Understand the principle of energy balance. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand that I need to eat different foods because they provide the substances my body needs these substances are called nutrients I can identify which foods are built up by lots of Carbohydrates, Protein and Fat I understand that foods and drinks that are high in fat and sugar often are high in energy but does not contain a lot of nutrients I understand that the energy requirements are different for different individuals I understand what a portion is and it change dependent on how active I am Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 4 Other Learning: PSHE, Science, PE Discussion: Do you know what a nutrient is? Activity ideas are available from: Discussion: What did you eat today? Do you know what nutrients are in the foods that you ate today? Information about sources of nutrients is available in Appendix 1 of this pack. Activity: Get the packet or label for a number of different popular snack foods such as coke, chocolate, crisps. Bring sugar and oil to demonstrate how much sugar and fat are in these popular snack foods. Compare to other healthier foods and the nutritional guidelines. Activity idea ; Energy Balance available from: 4 Pupils are able to describe what nutrients are and name a number of sources of different nutrients Pupils are able to explain the basic principles of energy balance Produced by Health Education Partnership Ltd Page 17

18 Healthy Eating and Nutrition Framework Year 6: Eating Well MODULE: Nutrients and Energy Balance Needs and requirements By the end of this module pupils should be able to: Understand that different foods provides different amounts of energy and nutrients, Understand that different activities use different amounts of energy and we need to balance our energy in (food) with our energy output (activity). Block Learning Objectives Activity Ideas and Resources Assessment for Learning what do pupils already know about the topics covered in this module? I can name and explain a number of different nutrients and their importance to my body I understand that some nutrients are essential but others are not essential I understand the difference between essential and non essential nutrients What are nutrients? How does our body use up energy? Activity ideas are available from: Activity ideas are available from: Links I understand that energy is measured in kilo joules but can also be measured in kilo calories I can name a number of different activities to expend energy I understand that energy balance is important for a healthy weight The formula for energy balance is = Energy input = energy output Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 5 Other Learning: PSHE, Science, PE Activity ideas available from: Activity ideas available from: Pupils are able to explain how eating a balanced diet containing a number of different nutrients are important to their health Pupils are able to express the formula and how to apply energy balance for a healthy weight Page 18 Produced by Health Education Partnership

19 Core Theme 2: Cooking Introduction The focus of eating well for children and young people should always be on the range of interesting and tasty food that can make up a healthy diet, rather than denying them certain foods and drinks. Linking the principals of good nutrition and eating well with practical guidance on planning and preparing simple recipes helps to embed a good understanding of how healthy food and drink choices can be easy, tasty and fun. The School Food Plan recommends that cooking lessons should be made a part of the national curriculum for all children up to the age of 14. The government accepted their recommendation and the new curriculum will: Emphasise the importance of cooking nutritious, savoury dishes, understanding where food comes from, and taking pleasure in the creative arts of the kitchen. 12 As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating in Key Stage 1 and 2. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and wellbeing, now and in later life. The following section presents curriculum linked cooking activities to provide a comprehensive, adaptable and progressive approach to teaching the principles of cooking and healthy eating. They provide a framework to build upon and ensure that consistent and up- to- date messages are delivered in schools. If schools do not have access to a kitchen then no- cook recipes, hotplates and other temporary equipment can be used in the classroom situation. For resources and websites providing activity ideas for cooking in school go to the Directory on page 60 of this document. Risk assessments and Health and Safety Rules are available in Appendix 2 of this pack. 12 School Food Plan 2013 pg 9 Produced by Health Education Partnership Ltd Page 19

