Applying nutrition through active learning (PPT2) Roy Ballam and Frances Meek

1. British Nutrition Foundation – making nutrition science accessible to all Applying nutrition through active learning (PPT2) Roy Ballam and Frances Meek

2. School Food Standards 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? Available down to download: www.schoolfoodplan.com/standards

3. 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

4. OFSTED Ofsted has launched far-reaching changes to the way it inspects … Personal development, behaviour and welfare Outstanding (1) Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being https://www.gov.uk/changes-to-education-inspection-from-september-2015

5. http://www.schoolfoodplan.com/wp-content/uploads/2015/07/Creating-a-culture-ethos-of-healthy-eating-Practical-Guidance-Final.pdfhttp://www.schoolfoodplan.com/wp-content/uploads/2015/07/Creating-a-culture-ethos-of-healthy-eating-Practical-Guidance-Final.pdf

6. Core competences The updated core competences are available to download now, and includes an additional theme – active lifestyles. www.nutrition.org.uk > Food in schools > Core competences

7. Need help with planning for KS3 and KS4? 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? Planning resources available on www.foodafactoflife.org.uk

8. Active learning Nutritional analysis Menu planning Recipe analysis Nutrition line up Photographs http://www.kenilworthlearning.co.uk/category/theory/

9. Strategies for applying nutrition in theory and practical lessons – active learning! Activities in groups: How to teach nutrition theory relating to water soluble vitamins; Macro and micro nutrient treasure hunt; Hydration – make an infusion; Awareness of portion sizes – breakfast cereals; Portion size problems; BMR and PAL and their importance in determining energy requirements. 10 minutes for each activity!

10. Hydration – the new Food Preparation and Nutrition GCSE content includes the importance of water in the diet and keeping hydrated. Why is this important? The body is about 60% water and fluid is needed for many different functions in the body. We are constantly losing water through the skin and lungs, and when we go to the toilet, so it is important to drink plenty of fluids throughout the day to avoid dehydration. Mild dehydration can make it more difficult to concentrate, can cause headaches and tiredness.

11. How can children stay hydrated? Have 6-8 drinks every day!

12. What about older children (14+) and adults? Women = 8 glasses (about 1.6 litres). Men = 10 glasses (about 2 litres).

13. Hydration practical activity Try an infusion!

14. Active learning cards 2015 BNF has launched these new active learning games to support healthy eating and nutrition in schools. They comprise: The eatwell plate - a blank version, perfect for placing foods into the correct food groups; The meal planner - a blank planner for a day, showing breakfast, lunch, dinner and snacks; Food cards - 128 food cards (which show the name, image, energy provided and portion size of different foods).

15. 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 … Compare and contrast Cooking method

16. Sorting the foods into different groups of the eatwell plate. Ordering foods from low to high energy (they could just be given a list of the foods first then reveal the answer by looking at the cards) – stimulate discussion . Creating their own cards based on their recipes entered into Explore food (can use the labelling tool to make it simpler) and then seeing how the recipe could fit into a possible day. Creating their own cards based on foods from restaurants (nutritional information online) and see how eating out fits into a balanced diet. Creating their own cards based on supermarket foods (nutritional information online). Looking at possible swaps in the diet (e.g. swapping chocolate bar, doughnut for lower energy options such as fruit.

17. Looking at how cooking method (e.g. frying) or choice between different type (e.g. cheese) can affect the energy content). Using maths to calculate how eating different portion sizes than the ones described. Planning a diet for the day for themselves/others – making sure it meets guidelines other than energy (e.g. 5 A DAY, enough fluid). Adapting meal plans based on different energy requirements or different lifestyle/preferences (e.g. not a snacker, shift worker, active lifestyle). Using the diet planned out on the meal planner to enter into Explore food to look at how it meets the DRVs of nutrients.

19. Energy density Which of the following would your rather eat? Both desserts contain 215 calories 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. http://www.nutrition.org.uk/healthyliving/fuller.html