1. Food in the National Curriculum
Frances Meek
Alex White
British Nutrition Foundation

2. Welcome Facts behind the headlines Reliable sources of information Nutrition knowledge update Nutrition activities Progression for success Successful recipe selection Resources and support

3. Facts behind the headlines
What impact might stories such as these have on young people?
Where would you find information to confirm or refute this?
Insert headlines!!

4. Reliable sources of information
The BNF main website provides nutrition information for teachers, health professionals, scientists, and the general public.
The healthy living pages provide general health information whereas the nutrition science pages are more in depth. The Facts behind the headlines section would be a great source of information to challenge and extend pupils’ learning.

5. Food – a fact of life
Food - a fact of life provides a wealth of free resources about healthy eating, cooking, food and farming for children and young people aged 3 to 18 years.
The resources are progressive, stimulate learning and support the curriculum throughout the UK. All resources are designed to ensure that consistent and up-to-date messages are delivered.
Sign up to the newsletter online.

6. BNF online training Brand new portal, modern design.
Responsive, so training can be access via smart phones, tablets and PCs.
Easy to search for courses.
Personalised courses available.
Training is accessed at: nutrition.training

7. BNF courses The following courses are online now: Catering for health
Complementary feeding and obesity
The science of dietary fibre and digestive health
Allergies – reducing the risk in early life
Food labelling and health claims
An introduction to healthy eating and nutrition.
Coming soon:
Exploring nutrition and health
Teaching practical food lessons in primary schools – what, how and why

8. Government sources of information
Role
Scientific Advisory Committee on Nutrition (SACN)
SACN replaced the Committee on Medical Aspects of Food and Nutrition Policy (COMA)
SACN members are appointed as independent scientific experts. SACN provides advice to UK Health Departments on matters relating to food, diet and health.
Public Health England (PHE)
An executive agency of the Department of Health in the UK.
Food Standards Agency (FSA)
Responsible for food safety and food hygiene across the UK.
National Diet and Nutrition Survey (NDNS)
Assesses the diet, nutrient intake and nutritional status of the general population aged 1.5 years and over living in the UK. This is the only source of high quality nationally representative data on the types and quantities of foods consumed by individuals, from which estimates of nutrient intake for the population are derived.
Family Food Statistics
Family Food is an annual publication. It is a source of detailed statistical information on purchased quantities, expenditure and nutrient intakes derived from both household and eating out food and drink. 

9. Myth Myth or Fact? “Frozen fruit and vegetables are less nutritious.”
Freezing preserves nutrients and so frozen fruit and vegetables may actually contain more nutrients than fresh varieties. Frozen fruit and vegetables count towards your 5 A DAY.

10. Nutrition - essentials
Alex White
British Nutrition Foundation

11. Nutrition - Essentials
The Eatwell Guide – What’s changed and key messages.
The SACN report on Carbohydrates and Health – Free Sugars and Fibre.
Nutrition Activities.

12. The Eatwell Guide
In light of new evidence about our diet and health, particularly revised recommendations on sugars and fibre made by the SACN report, a review of The Eatwell plate was undertaken.
As a result of the review, a new healthy eating guide for the UK has been developed by the government– the Eatwell Guide.

13. Then Now In the classroom:
CommNet FAB Toolkit – healthy eating PPT which also takes a look at healthy eating models around the EU Member States:
Link:

14. What’s changed? Illustrations of foods and drinks are used.
The name has changed.
A front-of-pack nutrition label has been added.
Guidance on healthy hydration has been added.
The knife and fork have been removed.
Additional messaging is provided for each food group.
Foods high in fat and/or sugars have been removed from the purple segment.

15. What’s changed? In the classroom: What is 150ml?
Fruit juice is now included in the hydration message (not illustrated pictorially in this group) but a maximum of 150ml still counts as one portion of 5 A DAY.
The purple segment now only contains unsaturated oils and fat spreads, which eaten in small amounts, provide the types of fat that are essential.
The name of this food group has changed, to place emphasis on plant sources of protein, such as beans and pulses, that can be considered environmentally sustainable.
In the classroom:
What is 150ml?

16. What’s changed?
The segment sizes of the food groups have been adjusted to reflect current government advice for a healthy, balanced diet, such as eating plenty of fruit and vegetables and higher fibre starchy carbohydrate foods.
Average energy requirements for men and women have been added to reinforce the message that all foods and drinks consumed contribute to total energy intake.

17. Myth Myth or Fact? “White bread is not very nutritious.”
White and brown flour in the UK is fortified with iron, calcium, niacin and thiamin. Products made from these types of flour can be a source of these nutrients, as well as providing protein and fibre.

