Addressing the Whole Food Agenda

QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Addressing the Whole Food Agenda Barbara Mottershead Education Consultant 07900265227 Email: mottershead_b@msn.com Be Aware of the Big Picture how can each of these help you? • Much greater recognition of food on educational agenda • Key Stage 3 National Curriculum review is looking promising • GCSE review • Whole school agenda - strong move for food to be addressed in widest sense in schools • Healthy Schools Standard - encompasses healthy eating criteria • Food Partnership – in demand nationally • Nutrition Standards for School Meals now in place • Secondary Strategy materials to raise standards • Every Child Matters QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. Make it all about food • Place the main emphasis on practical skills • Make sure healthy eating and nutrition strengthened • Be ready for 2008 - Licence to Cook - the government has made it clear that most schools will use their food technology lessons for this and that only qualified or trained teachers should deliver it • Cooking as a life-skill is important • Awareness about diet, activity, lifestyle patterns Food Technology Catering Cooking Home Economics Progression in food at KS3? Y7 Y8 Y9           Investigate materials Classify foods Consider nutrition Combine ingredients Name materials Select and use tools, equipment Use a variety of processing techniques Safety & hygiene Sensory tests          Designing and making for self (one off) Explore foods Apply understanding of physical/chemical properties Aesthetics and consumer choice Nutritional values Name and describe methods and processes Select and use tools, equipment, a variety of processing techniques Safety & hygiene Specify and evaluate against criteria Designing and making for others           Apply understanding of physical/chemical properties Modern and smart materials Use processes to change properties of ingredients Model functionality and values including nutritional Consider the user Select and use tools, equipment, a variety of processing techniques accurately and precisely Safety, hygiene & HACCP Specify and evaluate against criteria Make use of the results of tests and evaluation Designing and making for markets Make it practical • Opportunities to develop cooking skills • Teach ‘theory’ through practical activities • Include product evaluation - learning from existing products • Safety and hygiene through developing good working practice • Develop practical thinking skills (designing skills) The Healthy Schools Standard Play a part in meeting the standard A healthy school: • ensures provision of training in practical food education for staff, including diet, nutrition, food safety and hygiene • ensures that pupils have opportunities to learn about different types of food in the context of a balanced diet (using the Balance of Health), and how to plan, budget, prepare and cook meals, understanding the need to avoid the consumption of foods high in salt, sugar and fat and increase the consumption of fruit and vegetables (criteria from the Healthy Schools Standard) Food Partnerships what’s in it for me? http://www.foodinschools.org/fis_toolkit.php look for Food Partnerships •To develop food and nutrition education, specifically practical work, as a key learning activity •More and better practical food education takes place in primary schools as a result •An interchange of experiences between primary and secondary colleagues, promoting continuity and progression •Specialist secondary teachers provide CPD and support for primary colleagues, strengthen cross-phase work, enhance secondary schools’ community programmes •A whole school food audit is conducted and used to identify future actions - implementation of a whole school food policy Know what’s happening at KS1 and KS2? • Y1 Eat more fruit & vegetables • Y2 Dips and dippers • Y3 Lunchtime snacks – sandwiches, samosas, spring rolls • Y4 Super salads (on DATA website) • Y5 Bread or Biscuits • Y6 Multi-cultural celebration Y e ar 2 - D el ic ious D ips a n d D ip p e rs A B OUT TH E UN IT Ch ild ren w ill le arn a bo u t the v arie ty of d ip s a n d dip p e rs tha t exis t, th e o rig ins of som e of the m a n d th e o c c a sion s on w h ich the y m igh t b e ea ten . Chi ld ren w ill ex p lore dips and di p pe rs b y t as ting the m , e x pr e ssing pref e re n ce s, fin d ing o u t w ha t in gr e dien ts the y c on ta in , lo ok in g a t ho w the y a re m a d e a n d w ha t the y a re c al le d . Ch ild ren w ill dev e lo p know le d g e of in g re dien ts, e q u ipm en t and m ak ing ski lls, as w el l as their sen sor y v o c ab u lar y . Th e y w ill le arn a b o u t fru it s, v e g e ta bles and d a iry fo o ds in the con tex t of hea lth y ea t ing , thr o u gh the B a lance o f G o o d H e a lth . Ch ildren w ill sugg e st a p u rpo se for the ir dips a n d d ip p e rs a n d d e sign and m ake a pr od u c t to fit th is p u rp o se. Children w ill le arn ab o u t a n d a p p ly h y giene a n d safe ty r u le s. The y wi ll use e q u ip m en t saf e ly a n d a pp ro pria te ly to m ake t h e ir d ip s a n d dip p e rs and sh o w c on sid e ra tio n fo r p re sen ta tion . The y wi ll e v alua te w h a t the y h av e ma d e r eflec tiv e ly. Prior lea r ni n g It w o u ld b e u sefu l if children : -hav e som e