Grampian Health Promoting Schools
Food
Promoting a whole school approach
FOOD
CONTENTS
1. Introduction P1-3
2. Curriculum Framework P4-15
3. Informal Curriculum P16-20
4. Resources P21-37
5. Case Studies P38-45
Introduction
Children need a healthy diet to maintain and protect their health now and throughout their lives. Significant improvements have been made to the diet of Scottish schoolchildren yet many children are still eating a diet which is too high in fat, sugar and salt and too low in fruit and vegetables. Over recent decades this has contributed to rising levels of obesity and other diet-related conditions.
Diet in childhood is particularly important because eating patterns established in childhood can have consequences for health in adulthood. A poor diet is not only linked to conditions such as heart disease and certain cancers in later life but also to obesity and tooth decay. Improving children’s diets can also have a beneficial impact on their behaviour and educational attainment.
The Grampian Food in Schools framework has been developed by a Grampian-wide multi agency group, in consultation with schools, to provide support for food and health promoting activities, in line with key national and local strategies and initiatives. These include the Schools (Health Promotion and Nutrition) (Scotland) Act 2007, Curriculum for Excellence, Recipe for Success - Scotland’s National Food Policy, Growing through Adolescence, the Early Years Framework, Adventures in Foodland and Getting in Shape.
The document has been designed to help schools make links with the informal curriculum and the ideas it contains advocate methodologies based in active learning.
The resource contains:
• A curriculum framework • Informal curriculum guidance • Suggested resources • Case studies
Curriculum Framework
The aim of the framework is to provide a progressive programme of teaching points which link to the Food and Health, Health and Well Being Outcomes within Curriculum for Excellence. The framework is not a prescriptive list, but a tool to generate ideas and activities to meet outcome requirements, through active learning.
The framework can be used as a planning tool for lesson plans and a means to ensuring that there is appropriate progression through all levels. On the other hand it may simply provide ideas and suggestions, as and when required.
Grampian Health Promoting Schools - Food Page 1 Informal Curriculum Guidance and Resources
To support curriculum delivery, the informal curriculum framework provides practical guidance along with suggested resources and websites. Curriculum for Excellence recognises that learning is wider than classroom teaching and in line with a health promotion ethos, all school food and health activities should ensure consistent messages and approaches.
Case Studies
Case studies are provided to give an overview of practical initiatives and programmes which have been implemented by a range of schools in the UK. The examples provided an overview of aims and outcomes, links to Curriculum for Excellence and partner agencies, and resource requirements.
Set firmly within the context of Health Promoting Schools and Curriculum for Excellence, this framework will support schools to plan a programme of learning and teaching and adopt a whole school approach to food.
Disclaimer
The use of and access to pages of this document is subject to the disclaimer and terms and conditions of use set out below. By using or accessing this document, you agree to be bound by these terms and conditions.
Grampian Health Board (more commonly known as NHS Grampian) together with the list of contributors detailed below (together hereinafter called the “Relevant Parties”) are providing this document to allow information on learning and teaching ideas about food to be freely available. Whilst the Relevant Parties have used their best efforts to ensure the accuracy and reliability of information in this document they make no representation as to the same. No guarantees are made by the Relevant Parties or any one of them that the information contained in this document or information on websites referenced in this document is accurate, complete and current at any given time. Information presented in this document or any website or associated sites referenced in this document may be changed at any time. Any information appearing in this document is issued as general information and is not warranted by the relevant Parties or any one of them or any other health organisation, nor should it be taken as advice. No responsibility can be accepted by the Relevant Parties or any one of them or any other health organisation for any reliance placed or content of this document or for any action or inaction as a result of information contained in this document.
Information in this document may be changed or updated without notice. The Relevant Parties may also make improvements and/or changes to this document at any time without notice.
Grampian Health Promoting Schools - Food Page 2 Links to other Websites/Third Party Details
As this document may provide links to third party websites, any party accessing these websites should review their respective privacy policies to learn more about, what, why and how they collect and use personally identifiable information. The provisions in this document of a link to any website or details regarding a third party or third party's service does not constitute any authorisation to access material held at that location, or any endorsement by the Relevant Parties or any one of them of those third parties or the information, services or products they may offer. Links to sites are provided for information purposes only and no responsibility is accepted by the Relevant Parties for the quality of resources to be found on such websites.
The contents and material made available on linked sites and otherwise made available by third parties are completely outwith the control of the Relevant Parties and as such no liability is accepted by the Relevant Parties for the content, materials or information contained in links and other sites.
NHS National Services Scotland Disclaimer
Acknowledgements
Joanne Adamson - Aberdeen City CHP Sue Bird - Rowett Research Institute Caroline Comerford - NHS Grampian Ishbel Cruickshank - Anna Ritchie School Jenny Curran – NHS Grampian Patricia Fearon - Ellon Academy Elaine Forbes - Aberdeen City Council Susan Foster - NHS Grampian Susan Leslie - Moray MCHSCP/The Moray Council Sandra MacAllister – Aberdeenshire CHP Fiona Matthew - NHS Grampian Elaine McConnachie - Aberdeen City CHP/Aberdeen City Council Sandra McKenzie - Keith Primary School Ian Parkin - Mearns Academy Allan Paterson - Aberdeen Environmental Education Centre Jacquelyn Phillips, Forres Academy Nicola Robertson - Aberdeen City Council Dawn Tuckwood – Aberdeenshire CHP/Aberdeenshire Council Lorna Wielewski – NHS Grampian
Grampian Health Promoting Schools - Food Page 3 Curriculum Framework
Nutrition
Early First Second Third Fourth I enjoy eating a diversity of foods I enjoy a diversity of foods in a I enjoy a diversity of foods in a I enjoy a diversity of foods in a I enjoy a diversity of foods in a in a range of social settings. range of social settings. range of social settings. range of social settings. range of social settings. HWB0-29a HWB1-29a HWB2-29a HWB3-29a HWB4-29a
Focus on the social benefits of eating Discuss good manners relating to Discuss food choices and etiquette in Discuss the range of cultural and What foods/drinks do I like/dislike, and the gathering of family and food : different settings e.g. eating with social celebrations where food is compile a graph. friends. - serving others first. friends, attending formal occasions, used. - ensuring people are given food take away food etc. Discuss celebrations and the role of Discuss fair ways of sharing food, which they like. Consider why people eat different food e.g. birthday parties, Christmas. table manners/social etiquette, - being aware of special dietary or foods at different times i.e. the role including the practices of other cultural needs. emotions play in eating behaviours. cultures. Together we enjoy handling, By investigating the range of By applying my knowledge and By taking part in practical food Having researched food and tasting, talking and learning about foods available I can discuss how understanding of current healthy activities and taking account of health policy and dietary different foods, discovering ways they contribute to a healthy diet. eating advice I can contribute to a current healthy eating advice, I legislation, I can explain how this in which eating and drinking may HWB1-30a healthy eating plan. can prepare healthy food to meet impacts on individuals, the help us to grow and keep healthy. HWB2-30a identified needs. community and the world of work. HWB0-30a Develop the idea of a balanced diet HWB3-30a HWB4-30a and awareness of food choices. Discuss balanced diets, including the Identify foods and fluid that : health benefits of fruit and Prepare/design a well balanced meal Investigate the work of different vegetables. agencies e.g. Food Standards - give energy. Look at common foods and consider for a variety of different groups with Agency (FSA), Environmental Health - assist growth. their properties and function in the different nutritional requirements. - help us stay healthy and protect us Officer (EHO). body. Keep a diary of: from disease. - food and drink consumed. Through practical food activities - are vital to life. - physical activity. Relate to current food legislation e.g. Choose a nutritionally well-balanced using different foods and drinks, I can identify key nutrients, their Schools (Health Promotion and Pupils keep a record of their school meal from a menu stating sources and functions and Nutrition) (Scotland) Act 2007. vegetable and fruit consumption (‘5 a reasons for choice and relate to a Investigate personal likes and demonstrate the links between day’ intake) for one day/week. healthy balanced diet. dislikes. Compile a class graph of energy, nutrients and health. popular food and drink choices. Link Investigate relevant sources of HWB3-31a Emphasize the need for clean to a balanced diet and media information about food and health. Prepare/discuss some favourite drinking water. influence. foods: - explore reasons for choice. Develop an awareness of the range - frequency of eating/ buying. of food options. - describe smell, taste and texture. - explore how we can encourage a healthy diet
Grampian Health Promoting Schools - Food Page 4 Nutrition
