CCEA Planning Framework for GCSE Food and Nutrition

GCSE Food and Nutrition

Contents / Page
Introduction / 1
Food Provenance / 7
Food Processing and Production / 11
Food and Nutrition / 15
Energy and Nutrients / 19
Macronutrients / 23
Micronutrients / 29
Fibre / 35
Water / 39
Nutritional and Dietary Needs / 43
Priority Health Issues / 49
Being an Effective Consumer / 53
Factors Affecting Food Choice / 57
Food Safety / 65
Resource Management / 71
Food Preparation / 75

Introduction

The purpose of this Planning Framework is to support the teaching and learning of GCSE Food and Nutrition. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:

· Knowledge and understanding

· Subject specific skills

· The Cross-Curricular Skills

· Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

Subject Skills Assessed through Food and Nutrition

The following skills are assessed in GCSE Food and Nutrition:

· analyzing issues and problems;

· identifying, gathering and recording relevant information and evidence;

· analyzing and evaluating evidence;

· planning and carrying out practical activities; and

· making reasoned justifications and presenting conclusions and evaluating outcomes.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal Capabilities

This specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4

Communication

Students should be able to:

· communicate meaning, feelings and viewpoints in a logical and coherent manner;

· make oral and written summaries, reports and presentation, taking account of audience and purpose;

· participate in discussions, debates and interviews;

· interpret, analyse and present information in a range of formats; and

· explore and respond, to a variety of texts.

Using Mathematics

Students should be able to:

· use mathematical language and notation with confidence;

· use mental computation to calculate, estimate and make predictions in a range of contexts;

· select and apply mathematical concepts and problem-solving strategies in a range of contexts;

· interpret and analyse a wide range of mathematical data;

· assess probability and risk in a range of contexts; and

· present mathematical data in a variety of formats which take account of audience and purpose.

Using ICT

Students should be able to:

· Make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information.

Thinking Skills and Personal Capabilities at Key Stage 4

Self- Management

Students should be able to:

· plan work;

· set personal learning goals and targets to meet deadlines;

· monitor, review and evaluate their progress and improve their learning; and

· effectively manage their time.

Working with Others

Students should be able to:

· learn with and from others through co-operation;

· participate in effective teams and accept responsibility for achieving collective goals; and

· listen actively to others and influence group thinking and decision making taking account of others’ opinions.

Problem Solving

Students should be able to:

· identify and analyse relationships and patterns;

· propose justified explanations;

· reason, form opinions and justify their views;

· analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes and agendas;

· analyse and evaluate multiple perspectives;

· explore unfamiliar views without prejudice;

· weigh up options and justify decisions; and

· apply and evaluate a range of approaches to solve problems in familiar and novel contexts.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Assessment for Learning

Where reference is made to past papers throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)

Using Mathematics UM

Using ICT UICT

Problem solving PS

Working with Others WO

Self-Management SM

Key Features

The Planning Framework:

· Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Food and Nutrition specification content.

· Highlights opportunities for inquiry-based learning.

· Indicates opportunities to develop subject knowledge and understanding and specific skills

· Indicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.

· Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.

· Suggests the time required to teach units/options.

· Makes reference to supporting resources.

CCEA Planning Framework for GCSE Food and Nutrition

Food Provenance

CCEA Planning Framework for GCSE Food and Nutrition

Planning Framework for GCSE Food and Nutrition / Food Provenance
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Food provenance / Students should be able to:
· Demonstrate understanding of how food is:
– Grown;
– Reared; or
– Caught. / Deliver a presentation using the information on the fact file provided.
Incorporate pictures and links to the videos below to create links to learning.
Complete a glossary of key terms and complete definitions throughout the lesson.
Watch the following clips:
· YouTube clip on ‘Planting and Harvesting Vegetable Crops’
www.youtube.com/watch?v=iJt-dLb6djQ
· Beef – Farm to fork
www.eathappyproject.com/resources/videos/beef-from-farm-to-fork/
· Common methods of fishing
www.seafoodwatch.org/ocean-issues/fishing-and-farming-methods
CAF Template
Factor 1: Grown
Factor 2: Reared
Factor 3: Caught
The videos will have provided background knowledge and information. Students will record main advantages, disadvantages and interesting points / Comm – T&L
PS
UICT
PS
Comm – W
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Food provenance (cont.) / Teacher led quiz
Jigsaw activity
Create a jigsaw of key information on each of the strands of food provenance. Distribute around the room and encourage groups to find the missing pieces of their jigsaw as an instant assessment of learning. / PS
PS
Resources / Food a Fact of Life: 11-16 Years: Food Provenance and Farming
www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=416
Meat and Education: Resources – Food Provenance
http://meatandeducation.redmeatinfo.com/resources/112
Seafood Watch Fishing and Farming Methods
www.seafoodwatch.org/ocean-issues/fishing-and-farming-methods
Tesco Eat Happy Project Resources – Farm to fork
www.eathappyproject.com/resources/

