Health and Food Technology (National 5) Draft Course and

Transcription

Health and Food Technology
(National 5)
Draft Course and Unit Support
Notes
For general advice and guidance on the Course.
This edition: January 2012, draft version 1.0
This specification may be reproduced in whole or in part for educational purposes
provided that no profit is derived from reproduction and that, if reproduced in part,
the source is acknowledged. Additional copies of these Course Support Notes
can be downloaded from SQA’s website: www.sqa.org.uk.
Please refer to the note of changes at the end of this document for details of
changes from previous version (where applicable).
© Scottish Qualifications Authority 2012
Contents
Draft Course Support Notes
Introduction
1
General guidance on the Course
2
Approaches to learning and teaching
8
Approaches to assessment and gathering evidence
19
Equality and inclusion
24
Appendix 1: Reference documents
26
Administrative information
27
Draft Unit Support Notes — Health and Food Technology: Food Product
Development (National 5)
28
Introduction
29
General guidance on the Unit
30
33
40
43
45
Appendix 2: Exemplar checklists
46
47
Draft Unit Support Notes — Health and Food Technology: Contemporary
Food Issues (National 5)
48
Introduction
49
50
53
60
66
68
Appendix 2: Exemplar Checklists
69
70
Draft Unit Support Notes — Health and Food Technology: Food for Health
(National 5)
71
Introduction
72
73
77
85
88
90
91
92
successful learner, confident individual, responsible citizen, effective contributor
Introduction
These support notes are not mandatory. They provide advice and guidance to
support the delivery of the Health and Food Technology (National 5) Course.
They are intended for teachers and lecturers who are delivering the Course and
its Units. They should be read in conjunction with the Course Specification, the
Course Assessment Specification (Courses at National 5 and above), and the
Unit Specifications for the Units in the Course.
The Course consists of three Units and a Course assessment at SCQF level 6.
Food for Health (National 5)
Food Product Development (National 5)
Contemporary Food Issues (National 5)
Course assessment
(6 SCQF credit points)
Course and Unit Support Notes for Health and Food Technology (National 5) Course
1
General guidance on the Course
Aims
The purpose of this Course is to allow learners to develop and apply practical and
technological skills and to make informed food, lifestyle and consumer choices
which will have a positive effect on their own health and that of others.
The Course addresses contemporary issues affecting food and nutrition,
including ethical and moral considerations, sustainability of food sources, food
production and development, and their effects on consumer choices.
The Course has five broad and inter-related aims that enable learners to:
to allow learners to develop knowledge and understanding of the
relationships between health, nutrition and the functional properties of food
to enable learners to make informed food, lifestyle and consumer choices
to allow learners to develop the skills to apply their knowledge in practical
contexts
to allow learners to develop and apply safe and hygienic practices in practical
food preparation
to develop learners’ organisational and technological skills to contribute to
their own and others’ health and nutritional needs
Progression into this Course
Entry to this Course is at the discretion of the centre. However, learners would
normally be expected to have attained the skills, knowledge and understanding
required by one or more of the following or equivalent qualifications and/or
experience:
Health and Food Technology (National 4) Course or relevant component
Units
Hospitality: Practical Cooking (National 4)
Wellbeing award (SCQF level 4)
In terms of prior learning and experience, relevant skills, knowledge and
understanding related to the fourth level experiences and outcomes from the food
and health and wellbeing curriculum area, or work experience in related food and
health promotion industries, may also provide an appropriate basis for doing this
Course. An interest in food, nutrition, consumer issues or related work experience
in the health or food industries will assist the successful progression through this
Course.
To create a smooth progression for learners into this National 5 Course, it is
recommended that learners have before starting the Course:
a basic knowledge and understanding of the relationships between health
and nutrition
2
a basic knowledge of practical food preparation skills and the physical,
chemical and sensory properties of food ingredients
a basic knowledge and understanding of contemporary issues affecting food,
lifestyle and consumer choice
and are able to:
demonstrate organisational skills and basic technological skills
work safely and hygienically during food preparation
This Course may also be suitable for learners with appropriate prior experience.
Centres wishing to establish the suitability of learners without prior qualifications,
and/or experiences and outcomes, may benefit from carrying out a diagnostic
review of prior life and work experiences.
Experiences and outcomes
There is an expectation that learners have overtaken relevant experiences and
outcomes.
Skills, knowledge and understanding covered
in this Course
This section provides further advice and guidance about skills, knowledge and
understanding that could be included in the Course.
Note: teachers and lecturers should refer to the Course Assessment Specification
(National 5) for mandatory information about the skills, knowledge and
understanding to be covered in this Course.
The Health and Food Technology (National 5) Course develops skills, knowledge
and understanding as stated in the Course Specification. These may be
developed in each of the Course Units; however greater emphasis will be given
to developing some of these in particular Units, as shown in Table 1 overleaf.
3
Table 1



Plenty of opportunities within the Unit
Some opportunities within the Unit
Limited opportunities within the Unit
Skills knowledge and
understanding
Food for
Health
Food
Product
Development
Contemporary
Food
Issues






Working safely and
hygienically during food
preparation



Development of a range
of technological skills
related to food production












Knowledge and
understanding of the
relationship between
health, food, nutrition,
lifestyle and consumer
choices; and applying it in
practical contexts
Development of a range
of practical food
preparation skills and
techniques using
appropriate tools and
equipment
Development of
organisational skills
necessary to research,
plan, prepare and
evaluate products and
processes
Knowledge and
practical properties and
functions of food
Solving of problems
related to a range of
health, food, nutrition,
needs
4
Understanding
contemporary food issues
and how to make
informed consumer
decisions



To enrich the delivery of the Health and Food Technology Course, it is also
recommended that learners engage in learning activities where they consider and
are encouraged to understand the interrelationships between cultural, social,
ethical and moral issues surrounding food. This will enable learners to make
informed decisions which not only promote a sustained healthy lifestyle, but also
stimulate consideration of global citizenship.
Progression from this Course
This Course or its components may provide progression to:
Health and Food Technology (Higher), or relevant component Units
Wellbeing Award (SCQF level 5)
Hospitality: Professional Cookery (SCQF level 5)
Cake Baking and Finishing (National 5)
Hospitality: Skills for Work (SCQF level 5)
Other progression pathways are also possible including progression to other
qualifications at the same or different levels.
Health and Food Technology also has applications in life, such as contributing to
family wellbeing and in work-related fields such as dietetics and nutrition, health
promotion, and a range of opportunities within the health and food industries.
Hierarchies
Hierarchy is the term used to describe Courses and Units which form a
structured sequence involving two or more SCQF levels.
It is important that any content in a Course and/or Unit at one particular SCQF
level is not repeated if a learner progresses to the next level of the hierarchy. The
skills and knowledge should be able to be applied to new content and contexts to
enrich the learning experience. This is for centres to manage.
The Health and Food Technology (National 5) Course has been constructed to
facilitate a hierarchical arrangement with Health and Food Technology National 4
and Higher. The Health and Food Technology Units (at National 4, National 5 and
Higher) have been developed hierarchically in order to allow bi-level teaching.
Units have the same titles and structures to allow bi-level teaching but the level of
demand is progressive. This means that the Health and Food Technology Course
Units at National 4, National 5 and Higher have similar Outcomes and
Assessment Standards but differ in the degree of difficulty and complexity. A
5
hierarchical arrangement also enables learners to work at different levels in one
class, and it is indeed envisaged that this will happen in some centres. Learners
undertaking the Health and Food Technology Course at National 4 and National
5 or National 5 and Higher within the same centre will undertake similar
Outcomes simultaneously, and learners will be given recognition for their best
achievements.
Guidance on delivering the Unit to a bi-level class
A core and extension approach may assist teachers/lecturers to plan activities
and experiences. Core activities covering the Health and Food Technology
(National 4) Course could be covered, with extension work for National 5
learners. Learners should be supported and encouraged to take an active role in
their learning. Where Course activities and learning and teaching permit progress
in an independent manner, teaching of mixed groups may happen more
effectively.
Example 1
Differentiation is supported by the individual Assessment Standards for each
Outcome.
Where learners undertaking the Unit at National 5 and those undertaking
Higher are in the same teaching group, it should be possible to complete
similar Outcomes simultaneously with appropriate differentiation.
Differentiated product development design briefs could be used to distinguish
between the levels. Looking for a more complex design brief plus greater depth of
knowledge and additional content is a step up at National 5 level from National 4
level.
Example 2
At National 4, the design brief may be ‘make a low-fat bakery item’ but at
National 5 level it could be ‘develop a low-fat, gluten-free bakery item’. At
Higher level it could progress to ‘develop a prototype gluten-free bakery item
suitable for the teenage market that meets at least one piece of current
dietary advice’.
(Please note, these are examples only. They are not mandatory briefs.)
Differentiation between levels could also be evident via support provided. At
National 5 level, there may be a mix of group-work/teacher-led sessions plus
more opportunities provided for individual learning. Learners working at different
levels may benefit from access to differentiated learning materials to allow for
independent work whilst the teacher is teaching/providing support to others within
the class.