Early First Second Third Fourth Introduce the idea of a balanced and Investigate how food choices impact Discuss how pupils can deal with the Select foods based on their nutrient Develop links and liaise with the varied diet. on our bodies: influence of peers in relation to food value for different people at different catering service in secondary schools - teeth. choice. life stages: and promote the importance of Investigate and compare foods - skin, hair and nails. Introduce the concept of: - deficiency diseases. healthy food choices. through the senses: - lack of water and nutrients. - the prevention of illness. - own dietary needs. - taste, touch, smell, sight, hearing. - obesity. - diet for sportsmen/women. I can apply my knowledge and - tooth decay. Introduce simple food chains. understanding of nutrition, current Recognise different tastes: - discuss the danger of eating too Cooking skills: healthy eating advice and the - bitter, sweet, sour, salt. ..much / too little and relate to - discuss the impact on long term needs of different groups in the Introduce the water cycle and make ..recommended portion size. health, the barriers people face to links between water and health: community when planning, Prepare a food taster and discuss cooking freshly prepared meals and choosing, cooking and evaluating and encourage a positive attitude to - water fountains in schools. the consequent reliance on pre- Discuss medical conditions which dishes. trying new foods. packaged meals. - fluid and concentration. may exist in class e.g. diabetes, food HWB4-31a - importance of clean water to public intolerances and allergies. Discuss why pupils are given milk Discuss organic foods. health. Encourage individual responsibility and fruit in school. - What would they do if the water for health from a viewpoint of Discuss the rights of pupils in relation Look at a specific food product (e.g. supply at home was cut off for a knowledge and under-standing of Discuss the need for food and fluid to choosing their diet and the wheat) and discuss its uses: week? many aspects of nutrition, including: describe how they know they are responsibilities involved in their - white / whole meal flour, semolina hungry and/or thirsty. choices (could link to the Health (durum wheat), bulgur wheat. - the need for a varied, balanced diet I experience a sense of enjoyment promotion and Nutrition Act). - brown / white / wholegrain bread. and that different foods provide I know that people need different and achievement when preparing - wholegrain cereals e.g. Shredded different substances for our health simple healthy foods and drinks. namely, nutrients, water and fibre. kinds of food to keep them Reflect on individuality, diversity and Wheat, Weetabix. HWB1-30b - taking appropriate action when healthy. freedom of choice. - cereals targeted at children. HWB0-32a - cereals targeted at health. health and well-being are not in Design / prepare a meal. balance. Make bread, cakes: Discuss the use of media marketing Discuss how we have grown and - discuss the processes involved. campaigns such as Cadbury wrapper changed and which foods have been Look at how some familiar farm - are they reversible? Choose a nutritionally well-balanced consumed since birth. Develop an products are made e.g. milk, cheese, collections for equipment (an school meal from a menu stating awareness of the benefits of bread. example of company pressures on reasons for choice and identify the choices). Investigate the different processes breastfeeding as the healthiest way relevant food groups. for a woman to feed her baby. involved in converting milk to: Make a bowl of breakfast cereal - cream - butter. Investigate nutritional regulations in from a variety of foods. - cheese - yoghurt. Prepare/design a nutritionally well- Survey pupils to determine popular the Schools (Health Promotion and balanced packed lunch following foods. Nutrition) (Scotland) Act 2007. current food safety guidelines. Investigate the components of common Explore the variety of foods we eat in food products : Describe current guidelines regarding order to raise awareness of the need - wheat → flour → bread. Having identified diet-related a balanced diet: for a variety of food in the diet. - wheat → flour + sugar → biscuit. conditions, I can adapt and cook - ‘5 a day’ portions of fruit and recipes to suit individual needs. Vegetables. HWB4-32a
Grampian Health Promoting Schools - Food Page 5 Nutrition
Early First Second Third Fourth Explain how much fluid is required by Make a healthy sandwich/lunch/after - importance of fluid. I am developing my understanding Apply skills and understanding to the body daily. Discuss what is meant school snack to produce a balanced - discuss the consequences of an of the nutritional needs of people plan, prepare and safely cook a by ‘fluid.’ meal: unbalanced diet. who have different conditions and variety of dishes requirements. Discuss popular drinks and their nutritional content. - incorporate food skills e.g. Choose a nutritionally well-balanced HWB3-32a Discuss goal setting and identify peeling, slicing, chopping, small, step by step, realistic changes school meal from a menu stating grating, reasons for choice and identify the Discuss medical conditions, e.g. to behaviour that may be necessary - spreading, scooping and pouring. relevant food groups. diabetes, food allergies and to achieve a balanced lifestyle. - focus on food safety and health intolerances which may exist in class Plan a meal for a child, a young or and safety key messages. and/or link to personalities e.g. Steve elderly person to comply with current Prepare/design a nutritionally well- Redgrave (Type 2 diabetes). nutritional guidelines: balanced packed lunch following - cost the meal. I am beginning to understand that Discuss the use of vitamin and current food safety guidelines. - discuss choices considering the nutritional needs change at mineral supplements e.g. folic acid influence of: different stages of life, for example during pregnancy and the addition of - media - peer pressure. the role of breastfeeding in infant Reflect on the move from primary to vitamins & minerals to staple foods - time - money. nutrition. secondary school and the greater e.g. margarine, cereals and flour. HWB1-32a freedom to choose what they eat. - availability of produce.
- nutritional needs. Investigate the nutritional content of Discuss how we have grown and I understand that people at changed and which foods have been army rations: different life stages have differing Having assessed how lifestyle or consumed since birth. Develop an nutritional needs and that some - high in nutrients/calories. life stages can impact on people’s awareness on the benefits of people may eat or avoid certain nutritional needs, I can explain breastfeeding as the healthiest way foods. how these needs are met. for a woman to feed her baby. HWB2-32a HWB4-32b
Discuss different nutritional needs at Describe the decisions that should be Describe the decisions that should be different life stages (e.g. babies, made to live within physical and children, adults, and the elderly) and made to live within physical and nutritional balance: nutritional balance: compare these with their own needs. - pupils make their own choice of - pupils make their own choice of school meal. school meal. Discuss different types of food eaten - individual activity level. at each life stage. - pupils and parents make suggestions about food provision in Discuss appetite and hunger and schools. relate directly to the concept of a varied, balanced diet. Discuss the health benefits of a
balanced diet and the consequences of an unbalanced diet.
Grampian Health Promoting Schools - Food Page 6 Nutrition
Early First Second Third Fourth Consider how nutritional requirements - individual activity level. vary depending on: - pupils and parents make • sex • age • height. suggestions about food provision in • weight • level of activity. schools.
Discuss the nutritional and cultural Discuss the impact of food related needs of different groups in the choices on the body - physical, social community : and emotional, and at different life - infants. stages e.g. pregnancy, birth, infant - children and young people. feeding, school child, teenager, adult - adults. and the elderly. - pregnant women.
- the elderly. Investigate ‘energy balance’ and the effects of dietary excess or deficiency Investigate food products specifically on health. designed for the above groups and Investigate the health benefits of compare with what is available for breastfeeding to both the mother and communities in developing countries. child.
Develop an understanding of the link between diet and health i.e. optimum nutrition for optimum health: - compare own diet relative to a balanced diet. - make appropriate changes. - use a dietary analysis tool. - link to ICT.
Grampian Health Promoting Schools - Food Page 7
Safe and hygienic practice
Early First Second Third Fourth I am becoming aware of how I am becoming aware of how Having learned about cleanliness, I can apply food safety principles Having explored the conditions for cleanliness, hygiene and safety cleanliness, hygiene and safety hygiene and safety, I can apply when buying, storing, preparing, bacterial growth, I can use this can affect health and wellbeing can affect health and wellbeing these principles to my everyday cooking and consuming food. knowledge to inform my practice and I apply this knowledge in my and I apply this knowledge in my routines, understanding their HWB3-33a and control food safety risks. everyday routines such as taking everyday routines such as taking importance to health and HWB4-33a care of my teeth. care of my teeth. wellbeing. Investigate methods of safe food HWB0-33a HWB1-33a HWB2-33a purchase, storage, preparation, and Consider resources, food safety, and cooking: palatability of foods, storage and Discuss how we can become ill and Discuss how we can become ill and Investigate food preparation and - read information on food labels e.g. shelf life. the importance of: the importance of: cooking methods, including ‘use-by’ and ‘best before’ dates. - hand washing before eating/after - hand washing before eating/after techniques that can be used to - correct storage of raw food away Look at the effects of fertilizers, using the toilet using the toilet. produce healthier food. Link to the from other foods to prevent cross herbicides and pesticides. - why we cook some foods before - why we cook some foods before safe preparation and handling of food contamination. we eat them we eat them. and the importance of appropriate - importance of thorough cooking of Investigate current food safety - why we wash some foods before - why we wash some foods before cleaning techniques. foods. systems such as Cooksafe and we eat them. we eat them. conduct a Hazard Analysis Critical Practice effective hand washing Relate to food preservation e.g. Control Point (HACCP) food safety Discuss school rules concerning Discuss school rules concerning before meals and after visiting the use of preservatives, fridge, and system for a typical cook chill hand washing. hand washing. toilet. freezer, hermetic sealing, improved product. packaging materials. Develop key points of personal Develop key points of personal Investigate how certain bacteria can hygiene to remember when cooking, hygiene to remember when cooking Investigate methods of preservation: including e.g. and why e.g. cause illness and discuss what you can do to avoid food poisoning. drying, salting, jam making, pickling, - wash hands. - wash hands. and freezing, freeze drying, canning, - cover cuts. - cover cuts. cook-chill, gas packaging. including - wear a clean apron. - wear an apron. Modified Atmosphere Packaging - cover mouth when coughing or - cover mouth when coughing or (MAP) and Controlled Atmosphere sneezing. sneezing. Packaging (CAP)
Discuss the existence of harmful Discuss the existence of harmful Investigate food irradiation and foods e.g. berries, toadstools, foods e.g. berries, toadstools, genetically modified foods. allergenic foods. allergenic foods.
