Glow_Meet_Script_tcm4-665542 by dandanhuanghuang


									Script with notes to accompany the Glow Meet

Welcome to Audience, introduction of Panel Members, Liz Nicoll (HWB DO at LTS), Gill
Gardner (DHT at Longniddry Primary), and Fran Goodman (P6 teacher at Prestonpans

Introducing a CPD framework to support developing practical food skills & knowledge for
early years/primary colleagues led by secondary subject specialists. The content of the meet
is exemplification from the pilot twilight sessions which I ran with the Preston Lodge Cluster
in East Lothian.


To create an opportunity for cluster colleagues to share developments from early to fourth
level through dialogue and discussion around content, context and delivery.

It is anticipated that this will be mutually beneficial for all involved to build progression and
skills for the children and young people within the Food & Health lines of development.

Many of the support resources could be used for personal CPD- available online

Framework exemplar- ideas on ‘How’ to deliver

This framework will be set out in four sessions. Each session will deliver support for one of
the lines of development within the Food & Health organiser area of Health & Wellbeing.
Additionally there will be one session specifically focusing on the practical food skills area
which can be delivered through all of the experiences and outcomes within Food & Health.

Sessions should be planned well in advance, included in cluster planning at an early
stage; to ensure as many participants as possible can benefit from the opportunities.

The materials could be used to run CPD sessions within clusters/Local Authorities. The
format suggested is 4 x 2 hour sessions. This could be consecutive weeks, once a month or
once a term; dependant on availability of staff and willingness/interest to participate.

The sessions should be tailored to the individual clusters and specific support needs of staff
involved. Ideally it will be available to teachers and some support staff involved in delivering
this area of the curriculum. Clusters may be interested in running a condensed session for
parent helpers/community groups involved in supporting this delivery. There is a very
comprehensive quantity of resources to choose from when planning the content of YOUR
sessions. You may only use a few during the ‘running’ of a session. Many support resources
have been provided as you may be delivering to staff from early through to second level.

The Four sessions :-

Safe & Hygienic Practices

Developing Practical Food Skills

Food & the Consumer

These can be delivered as ‘stand alone’ or as demand dictates, in any order. You may choose
to start with the practical session then identify which additional areas should be included. It
is recommended to start with the Safe & Hygienic practices to allow you to reinforce the
messaging in the practical sessions.

Skills development

It also offers the opportunity to identify and develop skills which the practical tasks
encourage, including

      Planning & organisation               Problem Solving

      Assessing & managing risk             Thinking Skills

      Working with others                   Confidence

      Food Preparation skills               Creativity

Note- It is not a legal requirement as detailed in the Food Standards Agency
(Scotland) guidance that staff hold a Royal Environmental Health Institute of Scotland
(REHIS) certificate if involved in food preparation. However it is advisable to have a
sound knowledge of ‘Basic food Hygiene’ prior to delivery. Some Local Authorities insist
on it and you must adhere to the local authority policy.
Safe & Hygienic Practices session

When running this session, I introduced it with the video clip from Jamie Oliver’s website
which showed someone carrying out a practical activity with poor regard to hygiene and
safety. This then created discussion around the practice evidenced. The video clip had no
sound, which helped direct our attention to what was happening. This helped generate
discussion without the additional guidance from the video clip.

I then followed it up using the BNF(British Nutrition Foundation) PP on Food Hygiene(on
whiteboard], where I spent about 20/25 minutes working through the different areas of
personal and kitchen hygiene and how it related to the running of practical activities in
early/primary settings. Again, this generated discussion and questions
E.g. should you use plastic cloths on tables? - See QA section
    Should we be encouraging the use of anti bacterial sprays and gels? - See QA section

Participants felt this gave them a good outline of hygiene practices. We then looked at some
of the additional resources which have been included and how they could be used. There is a
variety which can be used throughout the different levels.
There are also additional background information/resources for practitioners to use in their
own time to help build confidence or as they feel necessary for the age/stage they are
working with.
Discussion focused on practice used in the secondary food classes which could then be
encouraged within the earlier settings to establish and reinforce ‘good practice’, adopting a
‘clean as you go’ approach throughout.