Example 3
At National 5 level, learners might provide evidence relating to drawing
conclusions and making evaluations from investigation results — not just, for
example, a star rating for evaluation acceptable at National 4 level. Learners
can show confidence in the skill of evaluation. Also, they could conduct a
limited range of investigations with minimal support.
6
If National 5 and Higher Health and Food Technology Courses are delivered
together, it is recommended that Higher Units demand more depth from the
learner in subject-specific knowledge and understanding, and a higher level of
skill than those at National 5. Learners should demonstrate a greater coherence
and display initiative and the ability to use facts to solve more complex problems.
Setting varied practical tasks to allow learners to demonstrate creativity,
complexity and combinations of skills may facilitate more naturally occurring
evidence.
7
Approaches to learning and
teaching
Experiential learning in relevant contexts and supported investigation techniques
should be used as the vehicle for developing knowledge, understanding and
skills. The Course includes development of cognitive and practical skills through
problem-solving activities.
Order of delivery
There are three Units and a Course Assessment in the Health and Food
Technology (National 5) Course. The level of demand in each Unit corresponds
with the Scottish Credit and Qualifications Framework at level 5.
The three Units in the Course are:
Food Product Development (National 5)
Contemporary Food Issues (National 5)
Sequencing and timing of delivery
Units may be delivered in any order. However, it is more likely to produce a better
learning experience for learners if they are delivered using an integrated
approach. The following diagram illustrates some alternative approaches to
delivering the Units.
Example 1
Food for Health
Mind and
Research
Food Product Development
Behaviour
Sociial
Context
Contemporary Food Issues
Course Assessment
8
Example 2
Food for Health
Course Assessment
Example 3
Food for Health
Course Assessment
Well-planned learning and teaching activities will provide a framework which
considers and meets different individual learning styles. We know that active
learning often has a greater impact than passive learning; therefore the guidance
provided here will focus on the learner and approaches to learning.
The subject matter of Health and Food Technology provides an ideal platform for
adopting a variety of delivery methods. The integration of theory with practical
activities reinforces and applies knowledge, understanding and skills in
meaningful contexts. Care should be taken during each learning activity to ensure
learners are aware of what they have learnt and are encouraged to consider
other applications for these skills, knowledge and understanding in life, learning
and work.
Some aspects of learning in Health and Food Technology may be better taught
formally, particularly when introducing health and safety techniques and
practices, or new processes. However, independence in learning can only be
achieved if staged handover of responsibility for learning takes place.
The Health and Food Technology Course (National 5) has five broad and interrelated aims. Table 2 below suggests examples of different learning activities
which can take place related to the Units and can be selected to suit the
particular learning styles. It also provides the opportunity for teachers/lecturers to
consider where learning and assessment activities may be integrated within and
between Course Units. Please note, these are examples only and other learning
activities could be used.
9
Table 2
Course aims
to allow learners to
develop knowledge
and understanding of
the relationships
between health,
nutrition and the
functional properties of
food
Food for Health
Mind mapping prior knowledge
Complete relationship diagrams
Practical food activities linked to
dietary needs of individuals/health
issue
Case study/scenario linked to health
issue/dietary need
Visiting speaker, eg health
promotion specialist
Visit to food preparation/catering
facility
Use of ICT — video clips, searching
websites
Nutrition calculation software
Conduct surveys/questionnaires
Complete display/mood
board/collage of headlines linked to
diet/health issues
Devise posters/leaflets using ICT to
promote/provide information on a
given health issue
Contribute to the planning/delivery
of an activity for a younger year
group/primary/nursery class.
E-portfolio of evidence/experiences
Course and Unit Support Notes for Health and Food Technology (National 5) course
Mind mapping prior knowledge of
food products which promote an
aspect of health
Visit food production
factory/facility/catering facility to
investigate the production of a
healthy food product
Visit local and national
shows/events that promote new
food products which promote health
devising a food product to meet
issue
Practical food activities (linked to
devising a food product) which take
account of functional properties of
food
Sensory testing of food products
Peer/self-evaluation of developed
food products
Case study/scenario linked to food
product development opportunity
Use of ICT/online research of
supermarkets to establish current
range of health promotion food
products
Mind mapping prior relevant
knowledge
Survey/online search of
supermarkets to establish
food products that meet food
issues
Survey of factors affecting
food choices in relation to
health
Group task/research/
presentation/production of
PowerPoint linked to food
issue(s)
Case study/scenario linked to
food issue linked to health
Visit from speaker linked to
food issue — supermarket
manager/ farmer, etc
Investigate food labelling
linked to providing
information linked to health
choices
E-portfolio of
evidence/experiences
Devise/produce 60 second
‘pitch’/ news segment linked
to food issue
10
develop the skills to
apply their knowledge
in practical contexts
develop and apply safe
and hygienic practices
in practical food
preparation
Survey/online search of
supermarkets to establish food
products that promote health
Investigate ingredients/food
products that promote current
dietary advice
healthier methods of cooking
Visit food production factory/facility/
catering facility to investigate the
stages in the food product process
Visit local and national food
events/shows that promote new food
products which promote health
Video clips linked to food product
development
Visiting speaker from Environmental
Health Office/food hygiene/safety
specialist who works in food industry
Investigate the stages of food
product development in relation to
various food products —
videos/social network sites
Practical food activities (linked to
devising a food product) which take
account of functional properties of
food
devising a food product for a specific
market
Peer-/self-evaluation of developed
food products
Case study/scenario linked to food
product development opportunity
Use of ICT/online research of
supermarkets to establish current
range of food products
Mind mapping prior
knowledge
Devise a new food product
which meets the needs of the
seasonal food market/
celebration/event influenced
by another country
Costing exercise of new food
product
Investigate/online research
linked to food industry
awareness of food issues
View/contribute to online
discussion forum/blog linked
to food issue
E-portfolio of
evidence/experiences/
relevant news headlines
11
Course aims
to enable learners to
make informed food,
choices
Food for Health
Interview with health professional to
identify key problem area/health
issue
Survey of factors affecting choice of
food in relation to health/needs of
individuals/current dietary advice
Case study/scenario linked to health
issue/dietary/lifestyle need
Conduct a questionnaire to
establish understanding/knowledge
about area to be addressed
concerning dietary needs
Online research to establish current
range of food products/gaps in the
market.
Conduct sensory testing of healthy
options
issues
Peer-/self-evaluation of developed
food product
Using ICT to complete nutritional
analysis of proposed dish/ evaluate
against RDA
Interview with health professional to
identify key food products to
address key problem area/health
issue
Investigate/online research to
establish food products that take
account of contemporary food
issues
design a new food product
development opportunity linked to a
contemporary food issue
Survey/group discussion of other
factors affecting development of a
new food product linked to a
Case study/scenario linked
products used /available to health
issue/dietary/ lifestyle need focused
on a supermarket/retail outlet
Online research to establish current
range of food products/gaps on the
market.
Recipe search to establish possible
recipes that can be created/adapted
options
Plan the development of the new
recipe
Mind mapping prior
knowledge
Visit from speaker linked to
food issue – supermarket
manager/ farmer, etc
Mood boards/collages used
to stimulate discussion
Group task to create a
display using headlines linked
to factors affecting food
choice/moral/ cultural/social
issue
Research and create a
presentation/ 60 sec pitch
linked to a contemporary food
issue
Research and create a
slogan/poster/leaflet to
address a food issue
TeacherTube extracts to
introduce topic/stimulate
discussion
Conduct, collate and analyse
results of survey into factors
affecting choice of food
Use digital images provided
to complete a PowerPoint
presentation/leaflet/poster of
a moral/environmental or
cultural issue
12
Course aims
to develop learners’
organisational and
technological skills to
contribute to their own
and others’ health and
nutritional needs
Food for Health
options safely and hygienically
issues should be carried out taking
account of safe and hygienic
working practices
Practical food product development
linked to dietary needs of
individuals/health issue
Peer /self-evaluation of developed
food product
Evaluation of food product in
relation to specification/ identified
needs
Using ICT complete nutritional
analysis of proposed dish/ evaluate
against RDA
Conduct a survey /online
market research about
current product
range/potential ingredients
that could be used
Create a 60 second sound
bite for radio on given issue
Conduct cost comparison and
sensory testing, eg Fairtrade
food products
Investigate through online
research the range of food
products available which
address moral food issues,
eg vegetarianism
Investigate and evaluate the
information on food
packaging/ food labels
E-portfolio of
Conduct practical investigations of
functional properties of food
Investigate the range of functional
properties used in various
commercial food products
Conduct a risk assessment of food
product to be produced
All practical food activities should
take account of safe and hygienic
working practices
Mind mapping prior
knowledge
All practical food
activities/sensory testing
should take account of safe
and hygienic working
practices
Investigate recent food
scares in relation to hygiene/
contamination of food
13
Course aims
Food for Health
Devise a PowerPoint/poster/leaflet/
60 second sound bite to address a
hygiene issue during food
preparation
Case studies focused on the role of
various consumer organisations in
relation to food hygiene/safety
food issue linked to food
hygiene/safety
E-portfolio of
14
When delivery is integrated, the functional properties of food and the processes
involved in product development could be used in the context of the dietary and
nutritional needs of individuals for Health and Food Technology: Food for Health
(National 5). Health and Food Technology: Contemporary Food Issues (National
5) could be integrated with both Health and Food Technology: Food for Health
(National 5) and Health and Food Technology: Food Product Development
(National 5).