Discuss safety when preparing food Recognise the importance of and the need for adult support and preparing food safely and supervision when cooking. hygienically e.g. cleaning up regularly, minimising waste. Investigate how to store a packed lunch to ensure food safety.
Grampian Health Promoting Schools - Food Page 8 Safe and hygienic practice
Early First Second Third Fourth Investigate different types of Discuss safety when preparing food equipment used relating to food and and the need for adult support and their use e.g. fridge / cooker / flask / supervision when cooking. freezer / whisk. Investigate how to store a packed
Practice using simple implements, lunch to ensure food safety. e.g. knife, fork, spoon to weigh out different foods. Investigate different types of equipment used relating to food and Look at the effects of food and drink their use e.g. fridge / cooker / flask / on teeth and discuss dental health. freezer / whisk.
Practice using simple implements, e.g. knife, fork, spoon to weigh out different foods.
Look at the effects of food and drink on teeth and discuss dental health.
Discuss the importance of not dropping food related litter (it may encourage seagulls, rats and mice).
Assess playground litter bin provision. including: - design. - appropriately sited and used. - sufficient number. - recycling of litter in the home, community and at school ways of reducing litter.
Grampian Health Promoting Schools - Food Page 9 Food and the consumer
Early First Second Third Fourth I explore and discover where When preparing and cooking a Through exploration and Having explored a range of issues Having explored a range of issues foods come from as I choose, variety of foods, I am becoming discussion, I can understand that which may affect food choice, I which may affect food choice, I prepare and taste different foods. aware of the journeys which foods food practices and preferences can discuss how this could impact can discuss how this could impact HWB0-35a make from source to consumer, are influenced by factors such as on the individual’s health. on the individual’s health. their seasonality, their local food sources, finance, culture and HWB3-34a HWB4-33a Investigate the processes from farm availability and their sustainability. religion. to plate for some common food HWB1-35a HWB2-34a Discuss comfort eating and consider Research some of the factors products. how some people deal with loss: affecting personal food choices Raise awareness of the kind of food including: Consider the distance food has been - through grieving. transported and the methods of which individuals can and cannot - media influence. Recognise that all food comes from - change of diet. transport used. eat. Make reference to food - peer pressure. animals and plants. preferences, allergies and - not eating. - genetics. intolerance, religious beliefs, culture - family similarities / differences: e.g. Consider the environmental and cost. do twins have similar preferences? Recognise that plant life and all living implications locally and globally Explore the development of personal - availability of local / traditional / organisms have an impact on health: - can the product be sourced locally? strategies for making small, realistic staple foods. - consider humans as part of the - consider growing your own food. Discuss the nutritional needs of changes to diet. local and global ecosystem. different cultures (globally) in broad - poverty.
terms and compare with their own - access to a balanced diet. Research some of the factors I am discovering the different needs. Look at common products on the affecting personal food choices ways that advertising and the Discuss budgeting skills in the home / farm. media can affect my choices. including: Consider the commonality of managing our own money. HWB1-35a - media influence. nutritional needs and differences in - peer pressure. how food is sourced. Investigate personal likes and - genetics. Raise awareness that overall feelings dislikes, and compile a class graph of - family similarities / differences: e.g. of well-being can be enhanced by popular food and drink choices; link Be aware of the relationship between do twins have similar preferences? good nutrition. to a balanced diet and the influence food and feelings (mood) e.g. - availability of local / traditional / comfort eating. staple foods. of the media on food choice. Develop ways of dealing with - poverty. changing expectations of body image - access to a balanced diet. Raise issues around advertising / Discuss body image and what you e.g. from the media, peer pressure,
promotion of foods to children. like about your body. personal relationships. Raise awareness that overall feelings of well-being can be enhanced by Research the link between income Investigate the expansion in the Investigate the contents of common good nutrition. range of foods available in shops and food products, using food packaging and diet and how food availability affects diet e.g. location of shops. supermarkets and also eating and labels. establishments e.g.: Develop ways of dealing with changing expectations of body image - Chinese - Cantonese. Be aware of parental influence on Investigate whether some food e.g. from the media, peer pressure, - Indian - Greek. food choices, especially at primary products are over – packaged. personal relationships. - Thai - Mexican. school level.
Grampian Health Promoting Schools - Food Page 10 Food and the consumer
Early First Second Third Fourth Discuss the way people eat, making Discuss the way people eat with Investigate the expansion in the Compare food from other countries. reference to different cultures and reference to different religious range of foods available in shops and Consider ethnic diversity, cost, customs. beliefs, cultures and customs, supermarkets and also eating choice and access compared to the developing the ability: establishments e.g.: UK. - to be aware of the pressures placed - Chinese - Cantonese. Develop the ability to make personal dietary choices e.g. vegetarianism, on individuals to conform to a fashion - Indian - Greek. veganism. norm e.g. to look super-slim. - Thai - Mexican. Investigate the effects of marketing on food choice. Raise issues around - to feel comfortable with their own particular, unique shape. personal food choices and possible Compare food from other countries. - to make personal dietary choices consequences e.g. choosing to leave Consider ethnic diversity, cost, choice (e.g. vegetarianism, veganism). the school premises for access to a and access compared to the UK. wider food choice.
Consider cost when shopping for Investigate the effects of marketing Investigate packaging costs: food and when cooking. on food choice. Raise issues around e.g. Christmas selection pack of personal food choices and possible chocolate covered bars. Compare Discuss issues of food access, consequences e.g. choosing to leave prices of individual items and also availability and lack of income. the school premises for access to a bulk ‘family’ packs. wider food choice. - multi layered packaging of foods.
Consider factors affecting food Investigate packaging costs: Investigate product labeling claims. choices e.g. time pressures, e.g. Christmas selection pack of perceived / real costs, convenience. chocolate covered bars. Compare Arrange a visit to a supermarket and
prices of individual items and also identify labels used to convey Recognise how we are linked to bulk ‘family’ packs. information and advice to consumers. different countries and are - multi layered packaging of foods. interdependent. Having investigated the effects of Using my knowledge of nutrition food processing on the nutritional Discuss which factors increase or and current healthy eating advice, I value of foods, I can critically decrease supply and demand: can evaluate the information on assess the place of processed - foods in season. food packaging, enabling me to foods in a healthy balanced diet. - transport links. make informed choices when HWB4-35a - natural disasters. preparing and cooking healthy - war. dishes. Investigate food labeling including - subsidised food. HWB3-36a nutrition and food allergy advice.
I have examined and evaluated food packaging and can understand the legal requirements for manufacturers. HWB4-36a
Grampian Health Promoting Schools - Food Page 11 Food and the consumer
Early First Second Third Fourth When preparing and cooking a Investigate product labelling claims: Identify mainstream health variety of foods, I am becoming - consider a visit to a supermarket to campaigns and compare with claims aware of the journeys which foods identify labels used to convey made by manufacturers. make from source to consumer, Information to consumers their seasonality, their local -investigate labelling claims and availability and their compare against the cost of the By investigating different sustainability. promoted item influences on the consumer, I can HWB2-35a discuss how consumers can be influenced by external sources. Consider the distance food has been HWB4-37a transported and the methods of transport used. Research what influences consumer spending. Consider the environmental implications locally and globally. Discuss the trend towards less - can the product be sourced locally? cooking in the home and more - consider growing your own food prepared / convenience foods being (look at the ‘Dig for Victory’ campaign purchased. during WWII). Research community access to food Discuss the seasonality of local food and assess the effect of food and the benefits of supporting the availability and supply on sectors of local food economy. the community e.g. the elderly / community care. By investigating food labelling systems, I can begin to Investigate the effect of poor nutrition understand how to use them to on health: make healthy food choices. - link to the relationship between HWB2-36a deprivation and poverty.
