Qualification Specification. QCA Qualification Accreditation Number 100/4426/7. NCFE Level 2 Certificate in Nutrition and Health

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1 Qualification Specification QCA Qualification Accreditation Number 100/4426/7 NCFE Level 2 Certificate in Nutrition and Health

2 NCFE s Vision Creating opportunities through excellence in learning, achievement and customer service. About NCFE NCFE is the UK s longest-established awarding body, recognised in the field of education as a highly professional and responsive organisation, committed to maintaining a friendly and approachable level of customer care. Through the development of a diverse range of qualifications, awards and bespoke accreditation services which meet the needs of candidates and employers alike, NCFE seeks to reflect the aims of the Skills Strategy and the current review of qualifications. NCFE qualifications and accreditation services are widely available throughout the education and training sectors. Programmes are versatile and suitable for a wide range of candidates. This flexibility has contributed to the hundreds of thousands of candidates who now successfully achieve NCFE certificates. NCFE qualifications and accreditation services can be used to: assist centres in responding to government initiatives such as Entry to Employment, Skills for Life and Widening Participation contribute to the statutory requirements for Work-Related Learning at Key Stage 4 meet local and national employers needs provide progression routes into further education, training or employment access sources of funding Customer Service Agreement A Statement of Service to Centres NCFE continually strives to improve the service we provide to our customers. In order to achieve this we will review and evaluate our service on an ongoing basis, responding to and acting upon customer feedback as appropriate. To achieve this NCFE needs to know what kind of service centres need and expect, and how this compares with the service we currently provide. Your feedback is valued; please direct any comments and suggestions to our Customer Support Manager (info@ncfe.org.uk). A full version of the NCFE Customer Service Agreement is available on the NCFE website (

3 NCFE Level 2 Certificate in Nutrition and Health Contents Page No. Section 1: Qualification Overview 2 Introduction 2 Accreditation and Certification End Dates 3 Status in Wales and Northern Ireland 3 Aims 3 Target Group 4 Entry Guidance 4 Resource Requirements 4 Progression Opportunities 5 Links to Key Skills and National Occupational Standards 6 Centre Approval Requirements 7 Section 2: Assessment and Moderation 8 Independent Assessment 8 External Moderation 9 Achieving the NCFE Level 2 Certificate in Nutrition and Health 9 Section 3: Structure and Content of the Qualification 10 Unit Summaries 11 Unit 01 Explore principles of healthy eating 13 - Unit 02 Consider nutritional needs of a variety of individuals 20 - Unit 03 Use food and nutrition information to plan a healthy diet 27 Section 4: Links to Key Skills 31 Appendices 40 Appendix A Qualification Centre Approval Procedure 40 Appendix B Candidate Registration and Certification Procedure 41 Appendix C Glossary of Terms 42 Enquiries 45 Equal Opportunities 45 Data Protection 45 1

4 Section 1: Qualification Overview Introduction The NCFE Level 2 Certificate in Nutrition and Health has been accredited by the Qualifications and Curriculum Authority (QCA) and is part of the National Qualifications Framework. Its Qualification Accreditation Number is 100/4426/7. This qualification is therefore fundable under the Learning and Skills Act 2000 under Sections 96 and 97. Its Learning Aim Code is For further guidance on funding, please contact your local Learning and Skills Council. The NCFE Level 2 Certificate in Nutrition and Health has been developed in response to rising levels of obesity in both adults and children. The statistics are startling: about 20% of Britons are now classified as obese. A report by the National Audit Office warns that if the current trends continue, a quarter of British adults will be obese by In addition, it is estimated that illnesses associated with poor eating habits are already costing the NHS more than 500 million per year. The qualification is ideal for candidates who are interested in improving their understanding of nutrition and healthy eating. The qualification has been developed in close association with Network Training Publishing (NTP) specialist publishers of distance learning materials. Network Training Publishing (NTP) is part of the Tribal Group plc who are providers of professional support services to the Education, Health and Local Government sectors and to the wider public and private sectors in the UK. Guided learning hours (GLH): up to 90 NQF Level: 2 Assessment requirements: Independently assessed workbook The qualification consists of three mandatory units: Unit 01 Explore principles of healthy eating Unit 02 Consider nutritional needs of a variety of individuals Unit 03 Use food and nutrition information to plan a healthy diet Learning outcomes for each unit are provided in Section 3 (page 10). Candidates must successfully complete all three mandatory units to be awarded the NCFE Level 2 Certificate in Nutrition and Health. 2

5 NCFE Level 2 Certificate in Nutrition and Health Accreditation and Certification End Dates All qualifications on the National Qualifications Framework are subject to accreditation and certification end dates as set by QCA to ensure that all qualifications remain current and valid. Candidate registrations may not be accepted by awarding bodies after the accreditation end date for a specific qualification if an extension to the accreditation is not obtained from QCA (see below). However, certification is permitted until the certification end date in order to allow candidates to complete any programme of study. Towards the end of the accreditation period for each qualification, NCFE will undertake a review of the qualification in collaboration with sector representatives in order to make any changes necessary to meet sector needs and reflect recent developments. Once this review process is completed NCFE will, in most cases, apply to QCA for an extension to the accreditation period. Information regarding changes or extensions to qualifications will be posted on the NCFE website ( and sent to approved centres. To ensure that you are using the most up-to-date version of this Qualification Specification please check the issue date on the inside back cover of this document against that of the Qualification Specification on the NCFE website ( How to give us your comments The NCFE Level 2 Certificate in Nutrition and Health has been accredited for a specific period of time. NCFE welcomes feedback on this qualification and any suggestions for change or improvement. If you have any suggestions to make, please info@ncfe.org.uk and mark your content review. Status in Wales and Northern Ireland Currently, NCFE intends to provide its qualifications to centres in England and appropriate resources are available to produce both specifications and assessment materials for these centres. Materials can be made available to centres in Northern Ireland and Wales (NCFE is able to provide materials in the Welsh and/or Irish language where requested and appropriate). Aims The qualification aims to develop: an understanding of the principles of healthy eating and the role of food in maintaining health increased confidence in planning and achieving a healthy diet an understanding of how an individual s dietary requirements change throughout their life an awareness of the dietary requirements of particular individuals an understanding of food labelling and the ability to use information from food labels a basis for further study and/or career development continued overleaf 3

