1. © BRITISH NUTRITION FOUNDATION 2015 Nutrition update Overview and context National curriculum to GCSE Active learning

2. © BRITISH NUTRITION FOUNDATION 2015 Proportion of boys and girls classed as being overweight or obese in England One in five children aged 4-5 years in England are overweight or obese Data source: National Child Measurement Programme 2012/13 One in three children aged 10-11 years in England are overweight or obese

3. © BRITISH NUTRITION FOUNDATION 2015 Children and Adolescents A strong positive relationship has been found between deprivation and obesity in children. Children attending schools in areas classified as the most deprived are more likely to be obese. In reception, 12% of children are estimated to be obese in the most deprived areas compared to 6% of children in the least deprived areas. Equally in year 6, 24% of children are estimated to be obese in the most deprived areas compared to 13% of children in the least deprived areas.

4. © BRITISH NUTRITION FOUNDATION 2015 Proportion of men and women classed as being overweight or obese in England More than 6 out of 10 men in England are overweight or obese (66.5%) More than 5 out of 10 women in England are overweight or obese (57.8%) Data source: Health Survey for England 2012

5. © BRITISH NUTRITION FOUNDATION 2015 Trend in adult obesity prevalence in England 1993 - 2012 Data source: Health Survey for England

6. © BRITISH NUTRITION FOUNDATION 2015 Not just a matter of eating less Low intake*Age group with highest proportion of people with intakes below LRNI (%) Other groups showing evidence of low intakes (% with intakes below LRNI) Low status IronGirls aged 11-18 yrs (46%)Boys 11-18y (7%), Women 19-64y (23%)Iron RiboflavinGirls aged 11-18 yrs (21%)Boys 11-18y (9%), Men 19-64y (5%), Men 65+ (5%), Women 19-64y (12%) Riboflavin Vitamin AGirls aged 11-18 yrs (14%)Boys 4-10y (5%), Boys 11-18y (11%), Men 19-64y (11%), Girls 4-10y (7%), Women 19-64y (5%) Vitamin D FolateGirls aged 11-18 yrs (8%)Folate? CalciumGirls aged 11-18 yrs (19%)Boys 11-18y (8%), Men 19-64y (5%), Women 19-64y (8%) MagnesiumGirls aged 11-18 yrs (53%)Boys 11-18y (28%), Men 19-64y (16%), Men 65+y (19%), Women 19-64y (11%), Women 65+y (8%) PotassiumGirls aged 11-18 yrs (33%)Boys 11-18y (16%), Men 19-64y (11%), Men 65+y (13%), Women 19-64y (23%), Women 65+y(14%) ZincGirls aged 11-18 yrs (22%)Boys 4-10y (7%), Boys 11-18y (12%), Men 19-64y (9%), Men 65+y (10%), Girls 4-10y (11%), IodineGirls aged 11-18 yrs (22%)Boys 11-18y (9%), Men 19-64y (6%), Women 19-64y (10%), SeleniumWomen aged 65 yrs and over (52%)Boys 11-18y (22%), Men 19-64y (26%), Men 65+y (30%), Girls 11-18y (46%), Women 19-64y (51%) * ‘Low’ defined as intakes less than the Lower Reference Nutrient Intake (LRNI) Source: Derived from summary of findings from the NDNS Rolling Programme, Years 1,2,3 and 4 (combined) (2008/09-2011/12)

7. © BRITISH NUTRITION FOUNDATION 2015 Launched and in place (Jan 2015) Poster Guidance Checklists (lunch and non-lunch) Portion sizes and food groups Consider guidelines in relation to food cooked in lessons. Does it reflect the whole school approach? Audit against teaching? School Food Standards Available down to download: www.schoolfoodplan.com/ standards

8. © BRITISH NUTRITION FOUNDATION 2015 The link between pupil health and wellbeing and attainment Research evidence shows that education and health are closely linked. So promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes. https://www.gov.uk/government/publications/ the-link-between-pupil-health-and-wellbeing- and-attainment

9. © BRITISH NUTRITION FOUNDATION 2015 Key points from the evidence 1. Pupils with better health and wellbeing are likely to achieve better academically. 2. Effective social and emotional competencies are associated with greater health and wellbeing, and better achievement. 3. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their readiness to learn. 4. A positive association exists between academic attainment and physical activity levels of pupils. https://www.gov.uk/government/publications/ the-link-between-pupil-health-and-wellbeing- and-attainment

10. © BRITISH NUTRITION FOUNDATION 2015 PSHE: a review of impact and effective practice This evidence summary provides a high level overview of recent reviews of personal wellbeing education and interventions which could be applied during PSHE lessons. It also provides a short narrative on evidence on economic well-being.

11. © BRITISH NUTRITION FOUNDATION 2015 Overview of the Impact of PSHE Education The evidence shows that personal, social, health and economic (PSHE) education can improve the physical and psychosocial well- being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success. Taking a whole school approach to health and well-being is linked to pupils’ readiness to learn. A recent review of the link between pupil health and wellbeing and attainment advocated promotion of health and well-being as an essential element of a school’s effectiveness strategy (Public Health England, 2014).