Read and make use of nutrition Discuss the variety of food we see in information and food allergy advice our supermarkets today and compare on labels to help make informed with 50 years ago. choices about food in order to achieve a healthy, varied balanced diet. Investigate how food is redistributed to disadvantaged groups:
- highlight rural and urban issues Conduct a review of media influence regarding access to food. focusing on food and discuss any positive and negative impacts of advertising campaigns.
Grampian Health Promoting Schools - Food Page 12 Food and the consumer
Early First Second Third Fourth Conduct market research prior to I can explain basic legal rights and designing a food product. responsibilities of the consumer, recognising the agencies that can In consultation with the catering help. service develop an advertising HWB4-37b campaign to increase the uptake of Investigate the rights and school meals: responsibilities of the consumer. - evaluate the success of the campaign. Research organisations supporting consumer rights e.g. Consumer Develop links and liaise with the Focus. catering service and promote the importance of healthy food choices. Article 24 of the UN Convention on the Rights of the Child includes the right to ‘nutritious food’. Investigate the effectiveness of the marketing of end products and the impact this has on our eating habits Discuss the effects on different and food availability. countries of: - political decisions. Research the Food Standards - trade sanctions. Agency food ‘traffic light’ labelling - war. scheme. - link to Fair Trade foods.
Investigate how products have been Research community input to Fair ‘designed’ to suit consumer Trade campaigns including Fair preferences. Trade towns, cities, and even nations. Carry out a blind preference taste test. Research the Fair Trade status of a local town or city. Look at food labels to see the effect of processing e.g. porridge oats, Investigate the Scottish Fair Trade muesli, Quick Oats, Cheerios, Nation campaign.
Multicolour Cheerios.
Discuss who benefits from cheap
Investigate the role of food producing food:
multinational companies in the above - farmers/overseas producers/ research. supermarkets/the consumer.
Grampian Health Promoting Schools - Food Page 13 Food and the consumer
Early First Second Third Fourth Investigate the removal of salt for Investigate ‘globalisation’ of food commercial use through trade, tourism and aid. Give examples of sustainable development relating to food Discuss the properties of salt production; link to: (sodium) and why our bodies need salt: - Fair Trade foods. - Find out about the health argument - food/water provision in third world for reducing salt intake: countries. - What action is being taken? - effects on the population of - What can you do to reduce salt nutritional deficiencies. intake? - Investigate the use of salt in the Investigate the advantages and food industry. disadvantages of farmers and fishermen (in the UK and overseas)
becoming involved in contract Look at food packaging: farming for national and multinational - What do the recycling symbols companies. mean?
- How much packaging is made from recycled products? Discuss the right to have access to a nutritionally balanced meal. - What is your Local Authority policy on waste and recycling? Discuss the right to choose your diet
and the responsibility to society with respect to the cost of care during an I can understand how advertising and the media are used to illness, caused by an unbalanced lifestyle. influence consumers. HWB2-37a Discuss freedom of choice and Extend responsibility for health and factors affecting choice. well-being into making more personal decisions about: Look at the food choices we are able - eating and drinking. to make in the UK. - peer pressure and media influence. - body image.
In consultation with catering, develop an advertising campaign to increase the uptake of school meals and evaluate the success of the campaign.
Grampian Health Promoting Schools - Food Page 14 Food and the consumer
Early First Second Third Fourth Conduct a review of media influence, focusing on food, and discuss any positive and negative impacts of
advertising campaigns, including
peer pressure.
Discuss the effects which media has on body size using super slim models. (size 0)
Research Ofcom and the role of marketing and media e.g. TV, radio, junk mail, newspapers and magazines to advertise food products and influence consumers’ choice of foods.
Grampian Health Promoting Schools - Food Page 15 Informal Curriculum Guidance PRACTICAL GUIDANCE FURTHER INFORMATION Tuck Shops Consult with your catering service to determine what assistance, if Pupil Councils - www.schoolcouncils.org any, is available e.g. staffing, providing food Community Food and Health (Scotland) - Involve pupils from the start and consult them on the need to set http://www.communityfoodandhealth.org.uk/funding/smallg up/revamp any existing tuck shop. Consider the pupils running it as rantsopen.php an enterprise project Schools (Health Promotion and Nutrition) (Scotland) Act Funding may be available for set up costs for equipment/fridges etc 2007 - (e.g. Community Food and Health Scotland) www.scotland.gov.uk/Topics/Education/Schools/HLivi/food nutrition Ensure adherence to national food and drink standards School Food Trust Consider where stock will be stored, if refrigeration is required and http://www.schoolfoodtrust.org.uk/doc_item.asp?DocId=12 who will act as stock controller 1&DocCatId=9 (Although this website is aimed at English schools, much Through consultation with pupils and staff decide from where and of the information and resources should be relevant to all when the tuck shop will operate, to ensure it meets the needs of as schools) many people as possible.
Make links with the principles of Eco-schools to counteract any litter issues and to encourage sustainable practices
Remember to monitor and evaluate progress, making changes as required
Consider incentive/reward schemes to encourage uptake (in line with national guidance)
Local food co-ops may be able to supply fruit, vegetables and other suitable snacks (in line with national guidance)
Grampian Health Promoting Schools - Food Page 16
You won’t please everyone and changes don’t take place overnight, stick with it!
Water Provision Use the most acceptable method to staff and pupils e.g. bottled water, water fountains, refillable water bottles, water chilling machines. www.wateriscoolinschools.org.uk
Remember to account for possible ongoing cost implications for maintenance of appliances or purchase of bottles – investigate www.scottishwater.co.uk/education/ possible funding streams/sponsorship
Inform pupils, parents and staff of the reasons for providing water to www.ecoschoolsscotland.org/home/index.asp?linkID=169 ensure there is support from the whole school.
Ensure that it is managed throughout the day e.g. bottles sitting on desks, pupils access to water fountains at certain points throughout the day etc. General rules and regulations should be agreed and communicated to all concerned.
If the school decides to supply/sell water bottles or encourage their use, ensure that the responsibility for care and cleaning is with parents and not the school. Care and cleaning guidance should be issued with a clear statement stating parental responsibility.
As with most initiatives, pupil’s enthusiasm may initially be high, but will probably tail off. Decide on strategies to promote the initiative at various time stages – e.g. at 6 month, 1-year etc.
School Meals Healthy menus should be provided, promoted and adequately Schools (Health Promotion and Nutrition) (Scotland) Act displayed 2007 http://www.scotland.gov.uk/Topics/Education/Schools/HLiv Your school dining room should provide an attractive & sociable i/foodnutrition/Q/editmode/on/forceupdate/on
Grampian Health Promoting Schools - Food Page 17 environment with adequate seating (e.g. displays to promote healthy eating, clean and inviting area, background music) HFS Printed Media www.scotland.gov.uk/Publications/2003/02/16273/17566 Queues should be managed appropriately (e.g. rota system in place) Benchmarks for self evaluation Your school should have a special diet policy or guidance for staff and www.hmie.gov.uk families The Royal Environmental Health Institute of Scotland – Inform parents/carers about food service and provision (e.g. via www.rehis.org healthy menus/newsletters) School Food Trust Encourage pupil/parent consultation relating to school meal (e.g. via http://www.schoolfoodtrust.org.uk/doc_item.asp?DocId=12 survey or questionnaire or school health group) 1&DocCatId=9 (Although this website is aimed at English schools, much Build good relationships between the school & catering services (e.g. of the information and resources should be relevant to all consultation on menu development, involvement of catering personnel schools) in health groups)
Ensure all relevant staff receive appropriate training (e.g. REHIS Food & Health training)
The school should have an effective system for ensuring anonymity of pupils receiving free school meals (e.g. smartcards / cashless catering)
Packed Lunches Engage with pupils and parents to help influence practice (e.g. hold a Pupil Councils – www.schoolcouncils.org ‘ready steady‘packed lunch evening where pupils/parents prepare healthy packed lunches). British Nutrition foundation - www.nutrition.org.uk Enquire as to whether school catering provide a packed lunch service Food Standards Agency - Provide information to parents and pupils on what constitutes a www.food.gov.uk healthy packed lunch, e.g. through leaflets, workshops, activity
Grampian Health Promoting Schools - Food Page 18 sessions, parents evenings etc.