18. Key messages
Eat at least 5 portions of a variety of fruit and vegetables every day
Base meals on potatoes, bread, rice, pasta or other starchy carbohydrates; choosing wholegrain versions where possible
Have some dairy or dairy alternatives (such as soya drinks); choosing lower fat and lower sugar options
Eat some beans, pulses, fish, eggs, meat and other proteins (including 2 portions of fish every week, one of which should be oily)
Choose unsaturated oils and spreads and eat in small amounts
Drink 6-8 cups/glasses of fluid a day
If consuming foods and drinks high in fat, salt or sugar have these less often and in small amounts

19. The SACN report on Carbohydrates and Health
Sugar
Headlines based on evidence reviewed in SACN report:
higher consumption of sugars and sugars containing food is associated with a greater risk of tooth decay;
increasing or decreasing total energy (calorie) intake from sugars leads to a corresponding increase or decrease in energy intake;
consumption of sugars-sweetened drinks* results in greater weight gain and increases in BMI in children and adolescents;
greater consumption of sugars-sweetened drinks is associated with increased risk of type 2 diabetes.

20. This led to the following recommendations:
Average intake across the UK population of free sugars should not exceed 5% of total dietary energy intake for age groups from 2 years upwards.
The consumption of sugars-sweetened drinks should be minimised in children and adults.

21. Free sugars What are free sugars?
All sugars added to foods by the manufacturer, cook or consumer, plus sugars naturally present in honey, syrups and unsweetened fruit juice.
What sugars do not count as free sugar?
Lactose (the sugar in milk) when naturally present in milk and milk products and the sugars contained within the cellular structure of foods (e.g. fruit and vegetables).
In the classroom:
Free sugars line up activity:
Link:

22. Sugars resource

23. Fibre
SACN also recommended an increase in the population’s fibre intake to an average of 30g AOAC* per day for adults (equivalent of 24g NSP).
The previous recommendation was equivalent to g/day AOAC fibre (18g NSP).
Why do we need to increase our fibre intake?
Evidence from the SACN report indicated:
diets rich in fibre (cereal fibre and wholegrains) are associated with lower incidence of CVD, type 2 diabetes & colorectal cancer
diets rich in fibre decrease intestinal transit times and increase faecal mass.
*(AOAC) is a method of food analysis and is the currently accepted method for determining dietary fibre in the UK, continental Europe and the United States. AOAC amounts include lignin and resistant starches as well as NSP.
To convert NSP to AOAC (estimated) multiply by 1.33.
In the classroom:
Fibre line up
Link:

24. Rank the following cheese in order of fat content per 100g
Mozzarella
Cottage cheese
Gouda
Danish Blue
Feta
Edam
Camembert
Goat’s milk cheese
Stilton
Half fat Cheddar
Cream cheese
Parmesan
Cheddar
Brie

26. Myth or Fact?
“Reduced fat dairy products contain less calcium than standard varieties.”
Myth
Calcium is in the non-cream part of milk, so it is not removed with the fat when milk is skimmed.

27. Nutrition Activities

28. Myth Myth or Fact? “Red meat is always higher in fat than poultry.”
Lean cuts of red meat are generally low in fat. Cut off visible fat and use lower fat cooking methods, e.g. grilling. Always take the skin and visible fat off chicken portions.

29. Nutrition activities Fibre line up Sugar line up
Small change big difference – KS3
Small change big difference – KS4
Feed yourself fuller chart and cards
Health Hopper
Eatwell Guide blank and food cards
Meal planner and food cards
Modifying recipes

30. Menu planning
Consider diet for the day – based on energy
Use food cards to build diet – practice
Compare against energy
Compare to Eatwell Guide, 5 A Day, Drinks …
Compare and contrast
Cooking method

31. Food in the Curriculum KS1 – KS4

32. Food is compulsory!
Resources to support your knowledge of the primary curriculum:
Progression chart year 1 – year 6 -
Design and Technology Progression Framework – Key Stages
Annotated D&T Programme of Study -
New food teaching in primary schools online course coming soon from BNF!

33. Key Stage 3 and Key Stage 4
Key Stage 3 National Curriculum and GCSE specifications

34. Technical Awards
These are currently the most popular food Technical Awards.
There is also a level 3 Food Science and Nutrition qualification

35. Plan … (for need, person, context)
Nutrition knowledge
Cooking knowledge
Cooking skills
Plan … (for need, person, context)
Make choices, based on evidence, knowledge & skills …
Justify decisions …

36. Design and Technology: Cooking and nutrition
Key stage 1
Pupils should be taught to:
Key stage 2
Key stage 3
use the basic principles of a healthy and varied diet to prepare dishes.
understand and apply the basic principles of a healthy and varied diet.
understand and apply the principles of nutrition and health.
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.
become competent in a range of cooking techniques
understand where food comes from.
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
understand the source, seasonality and characteristics of a broad range of ingredients.