GILL:-Like many I have had lots of experience working with food in the classroom or nursery
when preparing snack and baking. This CPD helped focus me on the fact that , as schools we
really need a very consistent approach, something as basic as ‘Clean as you go’ approach, so
children are getting used to tidying up as they go instead of having a disaster zone in your
Often early years children get lots & lots of experiences but as they go further up the
school it is a bit more ‘ad hoc’.
We are in a fortunate position in East Lothian when many have funding to provide a kitchen
area in our schools for next session. Just establishing these routines from very early on and
making them consistent up through the levels, when children move onto high school they can
really hit the ground running. They may not need to go over basic practice for quite so long
and can move on with their skills development at a quicker rate.

Secondary colleagues benefit from working together to build these skills, and then when
children and young people come into secondary they can actually develop other areas. The
‘clean as you go’ approach, if started at a young age is something which remains for a
considerable period of time.
The Hygiene and Safety Checklist-BNF resource (on whiteboard) could be discussed and
reference made to important aspects.

Included in the session was the avocado dip and crudities activity, this gave an opportunity
for staff to look at the safe use of equipment. Also to practice the cutting techniques of
‘claw’ and ‘bridge’, considering what preparation would be needed for different age/stage of
pupils. Staff enjoyed this opportunity and it helped to break up the factual aspect of the
session with some application.

Staff were keen to know about equipment that they should have, we discussed weighing and
measuring equipment, making sure it was all easily read and whether it should be analogue or
digital read out. Suggested equipment lists are available in the resources, they are not
prescriptive. They are an outline to think about what you will actually be making and what a
priority to get you started is.

Finally we looked at ‘Risk Assessment’ and discussed the ‘tool’ which was developed by North
Lanarkshire for preparing this. It is important to include pupils in the preparation of this, as
it gave an opportunity to reinforce the hygiene and safety point involved.

GILL:-Most people will find it very straight forward and very similar to Risk Assessment
layouts that they use already. Being prepared is incredibly important and planning for the
age/stage that your children are at.
As a school we hope to build up a bank of risk assessments that will be available for
everyone, so they are not having to ‘reinvent the wheel’ every time. In it you are looking at
your ingredients, equipment, how to set out the room, staffing etc. There are huge
implications on everyone’s time, when cooking with young children.
Most people will find the risk assessment structure easy to work with & very similar to
others in the school. Looking at level of risk, precautions, and control methods that you are
putting in place.
If you are well organised, there should be nothing to stop you working with any pieces of
equipment as long as you have risk assessed it before hand with any age of children.
The food order is there so you don’t get caught out and forget to source the food. It is in
different food groups which helps identify storage needs also.

There is only so much you can cover in two hours; however the resources are available for
staff to ‘dip into’ at a later stage.
It offers a great opportunity for discussion with colleagues.

What did I prepare in advance of presenting:-
   An outline of the session content
   BNF PP ready to run
   Copies of the Hygiene & Safety checklist
   Copies of equipment lists ( for discussion)
      Equipment card templates, copied & laminated
      A free standing induction hob
      Recipe for the dip & crudities
      Ingredients for practical activity
      A variety of different types of weighing and measuring equipment

Additionally – the benefits of discussing methods of weighing and measuring as a cluster will
hopefully be evident as pupils’ progress. If we are all using a standard approach & are aware
of a variety of opportunities to apply their use. Pupils should hopefully have developed these
skills to use with confidence when they start practical work in the secondary. It should help
to reduce the time spent in a very limited period of possibly 50minutes when children and
young people are expected to produce a finished dish. By building skills in advance it should
help reduce this time and get into the recipe quicker.
Nutrition Session.
This session was introduced using a British Nutrition Foundation PP around the Eatwell plate,
(Eatwell plate on whiteboard) this generated discussion and understanding around the key
elements and practical ideas for delivery. Staff discussed the different food groups and how
this could be linked when carrying out any practical activities using food.
Discussion also focused on the ‘diet’ and what children and young people understood in
relation to this. There is often the misconception that ‘diet’ is about losing weight, it should
be discussed in relation to the food they eat on a daily, weekly basis and how that helps to
meet the suggested food groups of the Eatwell plate.
Make sure the distinction is quite clear to pupils, their daily diet is quite different form a
‘weight loss’ diet.

We then considered the many resources available to support delivery in this area including
‘five a day ‘messaging and introducing different fruit and vegetables, linking to literacy.