Working safely and hygienically should permeate all practical food preparation,
production and handling activities.
In order to encourage personalisation and choice, teachers/lecturers should allow
the choice of different case studies/ scenarios/ methods of conducting research/
ways of presenting results.
Examples of integrated learning experiences
Investigate factors affecting the choice of food likes and dislikes of a chosen
group and then devise a suitable food product to meet the dietary/nutritional
needs of the group, taking account of their food preferences and factors
affecting their choice of food.
Devise a new vegetarian food product which takes account of the dietary
needs of a target group, eg adolescents.
Studies or scenarios could be devised which incorporate experiences,
knowledge, understanding and skills from two or three of the Course Units.
15
Developing skills for learning, skills for life
and skills for work
Learners should be aware of the generic skills they are learning. Below are some
learning activities where these skills for learning, skills for life and skills for work
may be developed concurrently with subject-specific skills. Many of the learning
activities exemplified offer opportunities to develop more than one skill for
learning, life and work.
Table 3
Skills for
learning, skills
for life and skills
for work
Learning and teaching opportunities for development
1 Literacy
1.3 Listening and
talking
Mind mapping
Class discussion/debates
Working in pairs/a group to complete
research/investigations
Working in pairs/groups to plan and prepare
leaflet/poster/slogan/ 60 second sound bite/video clip
Working in pairs/a group to prepare and then deliver a
presentation
Visits/visiting speakers and note-taking/recording
Contribute to discussion forum
2 Numeracy
2.2 Money, time
and measurement
Weighing and measuring of ingredients for food
preparation activities
Conducting and analysing surveys in local food
retailers/supermarkets
Costing exercises
Planning investigations/food preparation activities within
the given timescale
Collating results of sensory testing
Using dietary analysis software to analyse a day’s
nutrient intake and evaluate against recommended daily
amounts
3 Health and
wellbeing
3.3 Physical
wellbeing
Visiting speakers — nutritionists/dieticians/any area of
health promotion
Relationship diagrams/mind mapping illustrating link
between food consumption /individual need and health
Use of ingredients to produce healthier food options
Survey of food products which promote health and
wellbeing
4 Thinking skills
4.2 Understanding
Relationship diagrams/mind mapping
Video clips from TeacherTube
Magazine searches
Web-based investigations
Questionnaire design
Visits to related organisations
16
Skills for
learning, skills
for life and skills
for work
Learning and teaching opportunities for development
E-portfolios
Blogs
Discussion forums (online)
Formative assessment tasks
4.3 Applying
Individual/group tasks linked to devise leaflets/
posters/displays/presentations/demonstrations/
60 second sound bites
Learner responsibility for part of the lesson
Learners providing guidance to young pupils in
secondary/primary or nursery school
Problem-solving activities linked to case studies/
scenario
Relationship diagrams/mind mapping
Preparing food products to meet specified needs
Preparing food products successfully through
understanding of functional properties of food.
Conduct a risk assessment
4.4 Analysing and
evaluating
Analysis case studies/scenario, propose solution,
manufacture, test and evaluate success of solution
Using dietary analysis software analyse a day’s nutrient
intake and evaluate against recommended daily
amounts
Conduct a risk assessment
Critically analyse recipes/TV programmes and suggest
alternative healthy ingredients
Comparing by conducting sensory testing/costing
exercise of industry ready-made food products with
fresh self-prepared
Analysis of ‘real life’ scenarios/ results of investigations
Self-evaluation/peer evaluation
The diagram which follows demonstrates how the Course may further develop
Skills for Learning, Skills for Life and Skills for Work.
17
Diagram 1
18
Approaches to assessment and
gathering evidence
The publication, Building the Curriculum 5 sets out a framework for assessment
which offers guidance on approaches to recognising achievement, profiling and
reporting. A shared understanding of assessment standards and expectations is
essential. Research in assessment suggests that learners learn best, and
attainment improves, when learners:
understand clearly what they are trying to learn, and what is expected of them
are given feedback about the quality of their work, and what they can do to
make it better
are given advice about how to go about making improvements
are fully involved in deciding what needs to be done next, and who can give
them help if they need it
(Ref: http://scotland.gov.uk/Publications/2005/09/20105413/54156)
A holistic approach to assessment is recommended where possible. This will
enrich the assessment process for the learner, avoid duplication of assessment
and provide more time for learning and teaching. Additionally, it will allow centres
to manage the assessment process more efficiently.
Where naturally occurring evidence can be generated from the learning activities
this is true assessment of learning. However, prior planning of how to capture
and retain the evidence for verification purposes should be considered.
Whatever the assessment approach used, it is important that the approach to
assessment encourages personalisation and choice. Any reporting back method
can be done in a manner suitable for the learner — text based, audio/electronic
presentation or video evidence. There are many sources of assistive technology
software available to ease text-based tasks such as reading/researching text or
internet searching.
Assessment should meet the varying needs of all learners and be practically
based. It is important though that learners receive regular feedback on their
performance. There are no practical food preparation skills prescribed in the
Health and Food Technology Courses. It is not envisaged that there will be any
reason for exclusion from the practical aspects of the Health and Food Courses.
Please refer to the section on equality and inclusion at the end of these Course
Support Notes for more guidance and advice.
The National Assessment Resource and SQA Understanding Standards website
http://www.understandingstandards.org.uk support teachers in developing a
shared understanding of standards and expectations.
19
Added value
Courses from National 4 to Advanced Higher include assessment of added value.
At National 5, Higher and Advanced Higher, the added value will be assessed in
the Course assessment.
Information given in the Course Specification and the Course Assessment
Specification about the assessment of added value is mandatory.
The purpose of the Course assessment is to assess added value of the Course
as well as to confirm attainment in the Course and to provide a grade. The added
value for the Course will address the key purposes and aims of the Course as
defined in the Course rationale.
In this Course assessment, added value will focus on the following:
challenge — requiring greater depth or extension of knowledge and skills
assessed in other Units
application — requiring application of knowledge and/or skills in practical and
theoretical contexts
The learner will be assessed through a combination of an assignment and a
question paper. Together they will add challenge and application to the Course
as the learner will integrate, extend and apply the skills, knowledge and
understanding they have learned during the Course. Both the assignment and
question paper are worth 50% of the marks available for the Course Assessment.
The assignment will assess learner’s ability to:
devise and implement a strategy to provide a food product solution
manage time and resources to manufacture the food product solution
evaluate the process and food product solution
Learners will investigate a current piece of dietary advice/contemporary food
issue and use the associated food product development process to produce a
new food prototype to meet specified needs. The assignment briefs will be set
and marked by SQA and be sufficiently open and flexible to allow for
personalisation and choice.
The question paper will require application of integrated knowledge and
understanding from across the Units to new contexts. It will be taken under
closed book, supervised conditions and must be completed in 90 minutes.
The question paper will assess the learner’s ability to:
interpret questions
use and integrate retained knowledge and understanding to answer questions
consider given information, draw conclusions and provide solutions
The question paper will be set and marked annually by SQA.
20
Preparation for Course assessment
Each Course has additional time (40 hours) which may be used at the discretion
of the teacher or lecturer to enable learners to prepare for Course assessment.
This time may be used near the start of the Course and at various points
throughout the Course for consolidation and support. It may also be used for
preparation for Unit assessment, and towards the end of the Course, for further
integration, revision and preparation and/or gathering evidence for Course
assessment.
Teachers/lecturers should negotiate with learners to agree on food issues or food
prototype development chosen for assessment purposes.
Learners should be encouraged to use some of these additional hours to practise
the necessary food production process and complete any on-going recording or
monitoring documentation.
Teachers/ lecturers may wish to build in ‘drop in’ review meetings with learners to
ensure progress in performance preparation or portfolio completion. Learners are
expected to demonstrate a degree of responsibility in producing the assignment
evidence — planning, development and evaluating — and should be guided to
continually update assignment evidence and not ‘end load’ this process. The
amount of support given to learners should be documented so this can be
reflected in the overall grading for the Course assessment.
The evaluation section of the assignment and the question paper will be
completed under supervised conditions to check the authenticity of the learner’s
progress. The assignment and question paper will be set and externally marked
by SQA.
The assignment may be introduced at any time during the Course, however
learners should be given sufficient time to develop skills, knowledge and
understanding required before compiling assessment evidence. Formative
assessment approaches similar to the mode of summative assessment could be
used to prepare learners for each type of assessment.
Example
It would be helpful to learners to experience writing up tasks under similar
conditions in order to practise working under this type of stress and
implement strategies to ensure they maximise their mark potential, eg by
reading all the questions before answering.
21
Authenticity
There are a number of techniques and strategies for ensuring that learner’s work
presented is their own. For example:
personal interviews with additional questions to test the rigour of completed
work
oral presentation with questioning by peers
writing sections of report, possibly the evaluative details, under supervised
conditions
video evidence
More detailed information and advice can be obtained in the Course Assessment
Specification for Health and Food Technology (National 5).