CCEA Planning Framework for GCSE Food and Nutrition

Food Processing and Production

CCEA Planning Framework for GCSE Food and Nutrition

Planning Framework for GCSE Food and Nutrition / Food Processing and Production
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Food processing and production / Students should be able to:
· Explore primary and secondary stages of food processing and production in the following contexts:
– growing and harvesting wheat;
– producing milk; and
– secondary processing of wheat and milk into bread and cheese.
· Explain the role of the following in food processing and production:
– fortification of food; and
– food additives.
· Describe the food supply chain. / Teacher introduces topic with a general overview of food processing, including definitions and examples of primary and secondary processing, linking to food provenance.
Invite arable farmer into class for hot seating activity – students can ask questions to find out about growing and harvesting wheat.
Organise class trip/educational visit to creamery, Balmoral Show, cheese factory, or bakery.
Online Tutorial
Students complete online tutorial on milk and cheese production from British Nutrition foundation. www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=92&contentId=452
Use grain chain website to research primary production of wheat and bread making process. / Comm – T&L
UICT
UICT
PS
Food processing and production (Cont.) / Flow diagram
Create a flow diagram for each process, including cheese production and bread production.
Carousel Activity
Carousel information on a range of different additives and their uses, students move around room to create own notes on given topic. Extension; evaluate the use of additives in foods.
Case Study
Using local food industry, discuss impact and knock-on effect if one part of food supply chain breaks down. e.g. Tayto Crisps.
Factual recall test.
Definition test; primary production, secondary processing, fortification, additive, food supply chain.
Class discussion on how to frame a good structured written response, practise written response for long question.
Use past paper examples/Suggested Assessment Materials. / SM
PS
SM
Comm – T&L
Comm – W
PS
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Resources / www.grainchain.com/
www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=92&contentId=452 online tutorial; milk production and cheese production
www.nutrition.org.uk/nutritionscience/foodfacts/fortification.html?limit=1&start=1
www.foodafactoflife.org.uk/VideoActivity.aspx?contentId=163&sectionId=66&siteId=15&titleId=169 bread making video
www.bbc.co.uk/education/clips/zy44sg8 Food production and processing video
www.chgeharvard.org/sites/default/files/lesson-plan-files/lesson_4.pdf food supply chain lesson- push and pull factors
www.dairycouncil.co.uk/consumers/industry/what-is-pasteurisation