FRAN:-I realised whilst doing this part of the training that a literacy lesson I had taught
during which children had looked at and sampled several different types of fruit in order to
categorise them for report writing had also met some of the Food & Health outcomes. The
categories chosen for comparison were either types of fruit [oranges/apples/bananas and
pineapple] or features of the fruit [texture/taste/colour/shape].For economic reasons I
chose to use tinned pineapple and a photograph – this is another way of doing it although
next time I would mention the syrup versus natural juice issue of tinned fruit, taking steps
to link it with the Eatwell plate and diet.

Food Choices then followed, identifying what contributed to the choices we all make
regarding foods which opened discussion around ‘ healthy foods’ and why we talk more about
good choices or better choices when considering what we eat. Pupils at secondary school tend
to switch off when they are involved in what is ‘healthy’ for them. They tend to acknowledge
what they should be choosing but there are additional factors to consider when making that
choice. It could be peer pressure, cost, availability, access, perceived likes and dislikes. This
can lead to discussion around the social and emotional attachments to food.
Choice can also be determined through dietary illnesses or individual’s specific dietary needs,
time can be used here to look at individual needs (food allergies/ intolerances) and suitability
of specific types of food, how this links with the Eatwell plate and what may be missing from
their daily diet. Discussion at this point may be driven by personal experience of children and
young people.
Again there are excellent PP’s available from BNF to support knowledge and discussion in this
area; however we didn’t spend time going through them during this session. They can be used
individually at your own pace, if you wish.

Context and Opportunities
Many of the staff attending spoke about the variety of context used where they could use
practical food activities to deliver knowledge and positive messaging around food/diet. Food-
as a context for learning is vast and needs to have a specific focus to help deliver breadth
and depth. One area discussed at length during the pilot session was ‘breakfast’ and the
changing look of this particular meal. How could it be encouraged, what could be suggested,
could taster sessions be worthwhile, could they use a national initiative to act as a
springboard e.g. National Farmhouse breakfast week. All questions which were appropriate to
serve the local identified need.
It is important to be willing and able to respond to the local needs of the children and young
people in front of you. The opportunities and messaging need to be relevant and appropriate
for each of them.

FRAN:-Two occasions when the opportunity has come up to make the learning relevant are
the time when a number of children in my class indicated that they had never tasted
oatcakes [this while we were studying Scotland] and another occasion when learning about
the Middle East I found children did not know what humus was .On both occasions I brought
in samples [oatcakes & cheese/Humus and pitta bread strips] and we had a tasting session.

On each of these occasions I had prepared the food in advance but now I would involve the
children in the preparation to extend the learning.

When deciding on practical activities, it is important to use a mixture of familiar foods and
new ones to develop their confidence and expand their experience of food.
Many of you will be very creative when including food experiences in your projects and
activities. Always worth sharing within your school and cluster to support colleagues.

Sensory Analysis – Tasting session
Staff have shown some reluctance when thinking about this, what needs to be organised,
what hygiene and safety issues need to be adhered to. We used the resource ‘background
information to running a tasting session’ to support our discussions which helped identify
what needs to be thought out in advance. This again helped to generate confidence in
preparing to deliver such a session in class.
We used the sensory vocabulary to identify words which may be used when analysing food at
early, first and second level (on whiteboard) and how this again could be used to provide an
alternative context for literary experiences.
Staff enjoyed a ‘hands on’ activity using a variety of breads to express their understanding
of the scope it offered. Much discussion around advance preparation, types of foods, choice
of descriptive words, recording of likes/dislikes, using results to create charts, linking to
the numeracy experiences and outcomes.

What did I prepare in advance of presenting:-
   Large Eatwell mat & plastic foods
   Food cards – made from magazine cuttings & laminated
   Copies of fruit & vegetable naming activity
   Copies of the ‘Allergy fact sheet’
   Copies of the ‘tasting checklist’
   A variety of different breads
   Copies of the sensory words at level 1 & 2
   Copies of the FSA Food Competences information
   One copy of each of the ‘Super taster’ certificates
Practical Session
The introduction to this session was discussion around the planning and looking at the booklet
(from session 1) to assist this process. This session involved most prior organisation as
recipes were decided, food order created, buying then laying out with the equipment for use.
However, it generated a great deal of discussion about how that process could be fulfilled by
staff, including the risk assessment and possible letter to parents about the activity.
The staff were then divided into groups, depending on the level of pupil they would be
involved in delivering this with, from early to second. They then used the recipe to consider
the prior preparation, if any required in advance of the pupil activity, whether it was
removing the flesh from a fresh mango or deciding to use tinned.
Each recipe was discussed, including the equipment to be used and the skills which they would
focus on.