20 Healthy Eating and Nutrition Framework Year 1: Cooking MODULE: The Tiger Claw Cutting, cooking, hygiene and safety By the end of this module pupils should be able to: Adapt and use safe cutting techniques such as the Tiger Claw, Bridge Grip and Fork Secure, Understand that you sometimes need to try a food more than once before you like it, Understand that there is a large number of different equipment used for cooking. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand that different fruit and vegetables are in season at different times of the year. I can Identify, peel and cut using The Bridge Grip, The Claw and the Fork Secure a number of different fruits and vegetables I have tried a number of different fruits and vegetables I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time that I am cooking I am able to cook a number of different no heat required recipes using basic skills and ingredients Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. EY Other Learning: Design and Technology, Science What do you need to do before you starting cooking? Activity ideas available from: 2/smid/445/tmid/443/Default.aspx Activity idea; Food Cards available from: emid=71 The Health and Safety Rules for pupils and adults are available in Appendix 2 of this Pack Risk Assessment templates are available in Appendix 2 of this pack Age appropriate no heat recipes are available from: Activity: Send a recipe home for pupils to make at home and ask them to take a picture of the food that they made Pupils can safely use basic cooking equipment and apply simple and safe cooking skills Pupils understand seasonal variations of fruit and vegetables Pupils are able to cook a number of no heat recipes Pupils have recorded in their Cooking Diary the recipes that they have cooked Page 20 Produced by Health Education Partnership

21 Year 2: Cooking MODULE: Basic food preparation skills and Hygiene & safety By the end of this module pupils should be able to: Apply a number of new cooking skills, Understand that different foods need to stored differently. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time that I am cooking I can identify and understand the use of a number of different cooking equipment I am able to apply a number of different cooking skills in a safe manor I am able to cook a number of different recipes using basic skills and ingredients Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 1 Other Learning: Design and Technology and Science Which cooking skills are you able to apply? The Health and Safety Rules for pupils and adults are available in Appendix 2 of this Pack Risk Assessment templates are available in Appendix 2 of this pack Activity ideas for Learning about cooking equipment are available from: Activity ideas for cooking Skills are available from: Recipe Ideas are available from: Recipe Ideas are available from: it Pupils are able to apply a number of new cooking skills Pupils have completed their skills sheet Pupils are able to describe and express the use of a number of different cooking equipment Pupils are able to cook a number of different recipes Pupils have recorded in their Cooking Diary the recipes that they have cooked Produced by Health Education Partnership Ltd Page 21

22 Healthy Eating and Nutrition Framework Year 3: Cooking MODULE: Food storage, hygiene and safety Cooking for a specific time or occasion By the end of this module pupils should be able to: Understand that people eat different food and meals according to the time of day or occasion, Understand that food needs to be stored in a specific way so that it is safe to eat. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I can identify and explain where foods need to be stored to be safe to eat I understand that food needs to be stored in a special way in the fridge and freezer to avoid cross contamination I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time I understand that people eat different foods dependent on what time of the day it is. I can identify a number of different occasions and celebrations where a different type of food is eaten I am able to cook a number of different recipes for different times of the day and different occasions and celebrations Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 2 Other Learning: Design and Technology, Religion Discussion: Where do you store food at home? Activity: Get pupils to cut out pictures of food and sort them into foods that need to be stored in the fridge, freezer or cupboard. Why does the food need to be stored there? What would happen if you stored the milk or butter in the cupboard? Activity ideas are available from: The Health and Safety Rules for pupils and adults are available in Appendix 2 Risk Assessment templates are available in Appendix 2 of this pack Discussion: At what times do you eat and what do you eat at these times? What do other people that you know eat at these times? Do you know anyone from a different country? What do they eat at these times? Does what you eat change at the weekend or when it is someone s birthday? Christmas? Passover? Eid? Etc. Recipe Ideas Breakfast: Recipe Ideas Main Meals: faces Pupils understand how food needs to be stored to be safe to eat, Pupils are able to cook a number of different recipes for different times of the day as well as for different celebrations. Pupils have recorded in their Cooking Diary the recipes that they have cooked Page 22 Produced by Health Education Partnership

