Addressing the Whole Food Agenda by sammyc2007


                                         the Whole
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                                             Education Consultant
    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
• 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
• Every Child Matters                                       QuickTime™ and a
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                                      Make it all about food
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• 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      Explore foods                Apply understanding of
   Classify foods             Apply understanding of        physical/chemical properties
   Consider nutrition          physical/chemical            Modern and smart materials
   Combine ingredients         properties                   Use processes to change
   Name materials             Aesthetics and                properties of ingredients
   Select and use tools,       consumer choice              Model functionality and
    equipment                  Nutritional values            values including nutritional
   Use a variety of           Name and describe            Consider the user
    processing techniques       methods and processes        Select and use tools,
   Safety & hygiene           Select and use tools,         equipment, a variety of
   Sensory tests               equipment, a variety of       processing techniques
                                processing techniques         accurately and precisely
   Designing and making       Safety & hygiene             Safety, hygiene & HACCP
    for self (one off)         Specify and evaluate         Specify and evaluate against
                                against criteria              criteria
                                                             Make use of the results of
                               Designing and making          tests and evaluation
                                for others
                                                             Designing and making for
                        Make it practical

• Opportunities to develop cooking skills
• Teach ‘theory’ through practical activities
• Include product evaluation - learning from existing
• Safety and hygiene through developing good working
• 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?
                          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
                       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
                                                               Year 2 - Delicious Dips and Dippers
Children will learn about the variety of dips and dippers that ex ist, the origins of some of them and the occasions on which they might be eaten. Children will explore
dips and di ppers by tasting them, expressing preferences, finding out what ingredients they contain, looking at how they are made and what they are called.
Children will develop knowledge of ingredients, equipment and making skills, as well as their sensory vocabulary. They will learn about fruits, vegetables and d airy
foods in the context of healthy eating, through the Balance of Good Healt h. Children will suggest a purpose for their dips and dippers and design and make a
product to fit this purpose. Children w ill learn about and apply hygiene and safety rules. They w ill use equipment safely and appropriately to make their dips and
dippers and show consideration for presentation. They w ill evaluate what they have made reflectively.

 Prior lea rning                   Vocabulary                                    Resources

 It would be useful if children:   In this unit, children will use w ords and    -pictures of d ifferent types of dips and dippers, e.g. fruit dips and dippers, savoury dips
                                   phrases relating to:                          and dippers, dips and dippers from different countries, a fondue set
 -have some experience of
 working with food and food        -designing, e.g. base, ingredients,           -a selection of dips and dippers to taste, w ith appropriate bowls and tasting spoons
 equipment,      e.g.  have        mixture, purpose, presentation
 completed Unit 1C Eat                                                           -a selection of different soft cheeses
 more fruit and vegetables         -making, e.g. garlic press, blender,
                                   grate, crush, stir, mix, layer, marble        -ingredients and recipes
 -can name a number of
 familiar foods, especially        -knowledge and understanding, e.g.            -plastic table covers, antibacterial cleaner, hand w ash, washing up facilities, aprons
 fruits, vegetables and dairy      dip, dipper, fruit, vegetables, dairy, food
 foods.                            groups, Balance of Good Healt h,              -tools and equipment, e.g. knives, chopping boards, graters, garlic presses, bowls,
                                   hygiene, safety                               spoons, whisks, a blender

                                   -sensory testing, e.g. lumpy, smooth,         -a large w orld map
                                   minty, fruity, bitter, creamy, thick
                                   sweet, rough, grainy.

at the end of this unit
Most children will:
understand that there are many different types of d ips and dippers, that they are made from a range of ingredients, that many originate from different countries
and can be e aten on different occasions; be able to name and describe some dips and dippers and ex press preferences using sensory voca bulary; relate
ingredients to the Balance of Good Healt h; suggest a purpose for their product and plan their w ork; select and combine foods in a thoughtful way to m ake their
product meet a purpose or occasion; follow hygiene rules and use equipment safely; evaluate their product against its original purpose in a reflective w ay; evaluate
the work of others with sensitivity.
Some children will not have made so much progress and will:
be aware that there are different dips and dippers, that they are made from different ingredients and c an be eaten on different occa sions; relate some of t he
ingredients to the Balance of Good Healt h; w ith support - suggest a purpose for and plan how to make their dip and dippers, combine ingredients to produce a
product; follow hygiene rules and use equipment safely; talk about their final product.
Some children will have progressed further and will:
talk confidently about dips and dippers, describing them and where some of them come from, e.g. the food chain; demonstrate a good command of sensory
vocabulary, confidently sort ingredients into the correct food groups, show good control of equipment and consideration for safety; plan and produce a product
that is well considered and attractive; evaluate their product in detail and have clear ideas about how to improve what they have done or what they would like to
try in the future.
                                     Use what’s out there
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•   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
                                    of ICT

•   E-capability/E-maturity
•   Food for a PC v7
•   Boardworks - interactive whiteboard activities
•   Safety and Hygiene e.g. Birchfield, Creative Learning
                          Know what’s what
                           on the Internet

• Tuck In teaching             • ‘Chew on this’
  resources -        • Food Standards Agency
• FoodForum -                  • Flour and Grain
                                 Education Programme
• BNF -
                               • Food in Schools (Fit
• Food a Fact of Life
                        Keep ‘Design and
                       Make’ in proportion

• Don’t waste time repeating endless Design and Make
• 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
   • appreciate and enjoy food
   • understand food as a material
   • appreciate safe & hygienic use of materials,
     tools, equipment
   • carry out food preparation,processing and
   • sensory evaluation
   • be critical consumers
   • apply designing and making skills
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