6 Section 1: Qualification Overview Target Group The NCFE Level 2 Certificate in Nutrition and Health is suitable for candidates with some existing knowledge of this area who are interested in improving their understanding of nutrition and healthy eating. Parents, carers, catering staff and students may find this qualification of particular benefit. Entry Guidance There are no specific recommended prior learning requirements for this qualification. Access to this qualification is open to all candidates; however, a basic level of numeracy and literacy is required to comply with the Health and Safety and assessment aspects of the qualification. The minimum age for entry is 14. Admittance onto a course of study remains at the discretion of the centre based upon the above criteria. There are no restrictions on candidate entry for this qualification. However, candidates should be made aware that they should not register with NCFE or any other awarding body for a qualification at the same level with the same, or a similar, title as this could lead to duplication. Centres should note that funding levels may be affected for those candidates who undertake duplicate qualifications. Resource Requirements Delivery staff requirements: Centres must have in place at least one Assessor and one Internal Moderator who are occupationally competent. Please refer to NCFE s Occupational Competence Guidelines, available from the NCFE website ( or from the Customer Support Team at NCFE. For other staffing requirements, please refer to NCFE s Guidance for Centres: Procedures and Policies. Recommended training: NCFE recommends that Internal Moderators and/or Assessors attend NCFE s Assessor and Internal Moderator training or hold A1 and V1 qualifications. Support materials: An Assessor Guidance Pack is provided by NCFE to assist in the assessment of this qualification. Materials to support tutors in the delivery of this qualification may be purchased from Network Training Publishing ( , enquiries@network-publishing.co.uk). 4

7 NCFE Level 2 Certificate in Nutrition and Health Useful websites: Tutors may find the following websites helpful: BBC British Nutrition Foundation Department of Health Food Standards Agency Network Training Publishing Progression Opportunities This qualification complements the NCFE Level 1 Certificate in Exercise Studies, which provides candidates with an understanding of exercise and fitness and enables them to adopt a fitter and therefore healthier lifestyle. The main aim of this qualification is to equip candidates with the knowledge they need to adopt ahealthier diet. Proven benefits of a healthy diet include increased energy levels and weight loss; both of these may lead to increased self-confidence and motivation to undertake further study and/or career development. The qualification is not intended to provide direct access to employment. The following qualifications would be suitable for those candidates interested in progressing to further qualifications in the subject area: Level 2 NVQ Food Preparation and Cooking AVCE in Hospitality and Catering Level 3 BTEC Nationals in Hospitality Supervision Level 3 BTEC Nationals in Health Studies Candidates employed in the catering and health care sectors may complete this qualification as part of their career development. For further details please contact the Qualifications Team at NCFE. continued overleaf 5

8 Section 1: Qualification Overview Links to Key Skills and National Occupational Standards Section 4 (page 31) provides details of where evidence can realistically be generated for Key Skills units through this qualification. In general the aim has been to target Level 2 Key Skills although work can be designed for other levels depending on the needs of individual candidates or groups. Key Skills Centre Support Packs are available from the Customer Support Team at NCFE. These packs contain unit specifications, tracking and guidance documents which will be invaluable to any centre running Key Skills. Centres who are approved to run Key Skills through NCFE will receive their first copy of this pack free of charge; for additional copies, or for non-approved centres, a charge will apply. Details of these charges can be found in NCFE s Fees and Pricing document, available from the NCFE website ( or from the Customer Support Team at NCFE. The NCFE Level 2 Certificate in Nutrition and Health has been reviewed against the relevant National Occupational Standards (NOS) in Food Preparation and Cooking. At the time of writing these standards are in draft format undergoing consultation. The qualification will contribute to the knowledge and understanding requirements of the NOS where these relate to healthy eating options. NCFE will undertake more detailed mapping to the NOS once they are published. 6

9 NCFE Level 2 Certificate in Nutrition and Health Centre Approval Requirements Centres must apply for approval to offer this qualification prior to enrolling candidates. If approval is not sought in advance candidates should be advised that certification is not available. To gain approval to offer this qualification centres need to complete and return a signed copy of the relevant application form to the Assessment Team at NCFE. Form APPs are available from the NCFE website ( or from the Customer Support Team at NCFE. Further information regarding the approval criteria and procedure is contained in the publication Guidance for Centres: Procedures and Policies. If you have any queries regarding any part of the approval process, require assistance completing the application form or wish to know if your centre meets the approval criteria, please contact the Internal Assessment Team at NCFE. The appendices at the back of this document provide an overview of NCFE s administrative procedures from approval to certification. Candidate registration and certification fees: Following approval, individual candidate registration and certification fees are payable. Details of registration and certification fees are available on the NCFE website ( or from the Customer Support Team at NCFE. Additional support available: Materials to support tutors in the delivery of this qualification, may be purchased from Network Training Publishing ( , enquiries@network-publishing.co.uk). 7

10 Section 2: Assessment and Moderation Independent Assessment Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in the qualification. The NCFE Level 2 Certificate in Nutrition and Health is independently assessed. A candidate workbook covering 100% of the learning outcomes of this qualification is produced by NCFE. NCFE issues one workbook per candidate to centres upon candidate registration. Each candidate is required to complete the workbook, which includes a variety of short and long answer questions. All candidate workbooks must be 100% assessed by an Assessor using the Assessor Guidance Pack provided by NCFE. A 30% sample of the workbooks must then be assessed by an Internal Moderator to ensure consistency with national standards. The Internal Moderator must be independent from the delivery of the qualification. They must also employ a satisfactory sampling strategy to ensure all units and all assessors are sampled over a defined period of time. The centre s appointed External Moderator will provide advice on sampling strategies if required. NCFE recommends that Internal Moderators attend NCFE s Assessor and Internal Moderator training or hold A1 and V1 qualifications. Assessors must be satisfied that candidates have achieved all learning outcomes related to the unit being assessed prior to deciding whether candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process. Where a candidate fails to meet the required standards, the candidate may resubmit work within their registration period until the Assessor and Internal and External Moderators are satisfied that the candidate has met the standards. For resource and training requirements for this qualification, please refer to Resource Requirements on page 4 of this specification. The assessment arrangements for this qualification are in accordance with the criteria set out by the regulatory authorities. 8

