Suggested HWB Experiences & Outcomes
- Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance, culture and religion. HWB 2-34a
- As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 2-09a
Suggested Learning Intentions
- To know and respect that there are different factors that influence people’s food choices.
Suggested Success Criteria (I can...)
- Explain a range of factors that determine peoples’ food choices eg, culture, personal preference, medical demands, lifestyle etc. HWB 2-34a
- Understand respect for the environment with effective food waste management. HWB 2-34a
- Demonstrate respect for individual differences and opinions. HWB 2-09a
Suggested Learning Experiences
The European Food Safety Authority has stated there is no evidence that food is a source of coronavirus (COVID-19) and it is very unlikely that it can be transmitted through the consumption of food. However, practical food activities including food sharing, tasting, preparation and cooking are probably going to be quite difficult to manage in a classroom setting during this initial period as children return to school. Fortunately there are still plenty of other relevant activities providing challenge and enjoyment for the children, including finding out about things they may have tried to cook at home.
- Collaborative Learning - Investigate food rules / restrictions for the following reasons: Medical conditions (eg diabetes; coeliac disease; food allergies), Cultural food laws (link this to RME topics eg Islamic food laws; Ramadan; Lent - this may be an opportunity to link teaching and learning in Food and Health with other world religions topics), Lifestyle (eg, athlete in training), Personal preference (eg. vegetarian; vegan etc.)
- Ask your family to write down their food preferences. Imagine you are cooking for the family for a whole day, write a shopping list and plan meals for them all as well as sticking to a budget.
- Compare own diet to that of someone else eg, athlete, different culture/religion; someone with diabetes etc. Evaluate the similarities / differences in diet and consider the challenges that individuals face when food restrictions are in place.
- Investigate if there are any shops in the local area that specialise in international foods – what are these foods? Consider cost, nutritional value, range etc – consider how these factors might affect people’s food choices.
- Invite someone from a different culture to speak to class about their food laws and/or someone with a medical condition to discuss how their food restrictions affect their day to day lives.
- Survey children from each year group at lunch time to find out why they wasted food and their overall experience during lunchtimes.
- Use the findings of your audit to try to work out why food is being wasted and set targets for action to reduce this. Consider whether most food waste is coming from packed lunches brought from home or catered lunches, if food is wasted due to portion size, children’s’ dining experience, taste preferences or for other reasons.
- Research into the different ways that food can be recycled eg Anaerobic Digestion where Food waste from the brown food bins goes to an anaerobic digestion plant. This is a process where micro-organisms break down organic waste. As the waste rots down it produces bio-gas which can be burnt to generate electricity.
Suggested Cross-Curricular Links
- LIT 2-29a - Write a newspaper article about the benefits of living in a society with so many different cultures - consider what it would be like to live in a society where everyone was the same.
- EXA 2-05a - Create a class collage to express and communicate own thoughts and feelings about the richness and diversity of cultures within our society.
- LIT 2-28a - Write a code, poem or rap to encourage good relationships, understanding and tolerance. Identify positive ways in which they might treat each other, whatever their background, culture, religion, dress.
- SOC 2-16a – In groups, research the local community to investigate the diversity and richness that exists eg, different types of eating places, foods, languages, religions, ceremonies, community groups, nationalities.
Suggested Word Bank
Parent & Community Engagement
Pathways, Tracking & Monitoring
- Year Planner (Second Level)
- Pupil Learning Log and Benchmarks srdf
- Annual Progression Planners ( Second Level)
- Respected E/O Bundle with UNCRC links
- Personalised Year Planner (Second Level)
- Topic Specific Planners ( Second Level)
- A comprehensive alphabetical list of recipes and food from various countries across the world
- Upper primary resource looking at the range of different foods people eat across the world.
- PDF on Food Waste Education from Somerset.
- EDF Energy's award winning sustainability teaching resources for 4-16 year olds with science, technology, engineering and maths activities.