CCEA Planning Framework for GCSE Food and Nutrition

Food and Nutrition

CCEA Planning Framework for GCSE Food and Nutrition

Planning Framework for GCSE Food and Nutrition / Food and Nutrition
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Food and nutrition for good health / Students should be able to:
· Discuss the current government dietary guidelines, for example the Eatwell Guide and ‘8 tips for eating well’, as a tool to achieving a balanced diet. / Teacher overview of The Eatwell Guide. Use of graphics/pictures to allow the students to visualise the new guide. Teacher explanation of the ‘8 tips for eating well’.
WebQuest
Using the resources listed below students, complete a summary table on the different sections of The Eatwell Guide.
Tutorial – 8 tips
www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=246
Workstation activity
Students complete the tutorial to enhance learning.
Using relevant activities from the Food a Fact of Life website, students complete each activity in groups and then give feedback to the class.
www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=129 / Comm – T&L
PS
SM
UICT
Comm – T&L
Food and nutrition for good health (cont.) / Roman Rooms Memory System
For memorising the different areas of The Eatwell Guide and the ‘8 tips for eating well’. www.brainboxx.co.uk/A3_ASPECTS/pages/Romanroom.htm
Screwball
In pairs students write two questions on a piece of paper. They screw up the piece of paper and throw it to another pair who have to answer the questions correctly. Continue until all questions are asked – the class decide if the answer is correct.
Working on examination questions
Distribute an exemplar answer and discuss this within the group. Students should complete a range of past paper questions on this area.
Factual Recall Test
Featuring past paper examination questions. / Comm T&L
WO
PS
Comm – T&L
PS
PS
Resources / Gov.uk
www.gov.uk/government/publications/the-eatwell-guide
www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/eatwell0708.pdf
NHS
www.nhs.uk/Livewell/goodfood/Pages/the-eatwell-guide.aspx
www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspx
Food A Fact Of Life – this website has a range of activities
www.foodafactoflife.org.uk
www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=129
www.foodafactoflife.org.uk/attachments/b6eeb415-fa5a-4a2d2d1932c7.ppt
Healthy Food Guide
www.healthyfood.co.uk/new-eatwell-guide/
Food Standards Agency
www.foodstandards.gov
www.food.gov.uk/northern-ireland/nutritionni/eatwell-guide
British Nutrition Foundation
www.nutrition.org.uk/healthyliving/healthydiet/eatwell.html
www.nutrition.org.uk/healthyliving/healthydiet/8tips.html
Food For Life
www.food4life.org.uk/learning-areas/key-stage-3/healthy-eating/8-tips-for-eating-well
A range of podcasts can be viewed on YouTube from the British Nutrition Foundation – www.youtube.com/results?search_query=british+nutrition+foundation+podcast
Podcast
www.youtube.com/watch?v=Ml4z13Z6LPI
Textbook – Home Economics for CCEA GCSE – Nicola Anderson and Claire Thomson
CCEA website for specimen and examination papers www.ccea.org.uk

CCEA Planning Framework for GCSE Food and Nutrition

Energy and Nutrients

CCEA Planning Framework for GCSE Food and Nutrition

Planning Framework for GCSE Food and Nutrition / Energy and Nutrients
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Energy and nutrients / Students should be able to:
· Explain the factors that influence individual energy requirements:
– Analyse the relationship between food intake, portion size, basal metabolic rate (BMR) and physical activity level (PAL), in achieving energy balance and maintaining a healthy weight; and
– Identify the percentage of recommended energy values provided by protein, fat and carbohydrates. / Teacher overview of factors that influence energy requirements including energy input being balanced with energy output. Class discussion of how energy requirements change at different stages of the lifecycle (age), gender, physical activity levels, and BMR. Recap energy value of different nutrients from macronutrient topic.
Teacher explains recommendations of portion sizes using examples from internet. Teacher explanation of BMR, using student handout, discussion on how BMR can be increased/decreased.
Portion Size Activity
Demonstrate portion sizes, allowing students to decide on a plate how much they might eat and compare these with examples given on appropriate portion sizes.
Use “choose to live better website” to weigh out and swap portion sizes. www.choosetolivebetter.com/content/eating-and-drinking-well / Comm – T&L
Comm – L
WO
UM
Unit/Option content / Learning Outcomes or Elaboration of Content / Suggestions for Teaching and Learning Activities / Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities /
Energy and nutrients (cont.) / Carousel Activity
Teacher sets 4 questions; food intake, portion size, physical activity level and BMR. Students move around in small groups to answer as much as possible within a time limit. Students should extract information to form their own notes on the topic.
Students create model answer on achieving energy balance including all four key aspects. / WO
Comm – T&L
PS
Resources / www.bupa.co.uk/health-information/directory/p/portion-size
www.teenweightwise.com/making_changes/portion_sizes.html
www.publichealth.hscni.net/news/new-campaign-eating-extra-will-add-extra
www.nhs.uk/Livewell/loseweight/Pages/understanding-calories.aspx
www.choosetolivebetter.com/content/eating-and-drinking-well
www.nutrition.org.uk/attachments/article/907/Nutrition%20Requirements_Revised%20June%202016.pdf
www.nutrition.org.uk/attachments/article/734/BNF%20Toddler%20Eatwell%20Leaflet_OL.pdf Toddler Portion Sizes
www.safefood.eu/Healthy-Eating/Food-Diet/Eating-In/Portion-sizes.aspx