Make sure packed lunches are stored correctly to ensure food safety. Encourage the use of ice packs to keep items cool, safe and more palatable. (Could be done as an enterprise project).
Introduce a ‘healthier packed lunch’ day, maybe once a month.
Breakfast Clubs Survey pupils and parents to ensure they would use a breakfast club, Breakfast Clubs …More of a Head Start - often the need for a breakfast club is perceived rather than real www.communityfoodandhealth.org.uk/plugins/publications/
Set clear aims and objectives for the club. Some clubs provide Pupil Councils - www.schoolcouncils.org breakfast and/or childcare however, they require very different guidelines Schools (Health Promotion and Nutrition) (Scotland) Act 2007 Contact school catering to see if they can be involved in any way. e.g. http://www.scotland.gov.uk/Topics/Education/Schools/HLiv by providing the perishable items i/foodnutrition/Q/editmode/on/forceupdate/on
Ensure food and drink standards are being adhered to
Identify early in discussions where possible funding might be accessed for any start up/on-going costs (note: many funding sources do not cover staffing costs)
To ensure sustainability, establish who will provide on-going supervision, school staff or parent volunteers
Decide how many days a week it will operate, being flexible to allow for growing/falling demand
Engage with parents and pupils again to ensure the provision is meeting their needs.
Grampian Health Promoting Schools - Food Page 19 Widely publicise the start date and consider running it as a pilot.
A timeframe for on-going assessment should be established at the beginning.
Vending Vending machines should only be stocked with items which comply Pupil Councils - www.schoolcouncils.org with the Schools (Health Promotion and Nutrition) (Scotland) Act 2007 Schools (Health Promotion and Nutrition) (Scotland) Act 2007 Consult with your catering provider to determine what assistance, if http://www.scotland.gov.uk/Topics/Education/Schools/HLiv any, they can provide. i/foodnutrition
There should be no advertising of products high in fat/sugar/salt in schools. Make sure the casing on vending machines complies with this.
Remember to consult pupils as they are the main consumers and change will not happen overnight.
Consider installing timers so machines can only be used at key times of the day.
Grampian Health Promoting Schools - Food Page 20 Resources
Aspect of Helpful web based resources Where to find them Type Stage Cost learning Tel: 01224 640864 Aberdeen Environmental free or All aspects Email: [email protected] all types all subscription Education Department www.aeec.org.uk required Young People and Schools Resources Tel: 01651 871205 Aberdeenshire Library & free or All aspects Primary Schools Tel: 01651 871213 all types all subscription Information Service (ALIS) Secondary Schools Tel: 01651 871214 required www.aberdeenshire.gov.uk/libraries
Curriculum Resources and Tel: 01224 346114 free or All aspects all types all subscription Information Service (CRIS) Email: [email protected] required
Learning and Teaching Scotland Tel: 0800 100 297 Customer Services Team Fax: 0800 100 298 All aspects web all free 'A Curriculum for Excellence' Email: [email protected] information site www.ltscotland.org.uk
Tel: 01224 620111 Montgomery Development 79, Queen Street, Aberdeen AB10 1AN All aspects all types all free Education Centre (MDEC) Email: [email protected] www.montgomerydec.org.uk
Grampian Health Promoting Schools - Food Page 21 Aspect of Helpful resources Where to find them Type Stage Cost learning
NHS Grampian www.nhsgrampian.org/inforesources All aspects Health Information Resources Tel: 01224 558504 all types all free Service Email: [email protected]
Tel: 0141 273 1392 Bright New Scotland - Fax: 0141 273 1430 All aspects Supporting Environmental web early free www.brightnewscotland.org.uk Education and Citizenship Email: [email protected]
All aspects British Food Fortnight www.britishfoodfortnight.co.uk web all
All aspects British Meat Education Service www.bmesonline.org.uk web all free
All aspects Calendar of community events www.countmeincalendar.info web all free
Community Food and Health Tel: 01412265261 Fax: 01412210731 All aspects (Scotland) - supports initiatives www.communityfoodandhealth.org.uk web all free in low income communities Email: [email protected]
Grampian Health Promoting Schools - Food Page 22 Aspect of Helpful resources Where to find them Type Stage Cost learning
Dig for Victory - food rationing All aspects www.homesweethomefront.co.uk web free during WW2
Eco Schools - an international initiative to encourage whole Tel: 01786 468234 Fax: 01786 464611 school action for the All aspects www.ecoschoolsscotland.org folder all environment. With links to health Email: [email protected] & well-being, water, global issues, etc Fragile Handle with Care - Tel: 0131 622 8283 or 0131 622 8258 Scottish Executive Email: All aspects booklet actioning global [email protected] book/ web sustainable development into all www.ltscotland.org.uk/takinglearningoutdo aspects of education ors Manchester Development Tel: 01619218020 Fax: 01619218010 Education Project - 'Games we folder/vide All aspects www.dep.org.uk early play’ - supports intercultural o Email: [email protected] understanding
Learning and Teaching Scotland www.ltscotland.org.uk/healthpromotingsch All aspects / National Health Promoting web all free ools/ Schools website
Tel: 08703332700 All aspects Oxfam web all www.oxfam.org.uk
Grampian Health Promoting Schools - Food Page 23 Aspect of Helpful resources Where to find them Type Stage Cost learning
‘Papapaa’ - cocoa production in All aspects www.papapaa.org folder Ghana DVD/photo pack
Tel:01752 202 301 Save the Children - 'Young www.savethechildren.org.uk/publications folder/ All aspects all Citizens’ activity pack Email: DVD [email protected] 19 Park Circus, Glasgow G36BE SCIAF Tel:0141 354 5555 All aspects Make Your Mark Fair Trade web / book free www.sciafyouth.org.uk Action guide Email: [email protected]
All aspects Scotland’s Global Footprint www.scotlandsfootprint.org web all free
UN Decade of Education for third All aspects www.scotland.gov.uk web free Sustainable Development fourth UNICEF. Tel: 0870 606 3377 All aspects UNICEF Day For Change web free www.unicef.org.uk Education Pack 2005 West Glasgow CHCP Tel 0141232 2093 All aspects Your Body Matters CD Rom free e-mail: [email protected]
Grampian Health Promoting Schools - Food Page 24 Aspect of Helpful resources Where to find them Type Stage Cost learning
Creative Learning Solutions - e- Tel: 01803 842317 third Food Hygiene CD Rom £150 learning Food Safety 2006 www.clsolutions.co.uk fourth
Food Hygiene Food Link www.foodlink.org.uk web all free
www.food.gov.uk Nutrition / www.salt.gov.uk Food Standards Agency. web all free Food Hygiene www.eatwell.gov.uk www.eatsafe.gov.uk
Nutrition / Health Scotland -'Adventures in Practical food Foodland' www.healthscotland.com folder all free activities 'Growing Through Adolescence'
Nutrition / Practical Jamie Oliver official website www.jamieoliver.com web all free cookery QDS Support NLC Learning & Leisure 100+ p&p Nutrition / Hungry for Success - North Services, Municipal Buildings, Kildonan early or £250 Practical food Lanarkshire Nursery, P1-3, Street, Coatbridge ML5 3BT folder first +p&p full activities P4-7 resource Fax: 01236 812210 second set Mail to: [email protected]
Practical Active Kids Get Cooking' - UK www.activekidsgetcooking.org.uk web all free cookery wide school cookery scheme
Grampian Health Promoting Schools - Food Page 25 Aspect of Helpful resources Where to find them Type Stage Cost learning
Confidence 2 Cook Confidence 2 Cook. recipe NHS Community Kitchen, charge for Practical food Healthy eating recipe resource. pack / Summerfield Education Centre, Stronsay all use of activities Limited capacity practical kitchen Drive, Aberdeen, AB15 6JA . facility cookery sessions available facility Tel:01224 346181 Healthy Living Award - new Practical food third healthy eating award / case www.healthylivingaward.co.uk web free activities fourth studies
Nutrition British Dietetic Association www.bda.uk.com web all free