11 NCFE Level 2 Certificate in Nutrition and Health External Moderation External moderation is carried out to ensure that assessment decisions are in line with required standards. External moderation is carried out by Moderators who are appointed, trained and monitored by NCFE. External Moderators are responsible for monitoring and sampling candidates evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. The sample will be selected at random by the External Moderator. Centres are notified of their External Moderator s contact details on registration of candidates. Centres are entitled to four external moderation visits per year. NCFE recommends that the first visit takes place as soon as possible after candidates have been registered in order to capitalise on the support and guidance offered by NCFE. When the Internal Moderator is satisfied that all candidate workbooks have been completed and assessed to the required standards, a further external moderation visit can take place. For further information on the responsibilities of Assessors, Internal and External Moderators, please refer to the publication, Guidance for Centres: Procedures and Policies. Achieving the NCFE Level 2 Certificate in Nutrition and Health To achieve the NCFE Level 2 Certificate in Nutrition and Health candidates must successfully achieve the independently assessed component. Grades are not awarded. Letters of Unit Credit may be requested for candidates not achieving the full certificate but who satisfy the independent assessment component for at least one whole unit. The awarding and reporting arrangements for this qualification are in accordance with the criteria set out by the regulatory authorities. 9

12 Section 3: Structure and Content of the Qualification This section provides the structure and content of the qualification. The unit summary provides an overview of each unit including: the unit title the unit overview the element title(s) guided learning hours Following the unit summary there is detailed information for each unit containing: the unit number and title the elements and learning outcomes The QCA-accredited unit number is indicated in brackets for each unit (eg M/100/7116). However, for the purposes of cross-referencing assessment and moderation, we have used a sequential numbering system in this document. Further information and/or guidance on the qualification can be obtained by contacting the Qualifications Team at NCFE. 10

13 NCFE Level 2 Certificate in Nutrition and Health Unit Summaries Unit 01 (QCA Unit No. A/102/6736) Explore principles of healthy eating This unit starts by looking at how diet affects a person s health. Candidates then look at how the five food groups contribute to a healthy diet and the role of different nutrients in maintaining health. The final element provides candidates with an understanding of healthy food preparation. The unit has four elements: Element 1.1 How diet is linked to health Element 1.2 Components of a healthy diet Element 1.3 Nutrients in food and their role in maintaining health Element 1.4 Healthy food preparation This unit is mandatory and accounts for 30 hours of the total recommended guided learning hours. Unit 02 (QCA Unit No. F/102/6737) Consider nutritional needs of a variety of individuals This unit encourages candidates to look at how nutritional needs vary with age. Candidates gain an understanding of the special dietary requirements of vegetarians, those with certain religious beliefs and those with allergies. They also gain an awareness of the factors that create barriers to healthy eating. The unit has four elements: Element 2.1 Nutritional needs of children and young people Element 2.2 Nutritional needs of older people Element 2.3 Special dietary requirements Element 2.4 Barriers to healthy eating This unit is mandatory and accounts for 30 hours of the total recommended guided learning hours. continued overleaf 11

14 Section 3: Structure and Content of the Qualification Unit 03 (QCA Unit No. J/102/6738) Use food and nutrition information to plan a healthy diet In this unit, candidates gain an awareness of the information that is provided on food labels and how this may be used to 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 element candidates evaluate their own diet and make recommendations for improvement. The unit has three elements: Element 3.1 Food labelling Element 3.2 Food additives Element 3.3 Apply principles of healthy eating This unit is mandatory and accounts for 30 hours of the total recommended guided learning hours. 12

15 NCFE Level 2 Certificate in Nutrition and Health Unit 01 (A/102/6736) Explore principles of healthy eating Element 1.1: How diet is linked to health Learning Outcomes: What the candidate must do: Estimate own Basal Metabolic Rate (BMR) Estimate own Physical Activity Level (PAL) Use findings from and to determine own energy requirements What the candidate must know: Basic definition of a healthy diet Difference between healthy diet of adults and children Lifestyle diseases associated with unhealthy diet Sources of energy from food Amounts of energy supplied by each nutrient Factors affecting a person s energy requirements Relationship between energy intake, energy expenditure and weight Why it is important to control salt intake range statements overleaf 13

16 Unit 01 (A/102/6736) Explore principles of healthy eating Range (explanation): Basal Metabolic Rate: Physical Activity Level: Healthy diet: Adults: Children: Lifestyle diseases: Sources of energy: Amounts of energy: Factors: Important: energy required to maintain health additional energy required due to physical activities contains all the essential items needed ie macronutrients, vitamins, minerals and fibre provides everything the body needs to stay fit and healthy provides everything the body needs to stay fit, healthy and to grow properly obesity; heart disease; stroke; type 2 diabetes; certain types of cancer, dental caries (tooth/gum decay), osteoporosis three nutrients: carbohydrate (sugars, starch); protein; fat 37.8 kilojoules (kj) or 9 kilocalories (kcal) per gram (g) of fat; 16.8 kj or 4 kcal per g of carbohydrate; 16.8 kj or 4 kcal per g of protein age; gender; activity level high salt intake can increase blood pressure which increases the risk of stroke and heart disease 14