Combining assessment across Units
Where the Units are offered on a stand-alone basis, teachers/lecturers will have
more flexibility in developing assessment approaches because there will be no
requirement to relate these to the Course assessment. When, on the other hand,
the Units are delivered as part of the Course, their assessment can be combined.
The pattern of such integrated assessment can mirror that for integrated delivery,
illustrated in the section on Approaches to Learning and Teaching.
Where possible, using an integrated approach to assessment is recommended
because it will:
enrich the assessment process for both learners and teachers/lecturers by
bringing together elements of different Units
make more sense to learners and avoid duplication of assessment
ensure greater rigour in assessment
allow for evidence for both Units to be drawn from a range of activities, thus
making it easier to cover aspects which may not occur in a one-off
assessment
use assessment opportunities efficiently and reduce over-assessment
be cost effective
An integrated approach to learning and teaching across the component Units of
Health and Food Technology (National 5) Course may be possible. Potential links
between Outcomes of Units may be established, which will provide opportunities
for learners to develop skills and use knowledge within one activity. A holistic
approach to assessment will enrich the assessment process for the learner, avoid
duplication of tasks and thus allow more emphasis on learning and teaching.
Care must be taken to ensure that combined assessments provide appropriate
evidence for all Outcomes which they claim to assess.
When integrating assessment across Units, teachers/lecturers could use eassessment where possible. Some possible strategies are outlined in the next
section.
22
E-assessment
E-assessment can play an important role in the design and delivery of National
Courses and Units by supporting integration and learner personalisation and
choice. While it is important not to introduce new, additional ICT skills or
knowledge, it may be that learners may be using ICT in working towards their
assessment.
Learners can benefit from a wide range of online resources to enable them to use
ICT in presenting information for assessment purposes. They may develop a blog
or contribute to a teacher/ lecturer-led discussion forum which can be used for
naturally occurring evidence. E-portfolios may enable learners to select relevant
evidence to meet the assessment standards and encourage reflection,
personalisation and choice.
Where appropriate and easy to access, teachers/lecturers should use technology
to support not only learning and teaching but also formative assessment of their
learners. For example, online testing could be used to reinforce the acquisition of
the underpinning knowledge and for the purposes of formative assessment.
Learners should be encouraged to carry out web-based research, for example
into food products available to address diet-related health problems, establish the
current range of food products, and acquire understanding about functional
properties of ingredients or contemporary food issues. The findings of such
research could then be presented in an e-portfolio, which is an assessment tool
generally supporting personalisation.
Learners could also use blogs, intranets and VLEs to reflect on their learning and
to share their achievements with others. Those same means could then be used
by teachers/lecturers to contribute to authenticating any research which learners
carry out in their own time. Other emerging technologies could also be used to
enhance learners’ assessment experience.
23
This Course has been designed to ensure that there are no unnecessary barriers
to learning or assessment. The Course takes into account the needs of all
learners in that it recognises that young people achieve in different ways and at a
different pace. Neither the mode nor the period of delivery is prescribed, and
centres will be free to use a range of teaching methods and to draw on a range of
mechanisms supporting delivery. Equality and inclusion will also be promoted by
the use of a range of activities and assessment techniques, prior approved by the
SQA, which suit particular learning styles, learners’ needs and prior experiences.
The following guidance should ensure that any issues relating to equality and
inclusion in a Health and Food technology context are addressed:
Centres must take into account the needs of all learners who undertake the
Course.
There should be no gender, social, cultural or physical barrier for any learner
embarking on studying this Course and its individual Units.
There are potentially some equality and inclusion issues in Health and Food
Technology. Due to one focus of the Health and Food Technology Courses being
that of food prototype development, it is not envisaged that any disabled learner
or others with protected characteristics such as pregnancy, maternity, religious or
other beliefs should be excluded from practical aspects of the Health and Food
Technology Courses.
Teachers/lecturers should consider the needs and characteristics of their learners
when selecting food preparation or food product development tasks, cooking
methods, ingredients and recipe selection. Particular food types, cooking
methods or handling of particular foods are not evidence requirements for Health
and Food Technology Courses. The selection of a suitable recipe or prototype
may mitigate the adverse effects on learners, eg a smoothie produced in a
liquidiser, thus limiting practical food handling issues for disabled learners.
Alternatively, food preparation could be carried out by a helper thus minimising
the need to handle food products based upon religious or belief grounds.
Learners could access a wide range of food preparation equipment such as food
processors or blenders or cooking equipment such as microwaves to allow
learners to produce suitable dishes to meet the Outcomes. In addition, learners
could make use of prepared ingredients such as chopped onions, diced carrots or
prepared components such as sauces to assemble food products.
Some dyslexic or dyscalculic learners may require assistance to follow recipes,
measure and weigh ingredients or to undertake research-based tasks. These
learners can be supported in assessment in a range of ways.
The following are reasonable responses to adapting assessments:
24
additional time allocation
scribe or reader
audio evidence
classroom assistant available to assist with food preparation skills
assistive technology
adapted equipment
There are many sources of assistive technology software available to ease textbased tasks such as reading/researching text or internet searching. Equipment
for practical food production is also available in a variety of adapted ways, such
as suction-based mixing bowls. Increased flexibility in relation to how centres
gather evidence should allow more freedom for centres to best meet the needs of
their specific learners, thus, for example, oral evidence for a learner who is
unable to write responses is acceptable providing evidence is retained for
verification purposes.
Alternative approaches to Unit assessment can be used to take account of the
specific needs of learners. However, the centre must satisfy the SQA that the
integrity of the assessment is maintained and that the alternative approach to
assessment will in fact generate the necessary evidence of achievement.
It is recognised that centres have their own duties under equality and other
legislation and policy initiatives. The guidance given in these Course Support
Notes is designed to sit alongside these duties but is specific to the delivery and
assessment of the Course.
It is important that centres are aware of understand SQA’s assessment
arrangements for disabled learners, and those with additional support needs,
when making requests for adjustments to published assessment arrangements.
Centres will find more guidance on this in the assessment arrangements section
of SQA’s website: www.sqa.org.uk/sqa//14977.html.
25
The following reference documents will provide useful information and
background.
Assessment Arrangements (for disabled learners and/or those with additional
support needs) — various publications are available on SQA’s website at:
www.sqa.org.uk/sqa//14977.html.
Building the Curriculum 4: Skills for learning, skills for life and skills for work
Building the Curriculum 5: A framework for assessment
Course Specifications
Design Principles for National Courses
Guide to Assessment (June 2008)
Overview of Qualification Reports
Principles and practice papers for curriculum areas
SCQF Handbook: User Guide (published 2009) and
SCQF level descriptors (to be reviewed during 2011 to 2012):
www.sqa.org.uk/sqa/4595.html
SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
Skills for Learning, Skills for Life and Skills for Work: Using the Curriculum
Tool
26
Published:
January 2012 (draft version 1.0)
Superclass:
to be advised
History of changes to Course Support Notes
Course
details
Version
Description of change
Authorised
by
Date
This document may be reproduced in whole or in part for educational purposes
the source is acknowledged. Additional copies can be downloaded from SQA’s
website at www.sqa.org.uk.
Note: You are advised to check SQA’s website (www.sqa.org.uk) to ensure you
are using the most up-to-date version.
27
Draft Unit Support Notes —
Health and Food Technology:
(National 5)
For general advice and guidance on the Unit.
the source is acknowledged. Additional copies of these Unit Support Notes can
be downloaded from SQA’s website: www.sqa.org.uk.
Unit Support Notes for Food Product Development (National 5) Unit
28
Introduction
These support notes are not mandatory. They provide advice and guidance on
approaches to delivering and assessing the Health and Food Technology
(National 5): Food Product Development Unit. They are intended for teachers and
lecturers who are delivering this Unit. They should be read in conjunction with:
Health and Food Technology (National 5): Food Product Development Unit
Specification
Health and Food Technology (National 5 Course Specification
Health and Food Technology (National 5) Course Assessment Specification
Health and Food Technology (National 5) Course Support Notes
appropriate assessment support materials
If the Unit Support Notes have been developed for a Unit which is not part of a
Course, then it is only necessary to read them in conjunction with the Unit
Specification.
29
Aims
The Food Product Development Unit is a mandatory Unit in the Health and Food
Technology (National 5) Course. The Unit is also available as a free-standing
Unit and is designed to meet the needs of a broad range of learners who may
choose to study it.
The general aim of this Unit is to allow learners to develop knowledge and
understanding of the functional properties of ingredients in food and their use in
creating new food products.
Learners will develop an understanding of the stages involved in developing a
new food product. Through participating in practical activities and using a
problem-solving approach, learners will manufacture a food product to meet
specified needs. Learners will develop and apply knowledge and understanding
of safe and hygienic food practices and techniques.
Learners who successfully complete this Unit will be able to demonstrate
achievement of the following Outcomes:
1
Explain a specified range of functional properties of ingredients used in
food products.
2
Explain how new food products are developed and make food products to
meet specified needs.
Progression into this Unit
Entry into this Unit is at the discretion of the centre. However, learners would
experience:
Health and Food Technology Course (National 4) or relevant component
Units
Wellbeing Award (SCQF Level 4)
An interest in food, nutrition or health as well as prior experience of developing
practical cookery skills would be an advantage. This Unit is also suitable for
learners with appropriate prior experience.