Tel: 0207 9350185 Nutrition British Heart Foundation web all free www.bhf.org.uk/youngpeople British Nutrition Foundation Food - A Fact of Life Tel: 0207 4046504 Fax: 02074046747 Nutrition Links to the following modules: www.nutrition.org.uk web all free The Grain Chain, Active Kids Email: [email protected] Get Cooking, Food and Farming. first Hungry for Success - Scottish second Nutrition Executive nutrient standards for www.scotland.gov.uk book free third school meals fourth
Grampian Health Promoting Schools - Food Page 26 Aspect of Helpful resources Where to find them Type Stage Cost learning
Live Wire Productions - drama based workshops based around the theme of nutrition. www.livewireproductions.org.uk Dr John Boyd Orr - from £250 Nutrition Tel: 01224 592777 drama all Nutrition/World War ll. +VAT Fax: 01224 592778 'Eating Smart', 'Smart Eating’ and ‘Munch and Foody' puppet show. Intimex (Holdings) Ltd, Unit 5, Enterprise Park, Black Moor Road, Verwood, Nutrition Nasco Nutrition Teaching Aids book all varied Dorset.BH 31 6YS Tel: 01202 813500 Fax. 01202 813505
Sustain: the alliance for better Tel: 0207 8371228 second food and farming. Nutrition www.sustainweb.org web third free Including Grab 5 Action Pack Email: [email protected] fourth and resources
Tel: 01270 764314 Fax: Nutrition, ‘Rational Food' Cross-curricular 05601156500 book / early health and approach to healthy eating with £25.00 www.millgatehouse.co.uk DVD first wellbeing links to history and science. Email: [email protected]
Nutrition, Tel: 0207 3434200 Fax: 02073434201 World Cancer Research health and www.wcrf-uk.org web all free Foundation wellbeing Email: [email protected]
Grampian Health Promoting Schools - Food Page 27 Aspect of Helpful resources Where to find them Type Stage Cost learning
first Tel: 0207 4055942 Fax: 0207 4055943 Food and the second Fairtrade, food politics www.fairtrade.org.uk web free consumer third Email: [email protected] fourth Fairtrade Foundation Food and the book / Fair Trade School Handbook, www.fairtrade.org.uk/ all free consumer - Video Fair Trade in Action Food and Health Alliance Nutrition / resources section including free Food and the www.fhascot.org.uk web / DVD all free DVD - 'Recipe for a Healthier consumer Scotland' www.rhet.org.uk first Food and the The Royal Highland Education Tel: 01313356227 Fax: 01313335236 web second free consumer Trust Email: [email protected] third
www.rnci.org.uk Food and the Royal Northern Countryside Tel: 01261 842214 web all free consumer Initiative (RNCI) Email: [email protected]
Nutrition / http://www.schoolfoodtrust.org.uk/index.as Practical food School Food Trust web all free p activities
Tel: 0131 6662474 Fax: 0131 6661684 Food and the Soil Association Scotland www.soilassociationscotland.org web all free consumer Food for Life curriculum pack. Email: [email protected]
Grampian Health Promoting Schools - Food Page 28
Aspect of Helpful resources Where to find them Type Stage Cost learning
www.christianaid.org.uk Water Christian Aid ‘The Water Game’ game all ' 'H2
Tel: 0207 3441844 Water UK Water for Health pack web free www.water.org.uk
first Tel: 01179603060 Fax: 01179600401 second Water Water is cool in school - www.wateriscoolinschool.org.uk web free third Email: [email protected] fourth www.worldaware.org.uk Worldaware - ‘Whose Right To Water Tel: 01223 365589 book Water?’ Email: [email protected]
British Library - Interactive Library www.bl.uk/learning/histcitizen/foodstories web free Learning Food Stories
Includes units on food, water, UNICEF All aspects folder play, diversity, safety, families. ‘First Steps to Rights’
A speaking and listening English activities resource addressing UNICEF All aspects folder issues such as the media, ‘Talking Rights: Taking Responsibility’ building self esteem.
Grampian Health Promoting Schools - Food Page 29 Aspect of Helpful resources Where to find them Type Stage Cost learning
Oxfam /Child’s Play - 'Come And Eat With Picture discovery flap book Us’ – All aspects book early looking at food around the world http://www.oxfam.org.uk/coolplanet/teache rs/catalogue/downloads/early_years.pdf Picture book looking at food All aspects ‘Eating’ – Small World book early around the world
Book looking at all kinds of All aspects ‘Around The World Food’ - Heinemann book early aspects of food around the world
Picture counting book looking at Francis Lincoln/Oxfam - 'One Child One All aspects growing cooking and eating book early Seed’ pumpkins in South Africa Wide range of activities linked to UNICEF - ‘We are what we eat! But who All aspects folder foods controls our choice?
Activities based around global health issues. Activities around All aspects ‘Global Health Matters’ folder the effects of poor health, ways of preventing disease. Video pack, games and activities based on the UN Millennium Development Goals to reduce All aspects poverty, improve education, ‘Young Lives, Global Goals’ folder nutrition and healthcare and create a sustainable environment.
Grampian Health Promoting Schools - Food Page 30 Aspect of Helpful resources Where to find them Type Stage Cost learning
Five children from different Oxfam - ‘Let’s Eat!’ – Children and their countries and the food they eat. food around the world’ All aspects book early Includes simple recipes and http://publications.oxfam.org.uk/oxfam/disp photographs. lay.asp?K=183872325859895 Teaching activities, photograph Oxfam - ‘Go Bananas' All aspects pack: bananas from field to http://www.oxfam.org.uk/coolplanet/teache folder table. rs/banana/index.htm Oxfam - 'Making a meal of it' Teaching pack looking at food All aspects http://www.oxfam.org.uk/coolplanet/teache folder issues from around the world rs/makemeal/index.htm Assembly material and poster. Diversifying into snail farming in All aspects Christian Aid - ‘Food: Who has it?’ folder Ghana when land is lost to multinationals for cash cropping Photo and activity pack exploring All aspects Christian Aid - 'What’s for lunch?’ folder and celebrating food in Ethiopia Who grows our food? Global All aspects interdependence, Fair Trade, ‘Food and Farming – Local and Global’ folder Food miles. Booklet looking at the importance of wheat and Soya, ‘Feeding the World’ – Understanding All aspects book The Green Revolution and grain Global Issues versus meat production Action Aid - ‘The Chembakolli Tea Party’ Information and activities All aspects http://publications.oxfam.org.uk/oxfam/reso book learning about tea. urces.asp?TAG=&CID=
Grampian Health Promoting Schools - Food Page 31 Aspect of Helpful resources Where to find them Type Stage Cost learning
Video introducing students to the ‘Fair Trade In Action’ – Fairtrade All aspects video Fair-trade concept Foundation/RISC
Small but useful guide to help All aspects Fair Trade School Handbook book you become a Fair-trade school
Water activities pack looking at Christian Aid - ‘H2Know’ All aspects access to water, health, clean folder www.christianaid.org.uk/learn/water water plus informative website. Nutrients, current healthy eating, Home Economics - SG course notes All aspects food hygiene, consumer advice, book all Leckie & Leckie isbn-1843720345 diet and health Oxfam - 'Come and eat with us' - 0- Food and the Book about where food comes 85953-792-7 book early consumer from. www. oxfam.org.uk Food and the http://www.sustainweb.org/publications/info One Planet Dining - book book/web consumer /154/
Food discovered through geography-9780713647624; Nutrition/Food Food discovered through Art and A & C Black first books & Consumer Technology-9780713647709; www.acblack.com second Food discovered through science-9780713647617
Grampian Health Promoting Schools - Food Page 32 Aspect of Helpful resources Where to find them Type Stage Cost learning
Nutrition/Food Educational resources books - early and site/catalogue. Which part of the www.tts-shopping.com resources first Consumer plant are you eating? to buy second
Recipes, healthy eating, a user’s guide, 88 recipes, a set of Nutrition / photocopiable masters, a poster, Learning & teaching Scotland Code-1 recipe third Practical food a set of hanging mobiles, a CD- 84399 074 1 pack fourth activities ROM.