23 Year 4: Cooking MODULE: Prepare and cook food safely and hygienically Cooking around the world By the end of this module pupils should be able to: Understand the importance of food hygiene on health, Understand and identify that people from around the world eat different foods and using different techniques to prepare their food, Be able to cook a number of different cultural dishes. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand that Buying, Storing, preparing and cooking food safely and hygienically are vital for health I understand that people around the world use different ingredients I can name and explain a number of different ingredients from different countries I understand that food is prepared in different ways due to a number of factors including culture, environment, custom and religion I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time that I am cooking I am able to cook a number of different recipes from different countries around the world Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 3 Other Learning: Design and Technology, Geography, Religion Do you know why food hygiene is important to healthy? Activity ideas available from: Discussion: Do you know anyone from a different country? Is what they eat different from what you eat? Do you know anyone from a different religion? Do they eat or not eat any foods because of their religion? More activity ideas: The Health and Safety Rules for pupils and adults are available in Appendix 2 of this Pack Risk Assessment templates are available in Appendix 2 of this pack Recipe ideas for cooking around the world available from: ideas.html Pupils can explain the importance of food hygiene to their everyday health. Pupils can identify foods and cooking techniques from around the world Pupils are able to prepare and cook a number of different dishes from around the world Pupils have recorded in their Cooking Diary the recipes that they have cooked Produced by Health Education Partnership Ltd Page 23

24 Healthy Eating and Nutrition Framework Year 5: Cooking MODULE: Additional food preparation skills Hygiene and safety By the end of this module pupils should be able to: Apply an extended range of cooking skills, Create and write recipes, Cook a number of different dishes based on a limited number of ingredients. Block Learning Objectives Activity Ideas and Resources Assessment for Learning what do pupils already know about the topics covered in this module? I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time that I am cooking I can demonstrate that I can use an extended range of cooking skills Which cooking skills are you able to apply? The Health and Safety Rules for pupils and adults are available in Appendix 2 of this Pack Risk Assessment templates are available in Appendix 2 of this pack Additional cooking skills available from: I am able to cook a number of different dishes using a limited number of ingredients I am able to create my own recipes Assessment of Learning what did pupils learn in this module? Activity: Ready Steady Cook, encourage pupils to be creative Information about Ready Steady Cook available from: Activity: Pupils to record in their Cooking Diary their recipes developed in ready steady cook Pupils are able to safely apply an extensive range of cooking skills Pupils are able to explore ingredients to develop their own recipes Links Previous Learning: e.g. Year 4 Other Learning: Design and Technology Page 24 Produced by Health Education Partnership

25 Year 6: Cooking MODULE: The Eatwell Plate Cooking, hygiene and safety By the end of this module pupils should be able to: Understand how to make meals healthier, Understand basic food label information, Cook a range of healthy meals on a budget. Block Learning Objectives Activity Ideas and Resources Links Assessment for Learning what do pupils already know about the topics covered in this module? I understand how to use The Eatwell plate to create healthy meals I can name and explain a number of different food allergies and intolerances I am able to read and interpret basic nutrition information on packaging I understand the Health and Safety Rules for cooking I understand that I have to apply the Health and Safety Rules every time that I am cooking I am able to cook a number of dishes on a budget I am able to suggest and demonstrate healthier ways to prepare and cook foods Assessment of Learning what did pupils learn in this module? Previous Learning: e.g. Year 5 Other Learning: Design and Technology, Science, PSHE Discussion: Can you suggest ways to make meals healthier? Activity ideas are available from: Activity C available from: The Health and Safety Rules for pupils and adults are available in Appendix 2 of this Pack Risk Assessment templates are available in Appendix 2 of this pack Activity ideas are available from: lottery- programme/recipes- and- resources/feed- a- family Activity ideas available from: Pupils are able to suggest and demonstrate practical ideas to make meals healthier Pupils are able to understand basic nutritional information on food packaging Pupils are able to cook a range of different healthy meals on a budget Pupils have recorded in their Cooking Diary the recipes that they have cooked Produced by Health Education Partnership Ltd Page 25