Centres wishing to establish the suitability of learners without prior qualifications
and/or experiences and outcomes may benefit from carrying out a diagnostic
review of prior life and work experience.
30
in the Unit
Information about skills, knowledge and understanding is given in the Health and
Food Technology (National 5) Course Support Notes.
If this Unit is being delivered on a free-standing basis, teachers and lecturers are
free to select skills, knowledge, understanding and contexts which are most
appropriate for delivery in their centres.
understanding that could be included in the Unit.
Skills
Technological skills
related to food production
Food production skills
Examples within the Unit
could include technical skills at the production
stage, showing cooking competence, such as
creaming, rubbing-in, lining, piping
planning and preparation of products that
incorporate dietary knowledge
Food hygiene skills
Organisational skills
necessary to research,
plan, prepare and
evaluate products and
processes
via exploring current market trends, undertaking
investigations such as questionnaires and
interviews
via costing exercises, recipe development/
adaptation of proportions, plans of work,
management of time when manufacturing
products
conducting sensory testing sessions, resource
requisitions, collation of investigation results
Problem solving related to
a range of health, food,
nutrition, lifestyle and
consumer needs
via exploring the nutritional needs of specific
target groups/products and/or nutritional testing,
analysis of design briefs
Knowledge and
understanding
Examples within the Unit
Knowledge and
practical properties and
functions of food
Such as:
Eggs — aeration, emulsification, binding,
coagulation
Flour — gelatinisation, dextrinisation
Fat — shortening, creaming, rubbing-in
Knowledge and
understanding of the food
product development
process
Such as:
Concept generation, concept screening,
prototype production, product testing,
information and advertising materials designed
for packaging, first production run, marketing
plan and launch
Food hygiene standards
31
To enrich the delivery of the Contemporary Food Product Development Unit
(National 5) it is recommended that learners engage in learning activities where
they consider and are encouraged to understand the interrelationships between
food manufacturing and production techniques, bacterial concerns and prototype
food development issues surrounding food. This will enable learners to make
stimulate consideration of global citizenship and responsibility.
Progression from this Unit
Achievement in this Unit could provide a progression route to the following
courses or Units:
Higher Health and Food Technology Course or relevant component Units
Hospitality (National 5)
The practical skills within this Unit have applications to other subject areas as
well as life and work.
32
teaching
This section of the Unit Support Notes provides advice and guidance and
suggestions for suitable approaches to delivering this Unit. This Unit is designed
to provide flexibility and choice for both the learner and delivering centre.
Approaches to learning and teaching enhance opportunities for learners of all
abilities to achieve their full potential, whether working in a whole-class, small
group or supported self-study situation.
It is good practice to use a variety of methods so that learners’ interest and
motivation are maintained and individual preferences for different learning
styles are considered.
When delivering the Unit content, account should be taken of the prior
knowledge that learners may have.
Teachers/lecturers will need to ensure an appropriate balance between
teacher-directed approaches and learner-centred activities. For example, it
may be more appropriate to use a teacher or lecturer-directed approach when
introducing a new concept. Discussion groups/ personal investigation and
research are excellent ways of promoting some independence in learning.
Visits and guest speakers bring commerce and employment experiences to
the Course delivery.
Learning and teaching approaches should allow the Outcomes to be
achieved through use of practical, active-learning techniques.
Tasks should be open to allow for personalisation and choice as well as
enabling learners to work at a suitable pace with appropriate support.
Learners need to be able to practise skills linked to food prototype
development through a variety of practical tasks in different contexts. This will
enable them to demonstrate competence in the Unit and to allow them to link
relevant knowledge and skills in an integrated way.
More guidance and advice on delivery, bi-level teaching and sequencing of Unit
delivery can be found in the appropriate sections of the Health and Food
Technology (National 5) Support Notes.
Some examples of possible approaches to learning and teaching are given in the
table which follows. Please note, these are examples only and the learning and
teaching for this Unit could be approached in different ways.
33
Outcome 1 — Explain a specified range of functional properties of
ingredients used in food products
Outcome
Possible learning and teaching approaches
1.1 Explaining
two different
functional
properties of
three different
ingredients and
their function in
food products
Teachers/lecturers could outline the functional properties linked
to each of the following ingredients:
eggs
flour
sugar
fat
Learners could take part in individual or group practical
activities linked to each of the different ingredient. For example:
functional properties of eggs may include aeration
(meringues, whisked sponges), emulsifying (mayonnaise),
binding (cake making) and coagulation (egg custard) etc
functional properties of flour could include gelatisation
(sauce making), fermentation (bread making) and
detrixinisation (browning on surface of baked or toasted
flour products)
functional properties of sugar could include crystallisation
and caramelisation (confectionery)
functional properties of fat could include shortening (pastry,
shortbread), creaming(creamed sponge) and rubbing in
(pastry and some cakes)
These practical activities could take place over a number of
lessons.
Practical activities and results could be recorded to allow
discussion of:
factors that affect finished results of one recipe
the number of functional properties illustrated in one food
product
1.2 Producing
one food
product using
three different
ingredients to
demonstrate
their function
Teachers should encourage learners to choose a suitable
practical activity that is within their ability.
Learners could produce one product and identify the functional
properties of each of key ingredients.
Suitable food products could include: scones, all in one
sponges, whisked sponge, muffins, and biscuits.
Learners give verbal feedback to explain to others in the class
the functional properties of their chosen product.
34
1.3 Explaining
the effect on
the production
of the same
food product by
varying the
proportion or
type of one of
the ingredients
In pairs, learners could:
using the same or a different food product as previously,
conduct a practical investigation by varying one ingredient.
For example, batches of creamed sponge using plain flour,
plain flour + raising agent, self-raising flour, or wholemeal
flour
Learners could record results digitally, measuring volume
/height and completing a sensory test
Learners could explain the results and draw conclusions.
The results for the class could be displayed on the classroom
wall or school website.
Outcome 2 — Explain how new food products are developed and make
food products to meet specified needs
|Outcome
2.1 Explaining
three stages of
food product
development
Videos, social network clips, food product website could be
used to explore the commercial production of various foods
products.
Teachers/lecturers could outline the reasons for new food
product development by the major food retail outlets.
Teachers/lecturers could outline each of the stages of food
production.
Learners could:
In pairs, investigate the wide range of new food products
currently available from supermarkets (using product
headings provided by the teacher) linked to meeting dietary
needs of individuals, current dietary advice or the snack
food market
In pairs, complete an exercise and provide an explanation
of each of the stages of food product development in
relation to different food products.
2.2 Describing
three food
hygiene and
safety controls
to prevent
bacterial growth
during three
stages of food
product
development
There could be classroom discussion linked to cases or
outbreaks of food poisoning which have hit the news
headlines.
A visit from person involved in commercial food production or
food hygiene, such as agencies responsible for environmental
health could be useful. Or, groups could visit premises
involved in mass production of food, eg school meals catering
facility, local bakery or sandwich maker.
35
Stages of manufacture could include: delivery, storage,
preparation, cooking of ingredients, chilled storage/cooling,
packaging, distribution of food product.
2.3 Investigate
three ways that
a food product
could be
adapted to
meet specified
needs
In pairs, learners could investigate the variations that already
exist in food retail outlets for one traditional food product, for
example, variations of spaghetti bolognaise or cottage pie.
Using a traditional recipe for the food, learners could identify
ingredients that could be added or removed, changes in
methods of preparation, assembling, cooking, presentation or
serving suggestions that could ensure the product meets the
specified needs of an individual. Learners could then rewrite
new recipe and give it an original name.
Learners could also:
devise and conduct a simple questionnaire to establish like
and dislikes for flavours or potential ingredients
conduct an online survey of similar products already
available
undertake interviews with an expert such as school meals
supervisor or food product development expert
conduct sensory testing of a given range of products before
collating results and drawing conclusions linked to food
preferences.
undertake some basic market research
produce adapted food products and record any additional
changes that are made during the production
Learners could be given a stores table of various ingredients
that are suitable to add to a basic recipe and work in pairs to
create a new food product.
2.4 Adapting
and preparing a
food product to
meet specified
needs
Using a variety of scenarios, learners could adapt a basic
recipe to meet the needs of a specified individual.
Examples of suitable recipes could include: shepherd’s pie,
macaroni cheese, chicken curry, lasagne, pasta bake or fish
pie.
Learners could:
prepare the chosen recipe
record a digital image of the finished product
complete and record results of sensory testing
36
2.5 Conducting
a sensory
evaluation of
the adapted
food product
and explaining
how the food
product meets
the specified
needs
Learners could:
complete sensory testing using five tasters to assess the
acceptability of the new food product in terms of
appearance, flavour and taste, texture and overall
acceptability.
complete a written account which explains how the chosen
product meets the needs within the given scenario.
suggest an adaptations or improvements that could be
made as a result of feedback given from sensory testing.
give feedback to class.
37
and skills for work
Information about developing skills for learning, skills for life and skills for work in
this Unit is given in the relevant Course Support Notes.