e x p e rie n ce of w ork ing w ith food and fo o d e q u ip m en t, e. g . hav e co m p le ted Un it 1C Eat m or e f rui t an d v ege t a b le s -can n a m e a n u mb er of fa m iliar f o o d s, es pe c ia lly fr ui t s, v e g e ta b le s a nd d a iry fo o ds. Voc a bu la r y In th is u n it, chi ld ren w ill u se wo rds an d phr a se s rela tin g to: -d e sign in g, e. g . b a se, ingr ed ien ts, m ix tu re , p u rp o se, pr e sen ta tion -m a k ing , e .g. ga rlic p re ss, b len d er , gra te, c rush , stir, m ix , la y e r, m a rble -kno w le d g e a n d u n de rsta n d in g, e .g . dip , dip p er , frui t, v e ge ta ble s, d air y, fo o d gr o u p s, B a la n ce of G o od H e a lth , h y g ien e, safe ty -se n so ry te sting , e .g. l u m p y , sm oo th , m in ty, frui ty , b itter , c rea m y, thick sw ee t , ro u gh , g ra in y . Res o urces -p ic tures of d ifferen t ty p e s of d ip s a n d d ip p e rs, e. g . frui t d ip s a n d d ip pe rs, sa v o u ry d ips an d d ip p e rs, dip s a n d dip p e rs fro m d iffe ren t c o u n trie s, a fon d u e s e t -a se lec t ion of dip s a n d d ip pe rs t o ta ste , wi th a p p ro p ria te b ow ls a n d ta stin g sp o ons -a se lec t ion of d iff e ren t sof t ch e e ses -ing re d ien ts a n d re c ip es -p la stic ta b le co v er s, an tib ac te rial clea n er , ha n d was h, w as h ing up fa ci litie s, ap rons -to o ls and eq u ip m en t, e .g. kn iv e s, c h o p p ing sp oo n s, w hisks , a b le n der -a larg e world ma p b o a rd s, gra te rs, g a rlic p re sse s, b o w ls, EXP E CTA TIO N S at th e e n d o f th is unit Mos t chi ldr e n wil l: u n d e rstand t ha t there are m an y d ifferen t ty p e s of d ips and d ip p e rs, tha t the y are ma de fro m a range of ing re d ien ts, tha t m an y orig in a te fro m d iffe ren t c o u n tries and c an be e a ten on d iffe ren t occ as io n s; be a b le to na m e a n d d e sc ribe so m e d ips a n d d ip pe rs a n d e xpr e ss p ref e renc e s us ing sen sor y v o ca bular y; re la te ingr e dien ts t o t he B a lan c e o f G o o d H ea lth ; su gg e st a pur p o se for the ir pr od u c t a n d plan the ir work ; se le c t a nd co m b ine foo ds in a tho u gh tfu l w a y to m a ke the ir pr od u c t me e t a p u rp o se or o c c a sion ; fo llo w h yg iene rules a n d u se e q u ip m en t saf e ly; e v alua te the ir p ro d u c t ag a in st its o rig in a l p u rp o se in a re f lec tiv e wa y ; ev a lua te the w or k of o the rs w ith se n sit iv ity . Some c hildr e n wil l n o t hav e ma de so m uc h prog re ss a n d wil l: be a w a re tha t there a re d ifferen t d ip s and dip p e rs, th a t the y a re ma de fro m d iffe ren t ingr ed ien ts and c an be e a ten on d iff e ren t oc ca sions ; re la te so m e of t h e ingr e dien ts t o t he B a la n ce o f G o o d H e a lth ; wi th su ppo rt - su g g e st a p u rp o se for and p lan ho w to m ake th e ir dip a n d d ip pe rs, c o m b ine in gr e dien ts t o p ro duce a pr od u c t; fol lo w h yg ien e ru le s a n d u se e q u ip m en t safe ly; ta lk a b o u t their fin al p rod u c t. Some c hildr e n wil l h av e pr o gr e ss e d fu r the r an d wil l: ta lk c onf id en tly a bo u t d ip s and d ip pe rs, d es c rib in g the m a n d w h ere som e of the m c o me fro m , e .g. th e fo o d c h a in ; d e m o n stra te a g o o d c omm a n d of sen so ry v oc ab u lar y , c onf id en tly so rt in g re dien ts i n to the co rrec t fo o d g ro u p s, s h o w go o d con trol of e q u ip m en t a n d c on sid era t ion f or safe ty; plan an d p rod u c e a p ro duc t tha t is w e ll c on sid er e d a n d a ttrac t iv e ; ev a lu a te their p ro d u c t in de t ai l and ha v e c le ar id e as ab o u t ho w t o im p rov e w ha t t he y hav e do n e or w ha t t he y w ou ld like to try in the f u t u re . Use what’s out there Quic kTim e™ and a TIFF ( Uncompressed) decompr essor are needed to see this picture. • • • • • • BNF Food competencies Secondary Strategy materials Design and Technology Framework materials Active Kids Get Cooking Food in Schools - Fit Food FSA Core Competencies Make effective use of ICT • • • • E-capability/E-maturity Food for a PC v7 Boardworks - interactive whiteboard activities Safety and Hygiene e.g. Birchfield, Creative Learning Solutions Know what’s what on the Internet • Tuck In teaching resources www.bmesonline.org.uk • FoodForum www.foodforum.org.uk • BNF - www.nutrition.org.uk • Food a Fact of Life • ‘Chew on this’ • Food Standards Agency • Flour and Grain Education Programme • Food in Schools (Fit Food) www.foodinschools.org Keep ‘Design and Make’ in proportion • Don’t waste time repeating endless Design and Make cycles • Teach knowledge and understanding through focused practical activities • Find out what’s happening in other areas of design and technology • Use a ‘mixed economy’ of units including: short/ long, focused/open, gender, variety of contexts, product analysis, start at various points, etc. and finally ……. food technology education exists to help children develop knowledge and skills and to: • appreciate and enjoy food • understand food as a material • appreciate safe & hygienic use of materials, tools, equipment • carry out food preparation,processing and production • sensory evaluation • be critical consumers • apply designing and making skills QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.