Early Years topics including http://www.swgfl.org.uk/earlyyears/topics.ht All aspects web food. m Website providing health All aspects http://www.mindbodysoul.gov.uk/gov.uk information. Wide range of issues including All aspects eating disorders, also section for www.lifebytes.gov.uk web teachers All aspects food labelling, www.scotconsumer.org.uk web All aspects Food issues / innovations www.thefutureschannel.com/index.php web Website supporting creative and fun approaches to teaching and All aspects www.planet-science.com web learning about science. GM foods, Nutrition links. Planet Science. Website supporting creative and All aspects www.planet-science.com web fun approaches to teaching and learning about science Emotions and Eating disorders (teachers) www.b-eat.co.uk/Home web food
Grampian Health Promoting Schools - Food Page 33 Aspect of Helpful resources Where to find them Type Stage Cost learning
Have you bottled it? How http://www.sustainweb.org/publications/info Water drinking tap water can help save book /152/ you and the planet. Food and the http://www.bbc.co.uk/cbeebies/funandgam Where food comes from web consumer es/comeoutside.shtml Food and the http://www.bbc.co.uk/food/food_matters/far Farmers markets web consumer mersmarkets.shtml Food and the Fairtrade, emotions, food politics http://www.rednoseday.com/ web consumer The children who live on planet Food and the www.bmesonline.org.uk/resources/orderfre food' Where food folder consumer e.php comes from. Food and the Sustainability, fairtrade, www.forthvalleyfoodlinks.org.uk web consumer foodmiles. Food and the Sustainable development, food www.sustainable-development.gov.uk web consumer politics Recipe for a Greener Curry: how Food and the http://www.sustainweb.org/publications/info London's ethnic business can book/web consumer /153/ celebrate sustainable food European Food Information Food and the Council, for primary and www.coolfoodplanet.org web consumer secondary and section for parents and teachers Environmental issues, flavours, Food and the fast food versus slow food, Food www.slowfood.org.uk/ web consumer and Drink Food and the http://www.bbc.co.uk/food/food_matters/or Organic food web consumer ganicfood.shtml
Grampian Health Promoting Schools - Food Page 34 Aspect of Helpful resources Where to find them Type Stage Cost learning
Numeracy and literacy http://www.foodafactoflife.org.uk/Sheet.asp Links to all aspects web links to all x?siteId=3§ionId=35&contentId=61 aspects 5ADay website - Fruit and Nutrition vegetables, Fun and games, www.5aday.nhs.uk web Portion guides Fruit and vegetables - activities Give me 5 Activity Book-British Dietetic Nutrition book for all ages Association Nutrition Teachers - fruit and veg http://www.fooddudes.co.uk/ web Nutrition Vegans, vegetarian, workbook www.vegsoc.org web http://www.bupa.co.uk/health_information/ Nutrition BUPA Nutrition and the athlete. html/healthy_living/lifestyle/exercise/diet_e web xercise/index.html Nutrition Institute for optimum nutrition www.ion.ac.uk web Nutrition and health and www.greatgrubclub.com web wellbeing Nutrition / Vegetarian Society recipes, Food and the http://www.vegsoc.org web vegetables, resources Consumer National health improvement Nutrition / initiatives, Food and health, BMI Food and the www.healthyliving.gov.uk web calculator, physical activity, order Consumer healthy eating packs Nutrition / Nutrition, recipes, food groups, Practical food portion size, quiz, barriers to www.teenweightwise.com web activities change, energy levels.
Grampian Health Promoting Schools - Food Page 35 Aspect of Helpful resources Where to find them Type Stage Cost learning
Nutrition / Wide range of issues including Practical food eating disorders, also section for www.lifebytes.gov.uk web activities / teachers Emotions Nutrition / Safe hygienic Healthy eating, safety, health practices / and wellbeing, food hygiene, http://www.lifebytes.gov.uk web emotional quiz, teachers, emotional health health
Join the Activators Pack – aimed Food and Drink Federation Nutrition / at increased physical activity www.foodfitness.org.uk/resources.aspx Food and the web levels through promoting a Consumer healthy lifestyle
Nutrition / Campaign to support teachers in Focus on Food Food and the web delivering food education www.waitrose.com/focusonfood Consumer follow link to Healthy schools Nutrition/Safe website covering topics, hygienic www.wiredforhealth.gov.uk web including nutrition, safety, food practices hygiene, emotions BBC Bitesize. Linked to Scottish http://www.bbc.co.uk/schools/ks2bitesize/t All aspects web all curriculum. eachers/science_p1.shtml All aspects food and sustainability www.sustainabletable.org web third Genetic modification in food and Nutrition/Food second faming, current developments, and www.foodfuture.org.uk third concerns, ethical issues, Consumer fourth resources
Grampian Health Promoting Schools - Food Page 36 Aspect of Helpful resources Where to find them Type Stage Cost learning
Nutrition/Food third and Organic food www.gardenorganic.org.uk web fourth Consumer http://www.bbc.co.uk/health/healthy_living/ third Nutrition BBC Health site. Nutrition link. web nutrition/ fourth
Grampian Health Promoting Schools - Food Page 37 Case Studies
LINLITHGOW ACADEMY – CLUSTER CHALLENGE
Aim: To devise a health and physical activity initiative in cluster schools, working in partnership with pupils, parents and carers, school and catering staff and health professionals.
Activity: Linlithgow Academy Captain’s Team of senior pupils challenged S1 pupils and pupils from P7, P6 and some of P5 from the six cluster primary schools to invite a parent or carer to be their partner in the Challenge. Each week the senior pupils set a Challenge for the week as follows:
• Week 1 – Eating for Health • Week 2 – Munch a Healthy Lunch! • Week 3 – Step it up! • Week 4 – Think about what you Drink! • Week 5 – 5-a-Day • Week 6 – Begin with Breakfast!
In preparation for their role as peer educators the senior pupils received training about Hungry for Success and health promoting schools as well as practice sessions for each of the presentations they were to carry out. The peer educators planned for 51 presentations across the participating schools.
The Challenge was introduced by the Captain’s Team to the pupils through an information session at S1 Assembly as well as to the P5-P7 classes at the cluster primary schools. Each pupil was given an information pack and a weekly Challenge activity task to complete.
In addition to this the pupils were issued with a folder to file the Challenge information and a series of competitions was set for the six weeks.
Outcomes: It is envisaged that because the Challenge focussed on P6-S1 in particular then three year groups of pupils will now have knowledge of eating for health and physical activity.
It is quite likely therefore that a similar challenge would not be carried out on an annual basis but more likely on a three year cycle.
Curriculum Links:
Health & Wellbeing
Partners: Contact: • Active Schools Co-ordinator Valerie Drew • Food and Health Co-ordinator Health Promoting School Co-ordinator • Dietitians Linlithgow Academy • West Lothian Catering Services Braehead Road Linlithgow EH49 6EH Tel: 01506 843211
Grampian Health Promoting Schools - Food Page 38 ROTHIENORMAN PILOT/FOODS FROM AROUND THE WORLD
Aim: The main emphasis of the project was to raise awareness of healthy eating through promotion of the Scottish Dietary Targets and to increase practical skills through enjoyable practical cooking sessions.
Activity: All 120 pupils, from nursery to P7, were involved in seven cooking sessions, making dishes such as pumpkin soup, fruit smoothies, Oriental-style glazed salmon kebabs and mackerel and chive pate.
The pilot project was funded through Hungry for Success via NHS Grampian, which provided the chef as well as support from health improvement assistants and Food in Focus funding for the purchase of all the kitchen utensils needed to carry out the sessions. School staff worked with pupils to encourage with the process.
Outcomes: Pupils and staff made and tasted a range of foods from around the world.
Curriculum Links:
Health & Wellbeing
Aspects of Curriculum for Excellence: Multicultural foods, life skills, health education, reflecting, evaluating learning, whole school approach, informal curriculum links with parents
Resources: Cooking equipment
Partners Involved: • Teachers • Pupils • Parents • Members of the wider community • NHS Grampian Health Information Assistants
Contact Details: Rothienorman School Rothienorman Inverurie Aberdeenshire AB51 8YE Tel: 01651 821247
Grampian Health Promoting Schools - Food Page 39 DISCO VEGETABLE SHOP / GROOVY GLASHIEBURN VEGETABLE SOUP
Aims: To develop an understanding of crop production, i.e. growing cycle of vegetables, how local farms produce food for markets and supermarkets.
To raise awareness of healthy eating
To apply maths practically
Activity: • Using Enterprising infants pack to develop the idea of enterprise and utilising individual skills • Creation of company and identity • Market research – survey, visit supermarket to see which vegetables are available, obtain potential local suppliers • Visit from market gardener to learn about planting vegetables • Promote company – posters for display and leaflets for customers • Receive delivery and weigh out customer orders • Deliver product and collect payment • Visit farm to see where it all comes from and thank the local farmer for his help by presenting him with a play of The Enormous Turnip • Plant seed with profits, to grow vegetables in school courtyard
Outcomes: For pupils to set up a vegetable box enterprise and take responsibility for as many aspects of the enterprise process as possible; including application of existing skills, developing chosen skills, research, marketing, logistics, customer and supplier service and sustaining our enterprise by reinvesting profits.