Learners are expected to develop broad, generic skills as an integral part of their
learning experience. The Unit Specification lists the skills for learning, skills for
life and skills for work that learners should develop through this Course. These
are based on SQA’s Skills Framework: Skills for Learning, Skills for Life and
Skills for Work and must be built into the Unit where there are appropriate
opportunities. The level of these skills will be appropriate to the level of the Unit.
The table which follows provides exemplification of how the Skills for Learning,
Skills for Life and Skills for Work of Numeracy, Health and Wellbeing and
Thinking Skills can be further developed within this Unit. These skills enable
learners to participate effectively in technological and enterprising activities.
Skills for
learning, skills
for life and skills
for work
1 Literacy
1.2 Writing
1.3 Listening and
talking
Learning and
teaching
opportunities for
development
Possible Unit examples
Opportunities for
listening and talking
will occur in a variety
of learning situations
Through structured questioning.
Through group work and where
learners are given the opportunity
to present solutions or information
researched to their peers and staff
eg where a learner have
researched the dietary needs of a
group of individuals and reports
back.
38
2 Numeracy
2.2 Money, Time
and
Measurement
Learning activities
could involve
experimental work;
where there is a
control recipe made
and various options
produced that involve
changing of
proportions of
different ingredients.
These would then be
discussed in relation
to the control and
implications of
change explored
Learners may develop an
understanding of the implications
of accurate measurement and how
changing proportions affect end
products.
Time is an important part of the
product development process.
Learners may be encouraged to
plan their time, especially during
the production stage, usually with
the production of a logical
sequence of work/time plan.
Problem solving
tasks/practice
scenarios
3 Health and
Wellbeing
Discussion and
experiential learning
Learners may explore how
manufacturers adapt/develop
products to take account of
different dietary and health needs.
Problem solving tasks
Understanding the product
development process and the
functional properties of ingredients
being applied in the production of
appropriate food products.
3.3 Physical
Wellbeing
5 Thinking
Skills
5.2
Understanding
5.3 Applying
5.4 Analysing
and evaluating
Investigations
Learning how to set up sensory test
sessions.
Learning how to analyse/evaluate
sensory test results.
Investigations may also include the
use of nutritional databases, results
of which might be required to be
interpreted/evaluated.
39
gathering evidence
All of the Outcomes and Assessment Standards in a Unit must be covered in the
Assessment of a Unit.
Approaches to the assessment of Units when they form part of a Course may
differ from approaches to assessing the same Unit when delivered on a freestanding basis. Where Units are delivered on a stand-alone basis, teachers/
lecturers will have more flexibility to develop approaches to delivering and
assessing Units which are not related to Course assessment.
There is an expectation that centres will undertake theoretical work with learners
— ideally reinforced via practical activities — to cover this Unit. Timing of
assessment should take place once this theoretical input is completed. Evidence
may be gathered in a variety of forms, that best suits the needs of the learner and
individual centres. It is recommended that assessors use their professional
judgement to determine the most appropriate way to generate evidence.
To mitigate against any equality or inclusion issues, any reporting back method
software available to ease text-based tasks such as reading/researching text or
internet searching.
Please refer to the section on Equalities and Inclusion at the end of the Health
and Food Technology (National 5) Course Support Notes for more advice and
guidance on these matters.
Reassessment
If a learner is unable to explain the stages of the food product development
process, this should not disadvantage them when it comes to undertaking the
adaptation and preparation of the food product. Reassessment of this standard
can occur.
It is however important that support is provided to ensure that learners have
undertaken appropriate investigations that allows them to understand and meet
the brief before progressing onto the production stage. If an inappropriate choice
is made, due to the learner not understanding the specified needs, they may be
directed to undertake further work in this area before being allowed to move onto
the production/evaluation stage. By doing so, it prevents learners choosing a dish
of their choice purely on the grounds that they enjoy making it.
Authenticity
40
work
writing up sections of report, possibly the evaluative details, under supervised
conditions
video evidence
Combining assessment within Units
All Units are internally assessed against the requirements shown in the Unit
Specification. Each Unit can be assessed on an individual Unit-by-Unit basis or
via the use of a combined assessment. At National 5 level, the Unit will be
assessed on a Pass/Fail basis.
An integrated approach to learning and teaching across the Outcomes of Units is
recommended. If potential links between Outcomes of Units can be established,
this may provide opportunities for learners to develop skills and use knowledge
within one assessment activity. A holistic approach to assessment will enrich the
assessment process for the learner, avoid duplication of tasks and thus allow
more emphasis on learning and teaching. Care must be taken to ensure that
combined assessments provide appropriate evidence for all Outcomes which
they claim to assess.
For example:
It may be that the dish(es) chosen for Outcome 1 are appropriate to assess
the standards in Outcome 2. Therefore, one practical activity would be
sufficient to show the learner has achieved a pass overall in the Unit
providing the evidence meets all the assessment standards.
Centres may opt to assess naturally occurring activities, but they must still
provide evidence, eg observational checklists, video of practical activities.
E-assessment
E-assessment can play an important role in the design and delivery of the new
National Courses and Units by supporting integration and learner personalisation
and choice. While it is important not to introduce new, additional ICT skills or
knowledge, learners may be using ICT in working towards their assessment.
Where resources are available, use may be made of relevant websites to allow
learners to research topics and undertake work on presenting their learning.
Evidence should be able to be generated and held in a variety of formats, that
best suits the needs of the learner and centre. Appropriate ICT systems could be
used as a mechanism for recording attainment, in particular the elements of the
course that lend themselves to written work — such as explaining functional
properties of food, or describing food hygiene controls. Assessors must choose
an assessment format which takes into account the needs of all learners and
implement the assessment at an appropriate stage in the Unit.
41
E-assessment, where appropriate could allow for evidence to be gathered and
transferred electronically for verification/validation/moderation purposes. If
undertaking e-assessment, consideration of validity of assessment carried out in
this way has to be taken into account.
42
Where appropriate, arrangements should be made to ensure that there will be no
artificial barriers to learning. Tasks should be devised to ensure inclusion and
without gender bias. Ideally activities chosen should reflect ‘real life’ situations to
which learners can relate, thus avoiding any unnecessary social barriers which
may arise. The nature of learners’ needs should be taken into account when
planning learning activities and to provide alternative provision or support where
necessary. This will ensure the inclusion of all learners and support them in the
learning process.
Increased flexibility in relation to how centres gather evidence should allow for
more freedom for centres to best meet the needs of their specific learners, thus,
for example, oral evidence for a learner who is unable to write responses is
perfectly acceptable, providing evidence is retained for verification purposes.
Approval for such arrangements must always be agreed with the SQA.
It is not envisaged that any disabled learner or others with protected
characteristics such as pregnancy, maternity, religious or other beliefs should be
excluded from any Units of the Health and Food Technology Courses.
scribe or reader
audio evidence
classroom assistant
adapted equipment
Alternative approaches to Unit assessment which take account of the specific
needs of learners can be used, provided the centre can satisfy SQA that the
integrity of the assessment is maintained and that the alternative approach to
assessment will, in fact, generate the necessary evidence of achievement.
There are numerous examples of learning and teaching aids now available to
assist the learner such as assistive technology software to assist with text-based
learning.
Equipment for practical food production is also available in a variety of adapted
ways, eg suction bowls, motorised can openers. Learners could access a wide
range of food preparation equipment such as food processors/blenders/mini
choppers or cooking equipment such as microwaves. Learners could make use
of prepared ingredients to assemble food products.
There is more advice and guidance about these issues in the Equality and
Inclusion Section in the Health and Food Technology (National 5) Course
Support Notes.
43
legislation and policy initiatives. The guidance given in these Unit Support Notes
is designed to sit alongside these duties but is specific to the delivery and
assessment of the Unit.
It is important that centres have an understanding of SQA’s provision of
assessment arrangements for disabled learners and those with additional support
needs when making requests for adjustments to published assessment
arrangements.
Centres will find more guidance on this in the series of publications on
Assessment Arrangements on SQA’s website: www.sqa.org.uk/14977.html
44
background.
support needs) — various publications on SQA’s website:
http://www.sqa.org.uk/sqa/14976.html
Research Report 4 — Less is More: Good Practice in Reducing Assessment
Time
Coursework Authenticity — a Guide for Teachers and Lecturers
Tool
SQA Guidelines on e-assessment for Schools
SQA Guidelines on Online Assessment for Further Education
SQA e-assessment web page: www.sqa.org.uk/sqa/5606.html
45
Below is an example of a checklist which could be used to record practical-based
information/evidence for this Unit. Please note, this is an example only and
evidence for this Unit could be gathered and recorded in other ways.
Unit Health and Food Technology (National 5): Food Product Development
Name
1.1 Explaining
two different
functional
properties of
three different
ingredients and
their function in
food products.
1.2 Producing
one food
product using
three different
ingredients to
demonstrate
their function.
1.3 Explaining the
effect on the
production of the
same food product by
varying the proportion
or type of one of the
ingredients.
Assessor
signature and
date
Learner Assessment Record
Health and Food Technology (National 5)
Unit: Food Product Development
Outcome 1
1.1
Explaining two different functional properties of three different ingredients
and their function in food products.