17 NCFE Level 2 Certificate in Nutrition and Health Element 1.2: Components of a healthy diet Learning Outcomes: What the candidate must do: Identify foods belonging to each of the five groups What the candidate must know: Current healthy eating advice The importance of eating a wide variety of foods The five food groups Proportions of each food group which will provide a healthy diet Range (explanation): Five groups: Advice: Importance: Variety of foods: Proportions: bread, other cereals and potatoes; fruit and vegetables; meat, fish and alternatives; milk and dairy foods; foods containing fat and foods containing sugar eat a wide variety of different foods; eat more starchy foods especially whole grain varieties; eat at least five portions a day of fruit and vegetables; aim to eat at least two portions of fish a week, one of which should be oily fish; limit fatty foods and change the type of fat eaten; eat less salt; consume less sugary foods and drinks by eating a variety of foods a person is more likely to have a diet that provides all the necessary nutrients required to support good health eg: starchy foods, fruit and vegetables; dairy products; meat etc as outlined in the Balance of Good Health: one third of the overall diet fruit and vegetables; one third bread and starchy foods; the final one third is made up of meat, fish and alternatives, and milk and dairy foods with the smallest share coming from foods high in fat and foods high in sugar 15

18 Unit 01 (A/102/6736) Explore principles of healthy eating Element 1.3: Nutrients in food and their role in maintaining health Learning Outcomes: What the candidate must do: Identify foods that are a good source of each nutrient What the candidate must know: Definition of nutrients The nutrients needed by the body Role of carbohydrate in maintaining health Role of protein in maintaining health Role of fats in maintaining health Role of fibre in maintaining health Role of vitamins in maintaining health Role of minerals in maintaining health Role of water in maintaining health Factors that influence how much of each nutrient a person needs 16

19 NCFE Level 2 Certificate in Nutrition and Health Range (explanation): Definition: Nutrients: Carbohydrate (starches and sugars): Protein: Fats: Fibre: Vitamins: Minerals: Water: Factors: chemical substances that keep the body working properly carbohydrates; protein; fat; fibre; vitamins; minerals; water energy, foods rich in carbohydrate are the body s most easily used source of energy growth, repair, maintenance of body; can only be used properly when enough energy is in diet saturated fats create cholesterol so intake should be controlled; monounsaturated fats protect against heart disease; polyunsaturated fats provide important chemicals called essential fatty acids ; fats are an energy source healthy working of gut; prevents constipation; regulates way in which food is taken up and used by the body vitamin A: good eye health; protects body from processes leading to disease vitamin B: extraction of energy from food, keeping blood cells healthy vitamin C: wound healing; efficient absorption of iron from food; protects body from processes leading to disease vitamin D: building strong bones and aids efficient use of calcium by the body calcium: bone strength; building bones; prevention of osteoporosis later in life iron: healthy red blood cells and prevention of iron deficiency anaemia; healthy immune system essential to life; regulates body temperature; good intake prevents strain on kidneys and constipation age; gender; activity level 17

20 Unit 01 (A/102/6736) Explore principles of healthy eating Element 1.4: Healthy food preparation Learning Outcomes: What the candidate must do: Explain how a variety of cooking methods affects the nutritional values of foods Identify the advantages and disadvantages of a variety of cooking methods What the candidate must know: Factors to consider when planning healthy meals Methods of healthy preparation for fruit and vegetables Methods of healthy preparation for bread, other cereals and potatoes Methods of healthy preparation for meat, fish and alternatives Methods of healthy preparation for milk and dairy foods Methods of healthy preparation for foods containing fats and foods containing sugars Importance of adequate fluid intake 18

21 NCFE Level 2 Certificate in Nutrition and Health Range (explanation): Cooking methods: Factors: Fruit and vegetables: Bread, other cereals and potatoes: Meat, fish and alternatives: Milk and dairy foods: Foods containing fats and foods containing sugars: eg: frying; boiling; grilling; baking; steaming variety of foods; selecting appropriate proportions of the five food groups in accordance with the Balance of Good Health; cooking methods that preserve nutrient content of foods cook in as little water as possible; do not overcook; avoid adding salt when cooking; add vegetables to meat dishes; avoid dressing salads or use low fat dressing; when using canned fruit look for natural juice; use fruit in deserts consume a source of vitamin C (eg fruit juice) with breakfast cereals to promote iron absorption; use more pasta and less sauce; try different varieties (wholemeal, shapes and colours) of pasta to maintain interest; add cold pasta to salads; serve tomato-based rather than cheese-based sauces to reduce fat and salt content; cook potatoes for the minimum amount of time in as little water as possible to retain vitamins; use herbs and shredded vegetables instead of butter to flavour baked potatoes; use low fat fillings eg cottage cheese select lean cuts of meat; trim visible fat; remove chicken skin; use beans, lentils and chickpeas to extend meat and fish dishes; include oily fish such as sardines and mackerel for essential fats; don t use too many nuts as they are high in fat use semi-skimmed or skimmed milks which contain as much calcium as whole milk; use low fat versions of cheeses; use low fat plain yoghurt in soups, sauces and as a salad dressing limit intake of fatty and sugary foods and drinks; use monounsaturated and polyunsaturated fats and oils rather than saturated fats 19

22 Unit 02 (F/102/6737) Consider nutritional needs of a variety of individuals Element 2.1: Nutritional needs of children and young people Learning Outcomes: What the candidate must do: Plan balanced meals and snacks for a day for a chosen age group Explain why the meals and snacks you have chosen are appropriate What the candidate must know: Factors influencing eating patterns of various different age groups Energy requirements of various different age groups Consequences of a diet lacking in iron Importance of calcium and vitamin D for bone development Good food sources of key nutrients for children and young people Nutritional recommendations for children and young people 20