12. © BRITISH NUTRITION FOUNDATION 2015 Diet and healthy lifestyle education Programmes which focus on promoting a healthy lifestyle to pupils can have a positive impact on both diet and exercise in the short-term. These programmes are generally more effective for younger pupils (primary school age). Reviews of child obesity programmes found strong evidence that effective intervention could show a positive effect on children’s (aged 6-12 years) BMI (Lavelle et al., 2012; Waters et al., 2011).

13. © BRITISH NUTRITION FOUNDATION 2015 Diet and healthy lifestyle education A broad range of different components were included within these programmes, but evidence from the Waters et al. (2011) review suggests that strategies that include healthy eating, physical activity and body image in the school curriculum allow for increased opportunity for physical exercise, improve the quality of school food and support children eating healthier foods. Those which included parental engagement were likely to yield the best results. They also noted that teachers should receive training and support to deliver these messages. A whole school approach is best placed to convince children of the importance of a healthy lifestyle (PHE; 2014; Weichselbaum & Buttriss, 2014). https://www.gov.uk/government/upload s/system/uploads/attachment_data/file/ 412291/Personal_Social_Health_and_ Economic__PSHE__Education_12_3.p df

14. © BRITISH NUTRITION FOUNDATION 2015 OFSTED It was announced last month that the new Ofsted framework that Inspectors will look for evidence of a culture or ethos of exercise and healthy eating throughout their entire inspection visit, in classrooms as well as in the school canteen. In a letter written to Sharon Hodgson MP, as chair of the All Party Parliamentary Group on school food, they outline their commitment to school food and healthy eating. To read the letter, click here.click here.

15. © BRITISH NUTRITION FOUNDATION 2015 a) NC to … GCSE Key stage 3 Pupils should be taught to: GCSE  understand and apply the principles of nutrition and health.  recommended guidelines for a healthy diet. How peoples’ nutritional needs change and how to plan a balanced diet for those life-stages, including for those with specific dietary needs.  the recommended energy provided by protein, fat and carbohydrates (starch, sugars, fibre) and the percentage of daily energy intake the nutrients should contribute. Basal metabolic rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements. How to maintain a healthy body weight throughout life.  the specific functions, main sources, dietary reference values and consequences of malnutrition of macronutrients and micronutrients. British Nutrition Foundation http://www.nutrition.org.uk/ British Nutrition Foundation http://www.nutrition.org.uk/ Scientific Advisory Committee on Nutrition (SACN) https://www.gov.uk/government/ groups/scientific-advisory- committee-on-nutrition https://www.gov.uk/government/ groups/scientific-advisory- committee-on-nutrition Scientific Advisory Committee on Nutrition (SACN) https://www.gov.uk/government/ groups/scientific-advisory- committee-on-nutrition https://www.gov.uk/government/ groups/scientific-advisory- committee-on-nutrition Food Standards Agency (Allergens) https://www.food.gov.uk/scie nce/allergy-intolerance https://www.food.gov.uk/scie nce/allergy-intolerance Food Standards Agency (Allergens) https://www.food.gov.uk/scie nce/allergy-intolerance https://www.food.gov.uk/scie nce/allergy-intolerance Eatwell NHS Choices http://www.nhs.uk/Livewell/G oodfood/Pages/eatwell- plate.aspx http://www.nhs.uk/Livewell/G oodfood/Pages/eatwell- plate.aspx Eatwell NHS Choices http://www.nhs.uk/Livewell/G oodfood/Pages/eatwell- plate.aspx http://www.nhs.uk/Livewell/G oodfood/Pages/eatwell- plate.aspx DEFRA Family food statistics (food and drink purchases in the UK) https://www.gov.uk/governm ent/collections/family-food- statistics https://www.gov.uk/governm ent/collections/family-food- statistics DEFRA Family food statistics (food and drink purchases in the UK) https://www.gov.uk/governm ent/collections/family-food- statistics https://www.gov.uk/governm ent/collections/family-food- statistics