Curriculum Links: Health & Wellbeing Science Expressive Arts Social Studies Technologies Literacy Numeracy
Resources: Trip to the farm partly funded by Scottish Natural Heritage
Partners: • Bridgefoot Organic Farm, Newmachar, Aberdeenshire • Aberdeen Environmental Centre, Skene Square • Royal Highland Education Trust • Royal Northern Countryside Initiative • A market gardener formerly of Camphill Estates
Contact Details: Glashieburn School Jesmond Drive Bridge of Don Aberdeen AB22 8UR Tel: 01224 704476
Grampian Health Promoting Schools - Food Page 40 PASSPORT TO A HEALTHIER YOU
Aim: The passport to a Healthier You project at Forres Academy aims own goals. These include:
• Increasing their physical activity • Raising self-esteem • Improving their physical appearance • Improving their eating habits • Becoming part of a group
Activity The Active Schools co-ordinator and the school nurse led the development of the Passport to a Healthier You club, which meets two lunchtimes a week. Membership of the club has grown to 35. Not everyone attends each session, but most are seen once a week.
Initial sessions encouraged the members to become more active through participation in activities chosen by the pupils. These included:
• Basketball • Parachute games • Badminton • Circuit training • Social chat sessions to discuss matters raised by pupils
Further activity was encouraged by team building games with staff from the school drama department and the opportunity to sign out pedometers, so that pupils could record distance covered in a day. This was part of the personal record keeping that formed a key element in encouraging participants to take responsibility for their own lifestyles.
Recording sheets are also provided to record:
• Physical activity (pedometer record, skips, ball games, swimming, other) • Weight change (weekly) • Eating diary (separate sheets for breakfast, lunch, dinner and snacks) • Body measurements (confidential measurements kept by school nurse)
The use of these recording sheets for weight and fat measurements is voluntary.
Confidence to Cook The Confidence to Cook programme was developed by NHS Grampian and introduced to Forres Academy by the Active Schools co-ordinator. The initial evening taster session involved the participants from the Passport to a Healthier You club helping to cook for their parents and carers, who were invited along.
After the initial session, pupils were given the opportunity to sign up for an eight-week course. Fifteen pupils were involved at the start; 11 regular attendees (six boys and five girls) from P7 to S4 signed up for the course, which ran from September to November.
Outcomes: Pupils participating in the Passport to a Healthier You project are taking part in more physical activity, have improved their healthy eating knowledge and cooking skills, have joined other extra-curricular clubs and also have greater self-confidence. House points are awarded for participating – this proved to be a motivating factor.
Grampian Health Promoting Schools - Food Page 41 Curriculum links: Health & Wellbeing Technologies Expressive Arts
Partners: • Forres Academy • Moray Council • NHS Grampian • Forres Local Community Network (LCN)
Contact: Forres Academy Burdsyard Road Forres Moray IV36 1FG Tel: 01039 672271
Grampian Health Promoting Schools - Food Page 42 HEALTHY TUMS IN BRUM
Aim: The principal aim of the campaign was to raise awareness of food hygiene and healthy eating amongst 13 and 14 year olds through a school chef competition.
Activity description: 10 secondary schools took part in the competition which included a one hour workshop at each school to promote the 4C’s - Cooking, Cleaning, Chilling and Cross-contamination, and the nutritional message to encourage young people to make healthy eating choices. In small groups the students then designed their own healthy two-course meal with drink, using a budget of £10. A cooking competition was held at each school, where students are judged on hygienic food handling practices, the nutritional value of the meals and on the taste and presentation of the finished dishes. The winning group from each school went through to the grand final to find the overall Healthy Tums in Brum Champions. Every student who took part in the competition was given a goody bag containing a celebratory mug, a healthy meals cookbook, food hygiene and nutrition leaflets and a certificate of participation. The winners of the 1st, 2nd and 3rd awards received a high street voucher and the winning school was awarded £500 to spend on catering equipment for their Food Technology Department.
Partners Involved: • The Food Standards Agency • The Community Dietitian • The Education Department’s Health Promotion Officer • Teachers • The Executive Chef from The Radisson Hotel • The College of Food, Tourism and Creative Studies
Outcomes: The project has had benefits to others apart from those students who took part. It received good press coverage with articles published in three local newspapers. BBC Radio West Midlands featured a report on the day of the final. The messages of the campaign were disseminated by the students to their households and the participating schools used copies of the teaching material to other classes. The materials have also been used for other presentations at schools, a local scout group during National Food Safety Week and sessions are being planned for a local junior football club on nutrition and sport.
Curriculum Links: Health and Wellbeing Sciences
Resources: The Food Standards Agency provided funding. This covered staffing costs, design and artwork of exhibition boards, a new logo, handouts and goody bag contents. The workshop included a hand washing demo using a UV light box.
Contact: Jenny Milward, Food Safety Team Manager 0121 303 4111 [email protected] www.birmingham.gov.uk
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WESTFIELD SEN SCHOOL
Aim: To enhance food and health curriculum teaching through active learning and parental engagement.
Activity: In order to facilitate a non stigmatising approach, work with a whole class began in order to address weight issues relating to one particular pupil. Curriculum work covers issues relating to choices and decision making, influences, advertising and product branding.
These issues were addressed through classroom work are supplemented by ‘hands-on’ activities. This involved taster sessions for branded versus cheaper options and cookery activities to compare ready meals and homemade. Pupils were involved in all aspects of this work from shopping to food preparation.
However there was recognition of the need for parental engagement in order to facilitate dietary change in children. Parents of all pupils in Class 5 agreed to pay for healthier snacks, provided by the school, rather than the parents providing a snack for their child. Snack is now eaten within the classroom before break, in order to build on peer modelling and for whole class discussions relating to snacking and dietary related issues.
Six parents were involved in an initial child/parent cookery session delivered by the school cook. Through evaluation, parents reported to have found the session to be a positive experience but lack of time prevented them for cooking with their child on a regular basis. To further develop the potential of parental engagement, further activities will be offered.
Outcomes: Children are consuming healthy snack items to school and have actively engaged in related discussions. Children are able to distinguish between healthier choices, in terms of which foods they should make more often and which they should eat occasionally.
Curriculum links: Health and Wellbeing Numeracy
Resources: Food in Focus funding, School funding
Partners: • School Catering Service • NHS Grampian • Assistant Health Improvement Officer • Parents
Contact: Westfield SEN School Argyll Road Fraserburgh AB43 9BL Tel: 01346 518699
Grampian Health Promoting Schools - Food Page 44 FOCUS ON FOOD
Aims: The specific aims of the Food in Focus project were:
1. To teach practical cookery skills. 2. To raise awareness of food groups in a balanced diet. 3. To provide opportunities for active learning in which children see the journey from seeds they plant in the garden to the food they serve on the table. 4. To promote confidence, emotional wellbeing and teamwork in the practical activities to develop positive skills and attitudes towards health.
Activity: 1. As part of their EcoSchool work, pupils planned what they would plant in our environmental garden. They harvested vegetables such as onions, carrots, cabbage and potatoes which they prepared and cooked in class, making coleslaw, soup and roast potatoes. They prepared a Burns Supper and invited Maureen Watt, MSP, to join them. 2. A Home Economics teacher was employed to cover McCrone time and planned a series of lessons teaching cookery skills. All teachers and Pupil Support Assistants obtained Food Hygiene certificates so that practical cookery lessons could continue when the Home Economics teacher retired. 3. Activities 1 and 2 were given a great boost with the acquisition of a fully-funded Food in Focus kit from the Food Standards Agency in July 2007. 4. Sainsbury’s Supermarket had provided fruit and staff to support our Health Week each year. One of their staff, Maureen Farquhar, was very interested in our cookery lessons and came in to support children in P4 to enter the Active Kids Get Cooking competition. Using local produce, they created a menu and cooked the meal that won the Scottish Regional Award. Two pupils travelled to London with their teacher to see professional chefs cook their recipe – and they met Jamie Oliver. 5. With their teachers, pupils plan practical cookery activities each week and have included recipes from around the world, contributed by pupils and their parents.
Outcomes: Pupils enjoyed the activities and cook the recipes at home to share their new skills with their families. They understand that some vegetables can be grown easily and have learned how to prepare them. Many of the schools pupils do not speak English confidently – there are 28 different home languages – but participate enthusiastically in these practical sessions which enhance their vocabulary.
Curriculum Links: Health and Wellbeing Literacy Numeracy
Resources: Partners:
The Food Standards Agency met the cost • Food Standards Agency of the Food in Focus Kit (£993.81). • Sainsbury’s Supermarket
Contact:
St Peter’s RC School Tel: 01224 485611 74 Dunbar Street [email protected] Aberdeen www.st-peters.aberdeen.sch.uk AB24 3UJ
Grampian Health Promoting Schools - Food Page 45