23 NCFE Level 2 Certificate in Nutrition and Health Range (explanation): Factors: age 1 5: parents/carers can radically influence a child s preference for healthier foods age 5 11: additional influences from peer group, advertising and own spending power age 11 16: increased independence; increased autonomy over food choices Energy requirements: age 1: 1,000 kcal; age 5: 1,700 kcal; age 9: 2,000 kcal; age 11 18: greater than at any other time of life, actual requirement depends on gender, body size and level of exercise Iron: Good food sources: Recommendations: loss of appetite; anaemia; extreme tiredness; and in cases of severe deficiency possible developmental delay iron: eg liver; lean beef; lamb; chicken; tuna; canned sardines; pulses vitamin C: eg orange juice; kiwi fruit; Brussels sprouts; peppers calcium: eg milk; hard cheese; yoghurt; soya mince; egg yolk folic acid: eg spinach; fortified breakfast cereals; broccoli zinc: eg liver; tuna; wholemeal bread; baked beans vitamin A: eg liver; margarine, dairy products; oily fish; green, red and yellow vegetables vitamin D: eg oily fish; spreading fats; eggs; meat age 1 5: full fat milk should be given until at least 2; reduced fat cheeses and yoghurts are not recommended for young children; fruit and vegetables should be included every day; undiluted fruit juice is not recommended as it damages teeth; vitamin drops containing A, C and D which should be considered for all children between 6months and 5 years unless they are eating a good, varied diet age 5 10: include a wide variety of foods; include plenty of fruit, vegetables and starchy foods; avoid too many fatty foods and sugary foods and drinks age 11 18: meet increased energy requirements with starchy carbohydrate foods and fruit and vegetables; ensure adequate intake of protein and iron especially for vegetarians and girls who have commenced menstruation 21

24 Unit 02 (F/102/6737) Consider nutritional needs of a variety of individuals Element 2.2: Nutritional needs of older people Learning Outcomes: What the candidate must do: Plan balanced meals and snacks for a day for an older person Explain how the meals and snacks you have chosen are appropriate for the person What the candidate must know: Factors influencing energy requirements of older people Reasons why older people may be at risk of malnutrition Nutritional recommendations for older people Range (explanation): Factors: Reasons: Nutritional recommendations: activity level; amount of body muscle lack of mobility; poorly fitting false teeth; mental confusion; hospitalisation; reduced sense of taste and smell follow a balanced diet including: calcium: good intake recommended to reduce loss of calcium from bone iron: good intake to maintain healthy red blood cells and a healthy immune system vitamin D: good intake to reduce risk of bone fracture and depression and to counteract reduced skin synthesis of vitamin D; consider use of supplements if housebound or rarely outdoors water: adequate intake to prevent dehydration 22

25 NCFE Level 2 Certificate in Nutrition and Health Element 2.3: Special dietary requirements Learning Outcomes: What the candidate must do: Identify the special dietary requirements of two religious or ethnic groups Identify the special dietary requirements of a chosen vegetarian diet What the candidate must know: Reasons people have specific dietary requirements Different types of vegetarian diet Precautions to take when preparing food for a person with specific dietary requirements range statements overleaf 23

26 Unit 02 (F/102/6737) Consider nutritional needs of a variety of individuals Range (explanation): Reasons: Types of vegetarian diet: Precautions: religion or ethnicity; vegetarian; reactions to food (including allergies, intolerance and aversion) vegetarian: someone living on a diet of grains, pulses, nuts and seed, vegetables and fruits with or without the use of dairy products and eggs. Does not eat any meat, poultry, game, fish, shellfish or slaughter by-products such as gelatine or animal fats lacto-ovo-vegetarian: someone who eats both dairy products and eggs. This is the most common type of vegetarian diet lacto-vegetarian: someone who eats dairy products but not eggs vegan: someone who does not eat dairy products, eggs, or any other animal product fruitarian: a type of vegan diet where very few processed or cooked foods are eaten. Consists mainly of raw fruit, grains and nuts. Fruitarians believe only plant foods that can be harvested without killing the plant should be eaten demi-vegetarian: is a term sometimes used to describe persons who eat little or no meat but may eat fish pescetarian: is a term sometimes used to describe people who eat fish but not meat when buying ingredients or foods; when preparing food 24

27 NCFE Level 2 Certificate in Nutrition and Health Element 2.4: Barriers to healthy eating Learning Outcomes: What the candidate must know: How public confusion over healthy eating may prevent people from choosing a balanced diet How costs may prevent people from choosing a balanced diet How accessibility may prevent people from choosing a balanced diet How pre-prepared and convenience foods may prevent people from choosing a balanced diet How individual lifestyle may prevent people from choosing a balanced diet range statements overleaf 25

28 Unit 02 (F/102/6737) Consider nutritional needs of a variety of individuals Range (explanation): Public confusion: Costs: Accessibility: Pre-prepared and convenience foods: Individual lifestyle: perceived mixed and confusing messages from nutritionists; irresponsible reporting of diet and health stories; resentment over being told what to eat and drink and how much to exercise a healthy diet containing lots of fresh fruit and vegetables, fish and lean meats is generally more expensive than a higher fat, low fibre diet. Preparing food from basic ingredients can be cheaper than buying ready prepared foods, however with so many adults now working as well as caring for their families there is often not the time and energy to do this. cost of public transport; access to means of transport; prospect of undertaking shopping trips with young children; difficulty in carrying heavy shopping; poor quality and poor value for money of some local convenience shops are often higher in salt, fat and sugar content than similar dishes made at home reduction in traditional three meal per day approach and increase in snacking tends to result in a food intake which has too much fat and too little fruit and vegetables; snack foods tend to be high in fat and include too little fruit and vegetables; long working days resulting in inclination to grab something quick ; working families have little time to plan and prepare main family meals; fussy eater children may reject (and be allowed to reject) meals on plates; supermarkets and food manufacturers fuel the quick cook trend by providing increasingly more choice of snack and convenience food and drink options 26

29 NCFE Level 2 Certificate in Nutrition and Health Unit 03 (J/102/6738) Use food and nutrition information to plan a healthy diet Element 3.1: Food labelling Learning Outcomes: What the candidate must do: Obtain labels from a minimum of three different foods Use the nutritional information on the labels to decide if each of the foods is high, low or neither in terms of fat, sugar and salt content Use the nutritional information to calculate the energy provided by fat, protein and carbohydrate in each food What the candidate must know: Guideline daily amounts Information which must be provided on food labels Nutrition information which must be provided on food labels Accepted definition of high and low sugar content Accepted definition of high and low fat content Accepted definition of high and low salt (sodium) content Label claims and descriptions range statements overleaf 27

30 Unit 03 (J/102/6738) Use food and nutrition information to plan a healthy diet Range (explanation): Calculate: energy provided by 1g protein (4 kcal or 16.8kJ), 1g carbohydrate (4 kcal or 16.8 kj) and 1g fat (9kcal or 37.8 kj) Guideline daily amounts: energy: 2,500 kcal for men, 2,000 kcal for women; fibre: 20g for men, 16g for women; sodium: no more than 2.5g per day for men, 2g per day for women; fat: 95g for men, 70g for women Information: weight or volume; use by and best before dates; ingredients, including additives and water (listed in decreasing order according to weight; percentage by weight of any ingredient listed or implied in the name of the food that makes up more than 2% by weight (QUID)); nutrition information; storage and cooking instructions; name of manufacturer, packer or importer Nutrition information: energy; carbohydrate; protein; fat Sugar content: foods high in sugar contain more than 10g per 100g; foods low in sugar contain less than 2g per 100g Fat content: foods high in fat contain more than 20g per 100g; foods low in fat contain less than 3g per 100g Salt (sodium) content: foods high in salt contain more than 1.25g (0.5g sodium) per 100g; foods low in salt contain 0.25g (0.1g sodium) per 100g. 1g sodium = 2.5g salt Label claims and descriptions: general overview of regulated terms eg reduced fat, reduced sugar and meaningless terms eg 10% fat free, natural, lite etc 28

31 NCFE Level 2 Certificate in Nutrition and Health Element 3.2: Food additives Learning Outcomes: What the candidate must know: Definition of food additives Roles of food additives Main groups of additives and their functions Benefits of food additives Legislation surrounding the use of food additives Range (explanation): Definition: Roles: Main groups (functions): Legislation: chemical substances which are added to food but serve no nutritional purpose cosmetic (alters colour, flavour or texture of food); preservative (slows the rate at which food goes off ) colourings (makes food more appealing, restores colour lost in processing); preservatives (makes food last longer without going off ); antioxidants (type of preservative that slows the deterioration of fats); emulsifiers and stabilisers (bind water and fat together to stop them separating out); processing aids (used in production process); flavourings (give processed food an appropriate flavour); flavour enhancers (improve impact of flavourings); artificial sweeteners (make food taste sweet without using sugar, allows low sugar products to be produced) the Sweeteners in Food Regulations 1995 (as amended), the Colours in Food Regulations 1995 (as amended), and the Miscellaneous Food Additives Regulations 1995 (as amended) 29

32 Unit 03 (J/102/6738) Use food and nutrition information to plan a healthy diet Element 3.3: Apply principles of healthy eating Learning Outcomes: What the candidate must do: Record your food and drink intake for one week Compare your intake to recommendations of Balance of Good Health and Guideline Daily Amounts Outline the steps you could take to make your diet more healthy What the candidate must know: Recommendations of Balance of Good Health and Guideline Daily Amounts There are no range statements for this element 30

33 NCFE Level 2 Certificate in Nutrition and Health Section 4: Links to Key Skills As far as possible, NCFE s policy is to indicate to centres which Key Skills qualifications internal assessment components may realistically be achieved through this qualification. In addition to the portfolio of evidence, candidates must also achieve the relevant Key Skills external assessment paper before applying for certification. Once a whole Key Skills qualification has been assessed and achieved it will be possible to apply to NCFE for accreditation. The grids below show where, within this qualification, candidates may generate evidence towards aspects of Key Skills internal assessment. There is an indication whether each piece of evidence is intrinsic or requires some further activity. This qualification is mapped to the 2004 Key Skills standards. The complete standards and guidance documents are available from the QCA website ( In general the aim has been to target Level 2 Key Skills although work can be designed for other levels, depending on the needs of individual candidates or groups. Key Skills Centre Support Packs are available from the Customer Support Team at NCFE. These packs contain unit specifications, tracking and guidance documents which will be invaluable to any centre running Key Skills. Centres who are approved to run Key Skills through NCFE will receive their first copy of this pack free of charge; for additional copies, or for non-approved centres, a charge will apply. Details of these charges can be found in NCFE s Fees and Pricing document, available from the NCFE website ( or from the Customer Support Team at NCFE. NB The tables below indicate where evidence is likely to occur. It is the Assessor s role to assess the Key Skills evidence against the criteria. 31

34 Section 4: Links to Key Skills Communication (Level 2) Key Skill Ref. Description Cross-reference C2.1a C2.1b C2.2 Take part in a group discussion. Make clear and relevant contributions in a way that suits your purpose and situation; respond appropriately to others; help to move the discussion forward. Give a talk of at least four minutes. Speak clearly in a way that suits your subject, purpose and situation; keep to the subject and structure your talk to help listeners follow what you are saying; use appropriate ways to support your main points. Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long. Select and read relevant documents; identify accurately the main points, ideas and lines of reasoning; summarise the information to suit your purpose. Although no explicit opportunities to fulfil these criteria exist within this qualification, candidates could participate in a group discussion as part of evidence across all units of the qualification. Fulfilment of this criteria could be demonstrated through the following learning outcomes: There are no explicit opportunities to achieve this Key Skills unit in this qualification. 32

35 NCFE Level 2 Certificate in Nutrition and Health Key Skill Ref. Description Cross-reference C2.3 Write two different types of documents each one giving different information. One document must be at least 500 words long. Present relevant information in a format that suits your purpose; use astructure and style of writing to suit your purpose; spell, punctuate and use grammar accurately and make your meaning clear. There are no explicit opportunities to achieve this Key Skills unit in this qualification. Use at least one image, either to obtain information, or to convey information in your discussion, your talk or one of the documents you write to help the audience/reader understand the points you are making. continued overleaf 33

36 Section 4: Links to Key Skills Application of Number (Level 2) Carry through at least one activity that includes tasks for all three of N2.1, N2.2 and N2.3*. Overall, through one or more activities you must: use two different sources which include material containing a chart or graph (N2.1) do calculations for a, b, c and d (N2.2) present findings in two different ways using charts, graphs or diagrams (N2.3) Key Skill Ref. Description Cross-reference N2.1 N2.2 N2.3 Interpret information from a suitable source. Choose how to get the information you need to meet the purpose of your activity; obtain relevant information; choose appropriate methods to get the results you need. Use your information to carry out calculations to do with: a) amounts or sizes b) scales or proportion c) handling statistics d) using formulae Carry out calculations, clearly showing your methods and levels of accuracy; check your methods to identify and correct any errors, and make sure your results make sense. Interpret the results of your calculations and present your findings. Select effective ways to present your findings; present your findings clearly using a chart, graph or diagram and describe your methods; use more than one way of presenting your findings; describe what your results tell you and how they meet your purpose. Fulfilment of this criteria could be demonstrated through the following learning outcomes: although additional activity would be required. * If you need to carry out additional activities to meet all the requirements of N2.2 (a, b, c, d) each activity must include tasks for N2.2 and N2.3 or N2.1 and N

37 NCFE Level 2 Certificate in Nutrition and Health Information and Communication Technology (Level 2) Carry out two activities which include tasks for all three of ICT2.1, ICT2.2 and ICT2.3. Overall, through two or more activities you must: include at least one ICT-based information source include at least one non-ict-based information source use at least one example of text, one example of image and one example of number present evidence of purposeful use of Key Skill Ref. Description Cross-reference ICT2.1 ICT2.2 ICT2.3 Search for and select information to meet your needs. Use different information sources for each task and multiple search criteria in at least one case. Select information relevant to the tasks. Enter and develop the information to suit the task and derive new information. Enter and combine information using formats that help development; develop information and derive new information as appropriate. Present combined information such as text with image, text with number, image with number. Develop the presentation so that the final output is accurate and shows consistent use of formats; use layout appropriate to the types of information. There are no explicit opportunities to fulfil this Key Skills unit through this qualification. continued overleaf 35

38 Section 4: Links to Key Skills Working with Others (Level 2) Provide at least two examples of meeting the standard for WO2.1, WO2.2 and WO2.3. One example must show you can work in a group or team situation. Key Skill Ref. Description Cross-reference WO2.1 WO2.2 WO2.3 Plan work with others. Identify what you need to achieve together; share relevant information to identify what needs to be done and individual responsibilities; confirm the arrangements for working together. Work cooperatively towards achieving the identified objectives. Organise and carry out tasks safely using appropriate methods, to meet your responsibilities; support cooperative ways of working to help achieve the objectives for working together; check progress, seeking advice from an appropriate person when needed. Review your contributions and agree ways to improve work with others. Share relevant information on what went well and less well in working with others; identify your role in helping to achieve things together; agree ways of improving your work with others. Competence in this unit could be demonstrated by planning, implementing and evaluating activities in a group situation throughout the qualification. Templates for capturing this evidence are included in the NCFE Key Skills Centre Support Pack. 36

39 NCFE Level 2 Certificate in Nutrition and Health Improving own Learning and Performance (Level 2) Provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each example should cover at least two targets). Overall, show you can use at least two different ways of learning to improve your performance. Key Skill Ref. Description Cross-reference LP2.1 LP2.2 LP2.3 Help set targets with an appropriate person and plan how these will be met. Provide information to help set realistic targets for what you want to achieve; identify clear action points for each target and how you will manage your time; identify how to get the support you need and arrangements for reviewing your progress. Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance. Use your action points to help manage your time well; revising your plan when needed; choose ways of learning to improve your performance, working for short periods without close supervision; identify when you need support and use this effectively to help you meet targets. Review progress with an appropriate person and provide evidence of your achievements. Identify what you have learned, and how you have used your learning in another task; identify targets you have met and evidence of your achievements; identify ways you learn best and how to further improve your performance. Competence in this unit could be demonstrated through planning to achieve the qualification with a tutor. Templates for capturing this evidence are included in the NCFE Key Skills Centre Support Pack. continued overleaf 37

40 Section 4: Links to Key Skills Improving own Learning and Performance (Level 2) Provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each example should cover at least two targets). Overall, show you can use at least two different ways of learning to improve your performance. Key Skill Ref. Description Cross-reference LP2.1 LP2.2 LP2.3 Help set targets with an appropriate person and plan how these will be met. Provide information to help set realistic targets for what you want to achieve; identify clear action points for each target and how you will manage your time; identify how to get the support you need and arrangements for reviewing your progress. Take responsibility for some decisions about your learning, using your plan to help meet targets and improve your performance. Use your action points to help manage your time well; revising your plan when needed; choose ways of learning to improve your performance, working for short periods without close supervision; identify when you need support and use this effectively to help you meet targets. Review progress with an appropriate person and provide evidence of your achievements. Identify what you have learned, and how you have used your learning in another task; identify targets you have met and evidence of your achievements; identify ways you learn best and how to further improve your performance. Competence in this unit will be demonstrated throughout the qualification. Templates for capturing this evidence are included in the NCFE Key Skills Centre Support Pack. 38

41 NCFE Level 2 Certificate in Nutrition and Health Problem Solving (Level 2) Provide at least two examples of meeting the standard for PS2.1, PS2.2 and PS2.3. Each example should cover a different problem and identify at least two different ways of tackling it (for PS2.1). Key Skill Ref. Description Cross-reference PS2.1 PS2.2 PS2.3 Identify a problem, with help from an appropriate person, and identify different ways of tackling it. Provide information to help identify a problem, accurately describing its main features; identify how you will know the problem has been solved; come up with different ways of tackling the problem. Plan and try out at least one way of solving the problem. Confirm with an appropriate person how you will try to solve the problem; plan what you need to do, identifying the methods and resources you will use; use your plan effectively, getting support and revising your plan when needed to tackle the problem. Check if the problem has been solved and identify ways to improve problemsolving skills. Check if the problem has been solved accurately using the methods you have been given; describe clearly the results, including the strengths and weaknesses of how you tackled the problem; identify ways of improving your problem-solving skills. Competence in this unit could be demonstrated throughout this qualification by planning, implementing and evaluating. Templates for capturing this evidence are included in the NCFE Key Skills Centre Support Pack. 39