37. Progression for success

38. Ingredients/ food science
Progression
Healthy Eating
Cooking Techniques
Ingredients/ food science
KS1
Basic principles of a healthy & varied diet to prepare dishes
Understand where food comes from
KS2
Understand & apply the principles of a healthy & varied diet
Prepare & cook a variety of predominantly savoury dishes using a range of cooking techniques
Understand seasonality, & know where and how a variety of ingredients are grown, reared, caught & processes
KS3
Understand & apply the principles of nutrition & health
Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves & others a healthy & varied diet; becoming competent in a range of cooking techniques
Adapting and using their own recipes
Understand the source, seasonality & characteristics of a broad range of ingredients
Awareness of taste, texture and smell to decide how to season dishes

39. Progression Students should: Be more skilful than when they started
Know and understand more (know that, know how)
Be able to see new goals, see things they can intervene and do
Develop personal autonomy, manage themselves and resources
Be capable - bring this knowledge to bear in a purposeful manner, apply knowledge and skills when designing and making.

40. BNF schemes of work and support for the new GCSE
Updated Schemes of Work to support planning for KS3 cooking and nutrition are available from the food a fact of life website:
Planning sheets to help with writing schemes of work for the Food Preparation and Nutrition GCSE are also available from the food a fact of life website:

41. Core Competences
Food competences set out a progressive framework to help children and young people develop the skills and knowledge to make and implement healthy food and activity choices.
There are five themes:
diet and health
consumer awareness
cooking
food safety
active lifestyles
The competences can be used as an audit tool to help plan lessons; to support curriculum and qualification development, and as a guide when developing resources.

42. KS3 KS4 Progression through skills
CONSIDER:
Number of lessons?
Size of group v facilities available?
Lesson length?
What you feel confident with?
Plan a student’s whole practical experience in Food through key stage 3 to key stage 4.
It is important to create a sound base to build upon.
Develop skills in a logical order to embed knowledge, understanding, experience and give students self-confidence.

43. Progression through skills
Include practical dishes, you are comfortable with, that will ensure you deliver the Key Stage 3 criteria and challenge your students:
Apply the principles of nutrition and health.
Cook a repertoire of predominantly savoury dishes, so they can feed themselves and others a healthy and varied diet.
Become competent in a range of cooking techniques.
Able to select and prepare a range of ingredients.
Use a range of utensils and electrical equipment.
Applying heat in different ways.

44. Use awareness of taste, texture and smell to decide how to season dishes and combine ingredients.
Ability to adapt and use own recipes.
Understand the source, seasonality and characteristics of a broad range of ingredients.

45. Practical skills progression
SUGGESTED TIME – SLIDE 25 – 15 MINUTES
1. A range of cooking techniques
The range is not specified, but Licence to Cook/Primary skills list and other programme give some good ideas
This coverage will depend on the amount of time/lesson length and how much time in KS3
Activity
1. Make a list of the cooking techniques or skills that are important for pupils to be taught at each key stage
2. Then suggest dishes or recipes that could be used to develop those skills – BUT that also meet these criteria as they contribute to learning about
Healthy and varied diet KS1-KS3
Predominantly savoury KS1-KS3
A range of cooking techniques KS3
Seasonal foods KS2 – KS3
Characteristics of a broad range of ingredients KS3
Adapting and using their own recipes KS3
Which cooking techniques demonstrate an appropriate range at each Key Stage – choices are given to schools according to the time and resource available in your school. But professionally there is a valuable discussion about what you would expect a 10 and a 13 years old to be skilled, and therefore what recipes could be used to develop those skills.
Which skills are no longer relevant in young people’s lives, which need to be re-invigorated to give them healthier choices? Teachers will engage in quite a heated debate about this, which is helpful to mediate
Relevant? Whipping and piping cream, rubbing in and making pastry, creaming and making a cake, melting method and making ginger biscuits etc are good examples to debate about what is most important in your school
Appropriateness – healthier options, being able to make their own snacks, making simple dishes such as grilled chicken, soups, fast pizza

46. Students should also understand:
The sourcing of ingredients (where food comes from)
Culinary traditions associated with food from different cultures
How ingredients work in recipes?