1.2
Producing one food product using three different ingredients to
demonstrate their function.
1.3
Explaining the effect on the production of the same food product by varying
the proportion or type of one of the ingredients
The learner has satisfied the assessor that the performance evidence has been
met.
Learner’s signature
Assessor’s signature
Date
46
Published:
Superclass:
to be advised
History of changes to Unit Support Notes
Unit
details
Version
Authorised
by
Date
47
(National 5)
Unit Support Notes for Contemporary Food Issues (National 5) Unit
48
Introduction
support the delivery of the Health and Food technology: Contemporary Food
Issues (National 5) Unit. They are intended for teachers and lecturers who are
delivering the Unit. They should be read in conjunction with:
Health and Food Technology (National 5): Contemporary Food Issues Unit
Specification
Health and Food Technology (National 5) Course Specification
Health and Food Technology (National 5 Course Support Notes
Specification.
49
Aims
The Contemporary Food Issues Unit is a mandatory Unit of the Health and Food
Technology (National 5) Course. The Unit is also available as a free-standing
Unit and is designed to meet the needs of a broad range of learners who may
choose to study it.
The general aim of this Unit is to allow learners to develop knowledge and
understanding of contemporary issues affecting choice of food and, through
practical activities, develop an understanding of their effects on health and
wellbeing.
1 Explain contemporary food issues which influence consumers’ choices of
food.
2 Use knowledge and skills of contemporary food issues to make healthy food.
experience:
Units
An interest in food, nutrition, consumer issues or related work experience in the
health or food industries will assist successful progression through this Unit. This
Unit is also suitable for ‘new starts’ and adult returners with appropriate prior
experience. Centres wishing to establish the suitability of learners without prior
qualifications and/or experiences and outcomes may benefit from carrying out a
diagnostic review of prior life and work experiences.
in the Unit
Information about mandatory skills, knowledge and understanding is given in the
Health and Food Technology (National 5) Course Support Notes.
50
Skills
Examples
Problem-solving
skills
Case studies related to specific consumer groups’
needs such as:
families, teenagers, single parent families, elderly
or students
Investigating specific contemporary food issues and
their impact on consumer choice/ health such as:
organic foods
international food trade
genetically modified (GM) foods
functional foods
Knowledge
Examples
Knowledge of
technological
change and its
impact on the
food industry
Describing how technological developments in the
food industry affect consumer choice of food such as:
food additives
functional foods
chilling and cook-chill products
Ultra Heat Treated (UHT) products etc.
Knowledge of
current consumer
and
contemporary
food issues
influencing food
choice and health
Describing contemporary food issues which may
influence consumer choice such as:
genetic modification (GM)
food labeling
food miles
pollution
recycling
Identifying and explaining factors that affect
consumer choice of food and its possible effect on
health such as:
income/budget
lifestyle
working hours/shift patterns
nutritional knowledge
practical food skills
Identifying organisations and explaining how they
51
protect the interests of consumers when buying food
such as:
environmental health organisations
trading standards organisations
food standards organisations
To enrich the delivery of the Contemporary Food Issues Unit (National 5) it is
recommended that learners engage in learning activities where they consider,
and are encouraged, to understand the interrelationships between cultural,
social, ethical and moral issues surrounding food. This will enable learners to
make informed decisions which not only promote a sustained healthy lifestyle, but
also stimulate consideration of global citizenship and responsibility.
This Course or its components may provide progression to:
Further Education
Employment opportunities
52
teaching
This Unit is designed to provide flexibility and choice for both the learner and
delivering centre.
introducing a new concept. Discussion groups/ personal investigation and
research are excellent ways of promoting some independence in learning.
Visits and guest speakers bring commerce and employment experiences to
the course delivery.
Learners need to be able to practise skills through a variety of practical tasks
in different contexts, linked to contemporary food issues to enable them to
demonstrate competence in the Unit and to allow them to link relevant
knowledge and skills in an integrated way.
Some examples of possible approaches to learning and teaching activities are
given in the table which follows. Please note, these are examples only and
learning and teaching for this Unit can be approached in different ways.
53
Outcome 1 — Explaining contemporary food issues which influence
consumers’ choice of food
Assessment
Standard
1.1 Explaining
factors affecting
consumers’
choices of food
Possible Approaches to learning and teaching
There could be teacher-led discussion or mind mapping of
factors affecting consumer choice of food. PowerPoint or other
kinds of presentations could be used to revise or categorise
factors affecting choice of food.
Examples of possible factors which may affect choice of food
could include: budgets, lifestyle, online shopping, working
hours/shift patterns, nutritional knowledge, special dietary
needs, allergies, foreign travel and knowledge of world cuisine,
likes and dislikes, advertising and the media, food labelling,
practical food preparation and cooking equipment.
In pairs, learners could create a presentation linked to a
restricted number of factors. Pairs could give
feedback/presentation to class.
Learners could also:
create an advert for a new food product linked to a case
study regarding factors affecting choice of food.
Digital media can be saved onto the department website or
used for a classroom/department display
Individually, learners could produce food products, recipes or
snacks linked to given case studies regarding factors affecting
choice of food.
1.2 Describing
three
contemporary
food issues
which may
influence
consumers’
choices of food
Learners could produce mind maps of prior knowledge linked
to contemporary food issues.
Visiting speakers, linked to any of the contemporary food
issues, could be invited to talk to the class. This could include
a representative from a supermarket which takes account of
these contemporary food issues.
Activities could be timed to link to events such as Fairtrade
week.
Possible contemporary food issues may include:
54
moral issues such as factory farming, genetic modification
of food, Fairtrade, organic produce
environmental issues such as food miles, sustainability,
energy saving, pollution, packaging, recycling.
cultural issues such as religious beliefs , religious festivals
In small groups, learners could research facts and then
construct, conduct and analyse results of a survey of consumer
or pupil awareness of Fairtrade, organic and genetically
modified (GM) foods. Learners could then present findings to
the rest of the class.
Learners also could:
conduct an online supermarket survey to establish the
origin and therefore the food miles for a limited range of
food products. Present findings to the rest of the class.
investigate the function of various packaging materials
linked to different food products. Identity any products that
use too much packaging. Present findings to the rest of the
class
individually, produce a food product using in season and
locally available produce.
create a food product which meets the dietary guidelines
linked to one religious group.
Classes or groups could hold a Fairtrade coffee morning for
staff where food and drinks has been produced using Fairtrade
ingredients.
1.3 Describing
two
technological
developments
affecting
consumers’
choices of food
There could be teacher-led discussion to introduce the various
technological developments.
Technological developments could include: food additives,
functional foods, modified atmosphere packaging,
mycoproteins, sugar substitutes, cook-chill and UHT
Learners could make use of various websites and video clips
to highlight key facts or ranges of products linked to each of
the technological developments.
In pairs, learners could complete research linked to one of the
technological developments and use the information to
produce a presentation.
Practical investigations of beef burgers vs. mycoprotein (eg
Quorn) burgers could be conducted. Learners could complete
sensory testing and nutritional comparison using the nutritional
information from the packaging. They could then record results
and draw conclusions. Investigations could be conducted with
55
other products such as sausages.
Learners could use mycoprotein as an ingredient as a
substitute for a mince, meat or chicken in a given recipe and
assess the finished food product.
In pairs, learners could complete practical activities comparing
recipes made with and without sugar substitutes.
In pairs, learners could conduct a sensory test of organics and
non-organic foods, UHT and non-UHT products, such as milk
or orange juice.
1.4 Identifying
two different
organisations
and explaining
how they
protect the
interest of
consumers in
relation to
contemporary
food issues
There could be teacher-led discussion on different consumer
problems experienced by learners or teachers or which have
hit the headlines linked to food.
Learners could view video or social networking site clips linked
to various food problems and their outcomes. Some TV
programmes may provide useful segments that could be used
to stimulate discussion.
Learners could discuss the roles of various organisations that
could help address food problems.
Speakers from Environmental Health or Trading Standards
could visit the learning institution and give examples of
problems that have occurred in the local community and the
action that has taken place.
Suggested consumer organisation could include: Advertising
Standards Authority, Environmental Health Department,
Trading Standards Department, Food Standards Agency or
equivalent organisations, and consumer magazines such as
‘Which?’.
Learners could:
complete case studies or scenarios linked to various food
problems or organisations that may help or provide advice
produce or act out a short advert to show how to tackle a
given problem linked to food
1.5 Explaining
how three
current pieces
of information
on food labels
help the
Learners could:
mind map prior knowledge linked to statutory and voluntary
labelling of food products.
use PowerPoints to highlight the statutory and voluntary
labelling of food products.
use information from food retail websites to provide a
56
consumer make
informed
choices
source of information on voluntary/statutory labelling
including recycling symbols etc.
using a food label, identify the statutory and voluntary
labelling information
in pairs, produce a PowerPoint, leaflet, poster, hand-out or
magazine article on: traffic lights; nutrition information;
guideline daily amounts; ingredient list; recycling symbols
using case studies, identify suitable commercial food
products from a range of food packaging materials
design a food product for a given brief, produce/adapt a
suitable packaging and identify the statutory and voluntary
labelling that should be included on the food product.