16. © BRITISH NUTRITION FOUNDATION 2015 a) NC to … GCSE Key stage 3 Pupils should be taught to: GCSE  understand and apply the principles of nutrition and health. how to calculate energy and nutritional values and plan recipes, meals and diets accordingly major diet related health risks including obesity, cardiovascular, bone health, dental health, iron deficiency anaemia, diabetes the importance of hydration, the function of water in the diet Nutritional analysis http://www.foodafactoflife.or g.uk/section.aspx?t=0&siteId= 20&sectionId=115 http://www.foodafactoflife.or g.uk/section.aspx?t=0&siteId= 20&sectionId=115 Nutritional analysis http://www.foodafactoflife.or g.uk/section.aspx?t=0&siteId= 20&sectionId=115 http://www.foodafactoflife.or g.uk/section.aspx?t=0&siteId= 20&sectionId=115 National Diet and Nutrition Survey (NDNS) https://www.gov.uk/government/ statistics/national-diet-and- nutrition-survey-results-from- years-1-to-4-combined-of-the- rolling-programme-for-2008-and- 2009-to-2011-and-2012 https://www.gov.uk/government/ statistics/national-diet-and- nutrition-survey-results-from- years-1-to-4-combined-of-the- rolling-programme-for-2008-and- 2009-to-2011-and-2012 National Diet and Nutrition Survey (NDNS) https://www.gov.uk/government/ statistics/national-diet-and- nutrition-survey-results-from- years-1-to-4-combined-of-the- rolling-programme-for-2008-and- 2009-to-2011-and-2012 https://www.gov.uk/government/ statistics/national-diet-and- nutrition-survey-results-from- years-1-to-4-combined-of-the- rolling-programme-for-2008-and- 2009-to-2011-and-2012 DEFRA Pocket Book (Food statistics) https://www.gov.uk/government/c ollections/food-statistics- pocketbook https://www.gov.uk/government/c ollections/food-statistics- pocketbook DEFRA Pocket Book (Food statistics) https://www.gov.uk/government/c ollections/food-statistics- pocketbook https://www.gov.uk/government/c ollections/food-statistics- pocketbook

17. © BRITISH NUTRITION FOUNDATION 2015 a) NC to … GCSE Key stage 3 Pupils should be taught to: GCSE  cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.  Skills … Consider the nutritional needs and food choices when creating recipes, including when making decisions about the ingredients, processes, cooking methods, and portion sizes  The range of foods and ingredients to be studied in sections B (food provenance and food choice) ) and C (Cooking and food preparation) should come from major commodity groups and reflect the recommended guidelines for a healthy diet. (Broadly reflect The eatwell plate food groups.) NHS Choices Healthy Eating http://www.nhs.uk/livewell/healthy- eating/Pages/Healthyeating.aspx http://www.nhs.uk/livewell/healthy- eating/Pages/Healthyeating.aspx NHS Choices Healthy Eating http://www.nhs.uk/livewell/healthy- eating/Pages/Healthyeating.aspx http://www.nhs.uk/livewell/healthy- eating/Pages/Healthyeating.aspx

18. © BRITISH NUTRITION FOUNDATION 2015 Building blocks … The eatwell plate and 8 top tips for healthy eating (and drinking) Energy and nutrients (source, function and amount) Dietary needs (ages and stages, special diets) Diet and health use current healthy eating advice … to choose a varied balanced diet for their needs and those of others

19. © BRITISH NUTRITION FOUNDATION 2015 Nutrition knowledge Cooking knowledgeCooking skills Plan … (for need, person, context) Make choices, based on evidence, knowledge & skills … Justify decisions …

20. © BRITISH NUTRITION FOUNDATION 2015 Active learning Nutritional analysis Menu planning Recipe analysis Nutrition line up Photographs http://www.kenilworthlearning.co.uk/category/theory/

21. © BRITISH NUTRITION FOUNDATION 2015 Nutritional analysis Review recipes and menus Evidence for decisions (ingredients, cooking method, portion size) Get the student to apply their nutrition knowledge (not the IT package) Discuss results and apply http://www.foodafactoflife.org.uk/secti on.aspx?siteId=20&sectionId=115

22. © BRITISH NUTRITION FOUNDATION 2015 Menu planning Consider diet for the day – based on energy Use food cards to build diet – practice Compare against energy Compare to eatwell, 5 A Day, Drinks … Comapre and contrast Cooking method

23. © BRITISH NUTRITION FOUNDATION 2015

24. Recipe analysis Review the recipe. Indicate the changes you would make to … reduce total fat and increase fibre content. Annotate the recipe with your suggestions. What changes can you make? What could you add/remove? Could the cooking method and/or portion size be changed? What advice would you give others? Extension task Explain the health benefits in reducing the total fat and increasing the fibre content of recipes. Undertake nutritional analysis.

25. © BRITISH NUTRITION FOUNDATION 2015 Energy density Which of the following would your rather eat? Although the two desserts provide the same amount of energy, the one on the left has a much lower energy density than the one on the right. By choosing foods with a lower energy density, this will help you to feel fuller without consuming too much energy. Both desserts contain 215 calories http://www.nutrition.org.uk/healthyliving/fuller.html

26. © BRITISH NUTRITION FOUNDATION 2015 Nutrition line-up Discussion … immediate use 100 80 70 67 55 45 15

27. © BRITISH NUTRITION FOUNDATION 2015 Photographs Review the photographs. Select one. Why that one? Describe to someone you don’t know. Review the questions. Which could you use?

28. © BRITISH NUTRITION FOUNDATION 2015 Supporting your planning Food preparation and nutrition GCSE – planning chart Food skill, commodity group and recipe planner GCSE Food preparation and nutrition – links to information