47. Progression in knowledge
Mini plenaries
Peer to peer demonstrations
‘Leader’ demonstrations with feedback from the rest of the group
Knowledge triangles
Give me 5
Question pots
Circle maps
C3B4UCME

48. Use a Thinking Sandwich
Step 1
Get ready
Take time to:
Pause and clear your mind
Remember what you did last time
Imagine what you will do this time
This is a mental management strategy.
Stop and think before you start!
And now do the task
After the task …..
Step 2
Make connections:
To other things you know about
To other things you do
To other things you are studying
Step 3
Ask yourself:
What went well?
What was hard?
What can be improved?

49. Progression in independence
Record recipe or skill demonstrations and post these on YouTube or your school network.
Ask students to watch these for homework and produce a time plan for the lesson.
A variety of skills videos can be found on the food a fact of life website and the recipe section of

50. Progression in independence Silent demos!
Pupils are required to concentrate and make notes during the demonstration leading to further independence.

51. Progression of language skills and vocabulary
The best learning is achieved not through a test but through an active task. It is best to introduce terminology at the time it is in use in the topic, so that pupils see how it is used in context.
Laminate a set of key word cards and definition cards for matching activities. Read aloud the definitions and ask teams to provide the term.
Delete subject-specific terminology from a passage and ask pupils to write in the correct term.

52. Progression of language skills and vocabulary
Display terms and definitions on the wall
Set a crossword puzzle in which the words are terms and the clues are definitions
Set a ‘key terms’ word search in which the definition rather than the word is given as a clue
Ask groups to devise A3 posters that illustrate the terms
Set homework tasks to produce any of the above

53. Progression of numeracy skills and vocabulary
Food lessons enable teachers to incorporate numeracy skills into meaningful contexts, for example measuring, weighing, ratios, to help reinforce learning in different curriculum areas. Progression can be demonstrated through:
Measuring, ratios and proportions
Estimating
Mathematical modelling
Calculating
Data handling
Use of graphs and charts
Working accurately and precisely
Dealing with tolerances.

54. Evidencing progression
Licence to Cook observation sheet
Food a Fact of Life Learning Journey booklets, Cooking and Nutrition years 7, 8 and 9 (now updated)
Regular skill or knowledge diary
Self or peer assessment – based on L2C observation sheet and Core competences
Use of ‘team leader’ or ‘food inspector’ roles during paired or group work
Before and after post-it notes (stick on the board or in their books)
Flipped lessons

55. Successful recipe selection

56. Successful recipe selection
How do you decide on what your students will make?
Skills?
Knowledge?
Progression?
Because you or they like the recipe?
Learning objectives should be linked practical outcomes.
Do your recipes support knowledge, skill development and progression AND reflect the key nutrition messages?

57. Successful recipe selection
Some of your students may never have used a cooker or sharp knife before year 7.
Others may be accomplished cooks
Choose recipes to:
Match the criteria
Give them skills for life and health
Confidence
and the LOVE OF COOKING
Not all students will go on to study Food at Key Stage 4 but …how well prepared will those be that do?

58. Practical skills @ KS4 to include:
Knife skills
Preparing fruits & vegetables
Use of the cooker (hob, oven, grill)
Cooking methods (dry / moist)
Prepare, combine & shape
Sauce making
Tenderise and marinate
Dough
Raising agents
Setting mixtures
Build upon:
Previous experience
Skills learned
Student preferences

59. Think about the PROGRESSION OF SKILLS when selecting which dishes to make in which year group.

60. Progression through skills
Now it is your opportunity to consider how basic food skills can show progression in the choice of recipes as students go through your school.
Think about:
Skills
Safety points
Understanding

61. Year 9 (multi-cultural)
Skills progression
Year 7:
Vegetable soup
Year 8 (seasonality)
Dish:
Skills & knowledge
Skills & knowledge
Knife skills
Using the hob
Hand blender?
Cooking with hot liquids
Vegetable preparation
Year 10 (special diet)
Dish:
Year 9 (multi-cultural)
Dish:
Skills & knowledge
Skills & knowledge

62. Prepare, combine & shape
Examples:
Skills
Year 7
Year 8
Year 9
Year 10
Dough
Bread rolls
Pizza
Quiche Lorraine
Naan,
Chicken Pie
Hot X buns
Lemon Meringue Pie
Prepare, combine & shape
Burgers
(shallow-frying)
Chicken nuggets
(baking)
Fishcakes
Scotch eggs
(deep-fat frying)
Sauce-making
Ragu sauce & pasta
Macaroni cheese
Lasagne
Fish pie
Raising Agents
Cheese scones
Swiss roll
Sausage Rolls
Cheese & ham gougere
Introducing a new skills or recipe? – Best to practice first!!