42 Appendix A Qualification Centre Approval Procedure Centre downloads relevant application form (Form APP/New or Form APP/Existing) from NCFE website or requests a copy from NCFE Centre completes, signs and returns Form APP to NCFE Existing centre New centre NCFE undertakes office review of application NCFE appoints Approval Advisor to carry out visit NCFE notifies centre if more information is required Centre sends information Approval Advisor reports back to NCFE Centre advised if approval is recommended or not 40

43 NCFE Level 2 Certificate in Nutrition and Health Appendix B Candidate Registration and Certification Procedure Centre forwards candidate registration details to NCFE On receipt, NCFE invoices centre for registration fee per candidate NCFE processes candidate information and produces: Candidate Workbook Assessor Guidance Pack Certificate Claim Form (Form C) Candidate Status Report NCFE sends Candidate Status Report to External Moderator to notify of activity at centre External Moderator contacts centre to arrange visit, as appropriate, and reports back to NCFE Internal Moderator signs Form C for successful candidates and External Moderator countersigns NCFE issues certificates for successful candidates. Letters of Unit Credit or Unit Summaries are issued for partial achievements as requested 41

44 Appendix C Glossary of Terms Accreditation of Prior Learning (APL) is the name given to the process of recognising a candidate s previous achievement or learning experiences. This usually enables a candidate to move directly to the assessment stage of a qualification, or unit, without duplicating the learning process. Assessors deliver NCFE qualifications and carry out assessment to ensure that candidates meet the requirements of the qualification. For details of staffing resources required for this qualification, please refer to NCFE s Occupational Competence Guidelines, available from the NCFE website ( or from the Customer Support Team at NCFE. Centres are organisations who are approved to offer one or more NCFE qualifications or other products. Directory of Products and Services is a document which provides an overview of all NCFE s qualifications and national awards and is for curriculum planning purposes. External Assessment is a form of assessment set and marked by NCFE. External Moderators are appointed, trained and monitored by NCFE and are responsible for monitoring and sampling candidate evidence to ensure that internal assessment decisions are valid, reliable, fair and consistent with national standards. Fees and Pricing is issued to centres once a year and outlines all NCFE s fees and charges by academic year. Guidance for Centres: Procedures and Policies is produced by NCFE and contains all of the information a centre requires regarding the procedures and policies necessary for the smooth operation of NCFE qualifications. Guided Learning Hours give an indication of the amount of contact time with the Assessor candidates are expected to be given while undertaking a qualification. Information Manual for Administrators is aimed at Exams Officers or those performing that role. All centres will receive one free copy on approval and additional copies can be downloaded free of charge, or purchased from NCFE. Internal Assessment is the process by which internal centre staff assess candidates achievement of the learning outcomes of the qualification, normally based on a portfolio of evidence. Internal Moderators monitor the Assessor s assessment practice and procedure by sampling assessments and also ensure that the Assessors carry out their roles appropriately and are appropriately trained. Key Skills are a set of generic skills developed by the three regulatory authorities, QCA, ACCAC and CCEA, which are designed to help individuals improve their performance in a variety of contexts. The six Key Skills are: Communication; Application of Number; Information and Communication Technology; Working with Others; Improving Own Learning and Performance; Problem Solving. All NCFE qualifications provide opportunities for generating evidence towards achievement of some, or all, of the Key Skills. 42

45 NCFE Level 2 Certificate in Nutrition and Health Key Skills Centre Support Packs are available from the Customer Support Team at NCFE. These packs contain unit specifications, tracking and guidance documents which will be invaluable to any centre running Key Skills. National Awards are NCFE programmes which provide progression into those qualifications which sit within the National Qualifications Framework. They are assessed internally by centre staff and externally verified by NCFE. National Occupational Standards (NOS) are the identified skills and competences needed by UK industry and form the basis of National Vocational Qualifications (NVQs) and vocationally-related qualifications. National Qualifications Framework (NQF) is a framework of levels and categories of qualifications, which have been accredited by QCA, and which enable recognition of achievement and facilitate career progression. Occupational Competence Guidelines is a document providing guidance on the experience and qualifications needed to deliver and assess particular NCFE qualifications and awards. Portfolio is a structured collection of evidence which demonstrates candidates performance against the standards in the qualification or award they are working towards Qualifications and Curriculum Authority (QCA) is the government body in England which approves awarding bodies to offer qualifications in the National Qualifications Framework and accredits their qualifications. There are similar bodies for Wales, Northern Ireland and Scotland. Range is the breadth of skills and knowledge a candidate must have and the situations in which he/she may display these skills or knowledge. The range statements are indicated in bold text within the learning outcomes. Regulations for the Conduct of External Assessment is designed to assist centres in the correct administration of the external assessment component of NCFE qualifications. Sector Skills Councils (SSCs) are government-recognised employer-based organisations representing various industry sectors which, among other things, have responsibility to develop national occupational standards. Unit/Element/Learning Outcome: Each NCFE qualification is made up of a number of units. These are broken down into a number of elements which, in turn, have a number of learning outcomes. Learning outcomes consist of the skills and knowledge a candidate must successfully demonstrate in order to achieve the qualification. 43

46 44 Notes

47 NCFE Level 2 Certificate in Nutrition and Health Enquiries Any enquiries relating to this qualification should be addressed to: NCFE Citygate St James Boulevard Newcastle upon Tyne NE1 4JE Tel: Fax: info@ncfe.org.uk Website: Equal Opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices, and in access to its qualifications. A copy of NCFE s Equal Opportunities Statement is available on request. Data Protection NCFE is registered under the Data Protection Act and committed to maintaining the highest possible standards when handling personal information. NCFE is a registered charity (Registered Charity No ) and a company limited by guarantee (Company No ). All the material in this publication is copyright. NCFE Issue 1 (October 2004) All information contained in this publication is correct at the time of going to press. 45

48 Registered Charity Company No