The staff then practiced their ‘bridge’ and ‘claw’ technique, preparing some carrots and onion
for soup. They also discussed the use of vegetables like broccoli for younger pupils, as they
could prepare this by pulling the ‘florets’ apart. This was then added to the pot with some
stock and cooked on the table top induction hob which I introduced; it is a very mobile
tabletop unit and only requires access to a socket. The safety aspect was discussed, as it
cools almost immediately after use and how they could use it in their own setting. (If you are
considering one, check you have the correct pans to use with it.)

GILL:-It helped me think about teaching the skill on its own as a standalone lesson. We tend
to be really focused on producing something at the end, especially if it’s a practical learning
This made me really think about perhaps doing a few linked lessons, thinking about being able
to peel a carrot, being able to chop, being able to grate and it wasn’t always necessary to
have the finished article there. I know this will be hard for lots of children & staff.
Take time to look at the skills and link back to the experiences and outcomes, you might just
be chopping a carrot and eating the raw carrot. You might decide to store some of the food
you prepared or freeze it and then go back to it a few days later or the next week, and carry
on with the process or next step. You are then really focusing on the skills rather than the
end product all the time.
If we are really teaching the skills, we need to break it down ‘step by step’ for the children &
young people. I felt that was a great approach and really valuable to think about.

Staff then embarked on preparing their recipes, which included Mango chicken pittas,
Rainbow Pasta salad (recipe on whiteboard), Ruby Red cous cous salad, Carrot Caribbean
lunch box bites and Root vegetable herb cheese parcels. All groups enjoyed discussing the
processes involved, what skills would be developed and how they related to the Eatwell plate.
After the dishes were complete, they were presented to the whole group and members from
each recipe group spoke about their task, what they made, what it had involved, what
knowledge and skills could be developed through the learning & teaching of pupils.
Staff highlighted where they could include some of the recipes within different context e.g.
numeracy- weighing and measuring, using the Carrot Caribbean recipe which has a number of
ingredients to measure accurately. Again, discussion about the need for accuracy in making
many recipes and how it could affect the end result.
Also the cous cous could fit in with a particular theme, e.g. Moroccan version using some
dried fruits and spices to give an authentic dish. This recipe only needs a kettle with boiling
water to cook the cous cous, plus a few other pieces of equipment. No need to be near a
kitchen or cooker.
The root vegetable herb cheese parcels are a little more taxing; ideally you could make the
filling one day, then store appropriately overnight and make the parcels the following day.
This would allow discussion around safe storage of food and the ideal temperatures etc for
the fridge and appropriate containers .The filling could be made with any root vegetables
which may have been grown in school gardens, they need to be boiled and cooled in advance
of use for this dish.
The parcel making could focus on shapes and measuring to create consistent sized parcels,
which would look good when cooked and presented for eating.
Cooking methods should also be discussed at this point; the recipes used include a variety of
baking, boiling & grilling activity. Microwaving could also be included if you used this method
to cook the raw chicken in advance of making the mango chicken pittas.

Staff felt much more confident about carrying out a practical activity, but also recognised
the fact that you don’t always need to make a complete recipe to develop the skills and
techniques often used in them.

GILL:-We had lots of fun trying out all the recipes and definitely gave us all more confidence
to go back and try them out with the children & feel that we really were in control of it and
to be prepared. Also to really break it down and not always focus on the end product but to
think about the skills, think about the techniques we are teaching. Not everyone on our CPD
course was familiar with the ‘claw’ and ‘bridge’ techniques. It did make us focus on the skills
and think about progression from early upwards, how we could make that into a progressive
ladder aiming towards high school.