63. Support and resources

64. Meat and Education
The website provides a range of teaching resources, suitable for pupils aged 11 to 18, including:
New support area for the Food preparation and nutrition GCSE and specification grids with links:
Six red meat practical skills videos linked to the new GCSE
Lesson ideas, with curriculum links including the new 50 Minute lesson packs
Recipes
Interactive resources including Sausage Creator and Gourmet Burger Builder
Posters and photographs
Monthly eNews – sign up online:

65. Gourmet Burger Builder
A new interactive resource that challenges students to make the best burger!
Students have a choice of beef or lamb mince and a variety of vegetables, fruit, cheese, spices and herbs along with breads and toppings.
A detailed step-by-step recipe is produced so students can make their burger at school or at home.

66. Support resources: Teacher's guide
Six lesson themes presented as PowerPoint presentations
Structured worksheets that can be used with any theme
Burger ingredient food cards.
Gourmet Burger Builder can be used on a computer, tablet or mobile phone.

67. GCSE skills videos
Six videos for KS4 students that focus on the practical skills required to prepare, cook and serve red meat.  The videos highlight the skills GCSE students need to demonstrate including:
Knife skills
Making meat tender
Meat preparation - prepare,
combine and shape
Cooking meat - using the grill
Cooking meat - using the oven
Cooking meat - using the hob.

68. Meaty Eats – recipes to cook at home
A series of six video shorts to encourage teenagers to cook and eat red meat at home.
The videos could also be used by schools as part of life skills education, preparation for university or after school cookery clubs
The videos can be found in the recipe area of
and also on YouTube 

69. Food route
Food route: a journey through food is a range of colourful age-appropriate resources designed and developed to enable young people to gain food and active lifestyle related skills and knowledge. Based on the Core Competences, the resources cover:
Diet and health 
Shopping
Cooking
Food safety
Active lifestyles.

70. Explore Food
A free nutritional analysis tool. Teachers notes and student worksheets available too.
Produce front and back of pack labelling
Compare a recipe to DRVs
Calculate a diet
Explore food

71. Chilled Food Association Innovative and imaginative free teaching
resources to support the D&T and Science curricula, with a special focus on food.
Food Standards Agency
The FSA is an independent government department to protect the public’s health and consumer interests in relation to food.
BBC Learning Zone
Free classroom clips for KS3 & 4 – currently titled Food Technology but up to date.

72. The Cookery Teacher The site is designed to give insights into the wonderful world of making good food.  There are pages to browse sharing Barbara’s life and food travels, hints and tips to support cooking at home and school, links to foodie websites and her live twitter feed.  Grain Chain Get inspired with free, easy to use classroom resources for teachers and give your pupils a head start when it comes to curriculum based learning for food science, food provenance, healthy eating and cooking skills. Cook your own potatoes The site hosts potato information, skills, recipes, videos, and a chance to apply for free printed resources for your classroom.

73. Active kids get cooking
Sainsbury’s Cooking and Nutrition Toolkits for secondary schools are designed to assist you give year olds the chance to develop their cooking skills. The toolkits also further their understanding of food and help them explore health issues relating to food.
FutureChef programme (Springboard)
Chef demonstrations, awards, learning resources and competitions.
Food Lab
Recipes, techniques, tips and features – useful for food science and GCSE.

74. Experiments to make food science fun! Love Food, Love Science
Steve Spangler
Experiments to make food science fun!
Love Food, Love Science
This website from the IFST, explores the various applications of science in food, from the structure of a sugar crystal to manufacturing. New videos in association with the Food Teachers Centre.
Openlearn BBC – Ever wondered about food
Popular chef Paul Merrett invites you into his kitchen to savour another intriguing mix of science, cookery and fascinating facts. 

75. Food Teachers Centre
Closed Facebook group – support and advice from teaching colleagues
FTC resource bank – all the resources uploaded to the FTC Facebook group organised and in one place!
Training and events –
Support from the Associates

76. Food Teacher Professional Portfolio
Some FTPP facts:
Since October 2015, over 1,900 HLTAs, trainee teachers, NQTs and more experienced teachers have registered for the programme 
1,526 have completed the initial audit of their knowledge and skills and have received their printed portfolio
11 online training sessions have taken place during year 2
219 teachers have attended the live events (webinars)
4 nutrition update and food science support twilight sessions took place during year 2
69 teachers attended the twilight sessions
39 new, less-experienced or non-specialist teachers attended a conference in London in May 2017.
 A total of 327 teachers have enhanced their personal and professional development through a FTPP event during 2016/17.

77. Thank you – if you need any further information or support:
For further information, go to: