Developing your KS3 for success in GCSE Food preparation and Nutrition

1. Developing your KS3 for success in GCSE Food preparation and Nutrition Frances Meek Cristina Stewart British Nutrition Foundation

2. Welcome Food science – preparing ahead Facts behind the headlines Nutrition knowledge update Nutrition activities Progression for success Successful recipe selection Simple food science activities to enhance KS3 lessons and prepare for KS4 Resources and support

3. Embedding food science in KS3 schemes of work Investigation: enzymicbrowning • Use an apple or parsnip • Use a cutter, grater or good knife skills to portion it • Make 8 slices • Photo the 8 portions

4. Investigation: enzymicbrowning • Variables: • 1 control • 2 close wrap in cling film • 3 immerse in cold water • 4 immerse in brine ( salt and water solution) • 5 immerse in lemon juice • 6 immerse in bicarbonate of soda • 7 immerse in caster sugar • 8 immerse in vitamin C solution.

5. Activity using apple, parsnip or aubergine • Photograph slices. • Photograph again after 10 minutes. • Photograph after 20 minutes. More food science to come later in the session!

6. Facts behind the headlines

7. Nutrition update Frances Meek Cristina Stewart British Nutrition Foundation

8. In the UK, one third of teenagers are overweight or obese

9. Prevalence of overweight and obesity in teenagers HSE, 2015

10. The 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. 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 UK population are derived. https://www.gov.uk/government/statistics/ndns-results-from-years-5-and-6-combined https://www.nutrition.org.uk/nutritioninthenews/new-reports/ndnsyears5and6.html

11. Current intakes of teenagers in the UK https://www.gov.uk/government/statistics/ndns-results-from-years-5-and-6-combined

12. It’s not just a matter of eating less

13. Lower Reference Nutrient Intake (LRNI) The LRNI is the amount of a nutrient that is enough for only a small number of people in a group who have low requirements (2.5%). The percentage of population with intake of vitamins and minerals below the LRNI is an indicator of inadequate intake.

14. Teenagers have low intakes of some essential micronutrients https://www.gov.uk/government/statistics/ndns-results-from-years-5-and-6-combined

15. Teenagers have low intakes of some essential micronutrients https://www.gov.uk/government/statistics/ndns-results-from-years-5-and-6-combined

16. Teenagers have low intakes of some essential micronutrients Riboflavin (vitamin B2) Releases energy from food. Needed for normal structure and functioning of the skin and body linings. Iron Important for making red blood cells to transport oxygen around the body. Zinc Releases energy from food. Needed for growth and tissue repair. Calcium 90% of peak bone mass is acquired by the end teenage years. https://www.nutrition.org.uk/healthyliving/basics/exploring-nutrients.html?limit=1

17. Nutrients of concern in teenagers diets Vitamin A Liver, whole milk, cheese, butter, carrots, dark green leafy veg Riboflavin Milk and milk products, eggs, liver, pulses, rice, fortified breakfast cereals Folate Green leafy veg, wholegrain products, liver, nuts,fortified breakfast cereals Iron Liver, red meat, pulses, nuts, poultry, fish, whole grains, dark green leafy veg Calcium Milk and milk products, fortified soya bean products, some green leafy veg Magnesium Green leafy vegetables, bread, nuts, fish, meat, milk and milk products Fruit and veg, meat, fish, shellfish, milk and milk products, nuts, seeds, pulses Potassium Milk and milk products, sea fish, shellfish,seaweed, iodine-fortified foods Iodine Brazil nuts, fish, meat, eggs,bread Selenium Meat, milk and milk products, eggs, shellfish, nuts, pulses,wholegrain cereals Zinc Oily fish, eggs, meat, fortified cereals, spreads Vitamin D https://www.nutrition.org.uk/healthyliving/basics/exploring-nutrients.html?limit=1

18. The Eatwell Guide https://www.nutrition.org.uk/healthyliving/healthydiet/eatwellvideo.html https://www.nutrition.org.uk/healthyliving/healthydiet.html

19. 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

20. 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

22. What does 30g of dried fruit look like?

23. Myth or Fact? “Frozen fruit and vegetables are less nutritious.” Myth 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.

24. Myth or Fact? “White bread is not very nutritious.” Myth 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.

25. 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.

26. Myth or Fact? “Red meat is always higher in fat than poultry.” Myth 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.

27. Did you know? This is what 70g of red/processed meat looks like

28. Feed yourself fuller Energy density is the amount of energy provided by a food divided by its weight (usually given as kJ or Kcal per gram of food). Lower energy density means you get less energy for the same amount of food. The lower the energy density, the bigger the portion

29. For example.. A dessert combining plenty of fresh fruit with low fat yogurt and granola will have a lower energy density than strawberries and cream Mixed berries with low-fat yogurt, granola and honey Strawberries with cream This means that a larger amount can be eaten for the same amount of energy (calories) Energy density = 219kcal or 928kJ / 298g = 0.7kcal/g or 3.1kJ/g Energy density = 217kcal or 899kJ / 149g = 1.5kcal/g or 6.0kJ/g

30. Whole diet approach Two strategies for eating 1603 kcal during a day Energy density 1.7 kcal/g Energy density 0.6 kcal/g

31. There are a number of ways to reduce the energy density of the diet Including foods with a high water content; this includes dishes where water is added during cooking (e.g. soups, stews) Adding extra vegetables to starters and main dishes Adding extra pulses, such as beans, peas and lentils. Pulses are a source of fibre, high in protein, and a have a high water content when cooked. Lowering the energy density of the diet

32. Using wholegrain varieties of foods such as bread, breakfast cereals and pasta, and potatoes with skins will further bulk up meals. Choosing lean cuts of meat, trimming off any excess fat, avoiding the skin on poultry. Using less oil or butter in cooking. Using low fat salad dressings, such as those based on lemon juice or vinegar. Adding extra fruit to desserts and using cream sparingly or using yogurt or fromagefrais instead. Lowering the energy density of the diet

33. Each provides 443 kcal (1773kJ). Lowering the energy density of the diet

34. Nutrition Activities

35. 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 http://bit.ly/2lDnfm7

36. 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

37. Progression for success

38. Design and Technology: Cooking and nutrition

39. Progression

40. 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.

41. 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: http://bit.ly/1Ennyl8 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: http://bit.ly/1jPvtwu

42. 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. http://bit.ly/1lAd4cA

43. KS3 KS4 Progression through skills • 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. • CONSIDER: • Number of lessons? • Size of group v facilities available? • Lesson length? • What you feel confident with?

44. 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.

45. 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.

46. Practical skills progression

47. 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?

48. 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 http://bit.ly/1MHInvf

49. 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?

50. 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 www.meatandeducation.com