What did I prepare in advance of presenting:-
   Copies of the planning booklet
   Copies of the hygiene & safety checklist
   Vegetable soup recipe and ingredients
   Other 5 recipes and ingredients
   Copies of the basic skills for young people information
   Everything set out in the Home Economics kitchen, ready to start
Food & the Consumer

This session is intended to cover many aspects and factors which impact on us as consumers.
It is a vast area which can and no doubt will be covered as part of interdisciplinary learning.
Many of the experiences and outcomes link within Food & Health, but also literacy and
numeracy and then the wider curriculum. (Food as Interdisciplinary subject on whiteboard)
It was decided we should break the session down into manageable sections which could be
addressed, then discussed as part of the bigger picture.
Initially we discussed the Journeys of Food, with staff raising the question from one five
year old –
‘ Does meat come from a pig?’ and ‘Are fish really rectangular in shape?’
Support resources from the Royal Highland Education trust, Grain chain, Quality Meat
Scotland, Seafood Scotland etc, help to support the story of the journeys, but also offer
onsite support for staff and pupils. There are more suggested links as part of the online
Using the Food Choices PP, we then looked at the factors which impact on choice and how
that starts from a very early stage, the influences and availability. This PP illustrates the
many factors well and could be used with older pupils as well as staff.
This led on to look at seasonality and the availability of food for many pupils, again supported
by a BNF PP which could form the initial introduction to the concept then raise the
opportunity to use some of the food items suggested at a particular time. At this point you
could also build in a practical comparison of locally sourced produce vs globally sourced.

Food Culture:-
 offered the opportunity to look at links across the curriculum, particularly with RME, looking
at religious influences on food choices.
Some of the cluster schools in the pilot are involved in the ‘Rights respecting schools’ and
Fair-trade agenda, they spoke of the impact this had on food culture and the type of
activities they were involved in. e.g. P1 pupils running a ‘fair-trade cafe’ .

 FRAN:-My Primary 6 class were studying Fair Trade at the start of the year and were asked
to bring in samples Fair Trade food wrappers. My colleague and I were not surprised to
receive a lot of chocolate wrappers but WERE a bit shocked to realise that the children
seemed to think that Fair Trade chocolate was good for them BECAUSE it was Fair Trade.
Another time I would take the opportunity to link this into the Eat Well plate and a balanced

 using some of the resources available on the eco schools website, discussion took place again
on the broad scope available within this, particularly their new topic area ’Food & the
Environment’. Local issues and opportunities to engage with the local farm shop or relating
food miles to the sourcing of produce (this generated thinking using numeracy as the
context). Also related to population through social studies and the impact on food,
Advertising, Labelling & Packaging:-
The influences of advertising included newspapers, magazines, internet, billboards etc were
mentioned and the impact on children and young people. There are guidelines on advertising
to this group of society available on the internet which I would suggest as background
reading for those delivering on this area. These papers are lengthy and not in a child friendly
We used a ‘you tube’ link showing food styling for advertising purposes and this certainly
raised a number of issues that influence choice, whether through television , supermarket
marketing or on actual packaging. All use food styling to encourage people to purchase.

To finish the session, staff took the opportunity to investigate some of the content on the
suggested support websites. They worked in pairs to discuss then feedback to the group (as
there would not be time to look at all of them). Staff found this exceptionally helpful and
reiterated the fact that they didn’t always have time to do this amount of research.
This then opened discussion on the framework content and the ‘Next steps’ for staff in
taking this forward in their own setting.
One school are looking at setting up their own sub group to plan and take it forward.
FRAN:- Several teachers from my school took part in this and we all agreed it had been one
of the most valuable and enjoyable CPD programs we had done. Not only was the subject
interesting and the programme designed to make it easy for us to set up a more proactive
rather reactive approach to Food & Health in the school, we also realised it is an ideal
opportunity to kindle an interest in fresh food and cooking from an early age. Our hope would
be that this promotes an increased interest in nutrition and cooking in the High School once
the children move up.

Hopefully Clusters can use the framework to develop a CPD opportunity to support
colleagues, remembering it is mutually beneficial for all involved. It offers important
dialogue when developing progression of knowledge and skills through early to fourth level.
I’m sure we have only touch on some areas which would be a priority for others, but as I have
mentioned it should be tailored to your own individual needs within the Clusters. There will
be many more resources out there and I would encourage you to put any you find helpful on
the national health and wellbeing glow site, in food & health.

What did I prepare in advance of presenting:-
   BNF Food Choices PP
   Internet access to allow research of web links
   Appropriate video clips for discussion
   A variety of packaging and labelling examples

Questions- See QA section of resource

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