Outcome 2 — Use knowledge and skills contemporary food issues to make
healthy food
Assessment
Standard
2.1Investigating
two functional
food products
Learners could online research to establish the current range
of food preparation or cooking equipment. They could work in
pairs to produce an illustrated magazine advert to promote the
use of one food preparation or cooking piece of equipment.
Learners could carry out a range of practical food activities to
produce snacks or dishes. They should be confident on the
range of uses of all different pieces of food preparation or
cooking equipment.
Learners could record digital pictures of the use of the
different pieces of equipment.
Learners could:
2.2 Identifying
investigate the range of food preparation or cooking
advantages and
equipment available in the department and establish how
disadvantages
they can be used. This could involve teacher
of these in terms
demonstration.
of health and
identify suitable equipment for given case studies linked to
lifestyle
the needs of different individuals
2.3 Making
basic healthy
food which
includes one of
these functional
food products
Learners could carry out a range of practical food activities to
produce snacks or dishes. They should be confident on the
range of uses of all different pieces of food preparation or
cooking equipment.
During all practical food activities, learners should implement
guidelines for personal, food and kitchen hygiene to prevent
growth of bacteria.
57
At the end of the lesson the food should be correctly stored
and instructions given for adequate reheating.
2.4 Describing
how functional
food products
can be included
in meals as part
of healthy and
balanced diet
Learners could produce ‘visual’ plates for specified individuals
for group or partner review
From range of resources, learners could put together and
informative poster promoting specific functional food products
and skills for work
Information about developing skills for learning, skills for life and skills for work in
this Unit is given in the relevant Course Support Notes.
Learners are expected to develop broad generic skills as an integral part of their
Skills for Life and Skills for Work of Numeracy, Health and Well-being and
Thinking Skills can be further developed within this Unit. These skills enable
learners to participate effectively in technological and enterprising activity.
Skills for learning, skills for life and
skills for work
1
Literacy
1.2
1.3
Writing
Listening and talking
Examples could include
Discussion of contemporary food
issues in pairs, groups or class, taking
notes.
Presentations on specific consumer
issues to groups/class.
Visiting speakers from:
trading standards departments
environmental health departments
2
Numeracy
2.2
Money, time and measurement
Shop surveys in local food
retailers/supermarkets looking at
availability of local produce.
Understanding food labelling
58
3
Health and Wellbeing
3.3
Physical wellbeing
Understanding the relationship
between health, food, nutrition, lifestyle
and consumer choices.
Knowledge of agencies which can
inform and/or protect consumers.
Use of visiting speakers to discuss
issues that impact on health such as:
environmental health
trading standards
community nurse/dietician
5
Thinking skills
5.2
5.3
5.4
Understanding
Applying
Analysing and evaluating
Understanding factors affecting
consumer choice of foods.
Problem-solving activities or case
studies based on consumer
needs/making choices.
Production of a PowerPoint
presentation, poster or leaflet about a
contemporary food issue.
Using information on food labels to
make informed choices for different
groups of consumers.
59
gathering evidence
differ from approach to assessing the same Unit when delivered on a freestanding basis. Where Units are delivered on a stand-alone basis,
teachers/lecturers will have more flexibility to develop approached to delivering
and assessing Units which are not related to Course assessment.
judgement to determine the most appropriate way to generate evidence.
To mitigate against any equality or inclusion issues, any reporting-back method
software available to ease text based tasks such as reading/researching text or
internet searching.
Authenticity
work
writing-up sections of report, possibly the evaluative details, under supervised
conditions
video evidence
Opportunities for assessment and gathering evidence in this Unit can be seen in
the table below. Please note, these are examples only and evidence for this Unit
can be generated and gathered in different ways.
60
Approaches to assessment
1.1 Explaining
three factors
affecting
consumers’
choice of food.
A short/restricted
response question paper
to cover all of the
assessment standards in
the Unit.
Learners may also
provide this information in
a short presentation to
the teacher/lecturer
Learners should explain
factors affecting consumer
choice of food.
Gathering evidence
Question paper
responses
Learners may also
provide this information
orally to the
teacher/lecturer
This could be recorded in a
variety of ways, eg
video/scribed or on a
checklist
Factors could include:
income/budget
lifestyle
climate
working hours/shift
patterns
access to shops
online shopping
nutritional knowledge
practical food skills
food preparation/cooking
equipment available
any other relevant factor
1.2 Describing
three
contemporary
food issues
which may
influence
consumers’
choices of food
A short/restricted
to cover all of the
the unit.
Learners may also
orally to the
teacher/lecturer
Learners could describe
orally or in text contemporary
food issues which may
influence consumer choice of
food.
Question paper
responses
Learners may also
orally to the
teacher/lecturer
variety of way, eg
checklist.
61
Contemporary food issues
could include:
1. Moral issues such as:
factory farming
genetic modification (GM)
organic produce
farmer’s markets
food labeling
any other relevant
2. Environmental issues,
such as:
food miles
sustainability
energy saving
pollution
packaging
recycling
any other relevant
environmental food issue
3. Cultural issues, such as:
religious beliefs
religious festivals
any other relevant cultural
food issue.
1.3 Describing
two
technological
developments
affecting
consumers’
choices of food
A short/restricted
to cover all of the
the Unit.
Learners may also
orally to the
teacher/lecturer
Learners could describe
orally or in text technological
developments affecting
consumers’ choice of food.
Question paper
responses
Learners may also
orally to the
teacher/lecturer
variety of ways, eg
checklist.
Technological developments
could include:
62
food additives
functional foods
modified atmosphere
packaging
mycoproteins (Quorn)
sugar substitutes
freezing
chilling and cook-chill
products
UHT products
any other relevant
technological
development
1.4 Identifying
two different
organisations
and explaining
how they
protect the
interest of the
consumer in
relation to
contemporary
food issues
A short/restricted
to cover all of the
the Unit.
Learners may also
orally to the
teacher/lecturer
Learners could identify and
explain orally or in text how
different organisations protect
the interests of the consumer
in relation to food.
Question paper
responses
Learners may also
orally to the
teacher/lecturer
variety of way, eg
checklist.
Organisations could include:
citizens advice agencies
environmental health
departments
trading standards
departments
food standards agency
consumers associations
any other relevant
organisation
1.5 Explaining
how current
information on
food labels help
the consumer
make informed
choices
A short/restricted
to cover all of the
the unit.
Learners may also
orally to the
teacher/lecturer
Question paper
responses
Learners may also
orally to the
teacher/lecturer
variety of ways, eg
63
Learners could explain orally
or in text how current types of
information on food labels
help the consumer make
informed choices.
checklist.
Current information on food
labels could include:
name/description of
product
list of Ingredients
‘use by’/’Best before’
dates
name and address of
manufacturer/packer or
seller
weight or volume of the
product
country of origin
storage instructions
instructions for
use/cooking
any other relevant
information on food
labels.
An integrated approach to learning and teaching across the Outcomes of Units is
recommended. If potential links between Outcomes of Units can be established,
this may provide opportunities for learners to develop skills and use knowledge
within one assessment activity. A holistic approach to assessment will enrich the
assessment process for the learner, avoid duplication of tasks and thus allow
more emphasis on learning and teaching. Care must be taken to ensure that
combined assessments provide appropriate evidence for all Outcomes which
they claim to assess.
provide evidence, eg video footage or observational checklist.
64
E-assessment
Where resources are available, use may be made of relevant web sites to allow
Evidence should be able to be generated and held in a variety of formats that
course that lend themselves to written work. Assessors must choose an
assessment format which takes into account the needs of all learners and
transferred electronically for verification/validation/moderation purposes.
If undertaking e-assessment, consideration of validity of assessment carried out
in this way has to be taken into account.
The National Assessment Resource and SQA’s quality enhancement procedures
complement e- assessment.
65
without gender bias. Ideally, activities chosen should reflect ‘real life’ situations to
learning process. Centres will find more advice about this in the assessments
section of the SQA’s website: www.sqa.org.uk.
acceptable providing evidence is retained for verification purposes.
scribe or reader
audio evidence
classroom assistant available
adapted equipment
needs of learners can be used provided the centre can satisfy SQA that the
integrity of the assessment is maintained and where the alternative approach to
learning.
processors/blenders/mini choppers or cooking equipment such as microwaves. In
addition, learners could make use of prepared ingredients to assemble food
products.
Support Notes.
66
arrangements.
67
background.
Time
Tool
68
Appendix 2: Exemplar Checklists
Below you will find an example of a checklist which could be used to record
practical based information/evidence for this Unit. Please note, this is an example
only and evidence for this Unit can be gathered and recorded in other ways.
Unit Health and Food Technology (National 5): Contemporary Food Issues
Name
Three
factors
affecting
consumer
choices
of food
are
explained
Three
contemporary
food issues
described
Two
technological
developments
affecting
consumers’
choices of
food are
described
Identifies two
different
organisations
and
protection
they offer the
consumer
Three
types of
food
labelling
information
explained
Assessor
signature
and date
Unit: Contemporary Food Issues
Outcome 1
1.1
Three factors affecting consumer choices of food are explained.
1.2
Three contemporary food issues described.
1.3
Two technological developments affecting consumers’ choices of food are
described.
1.4
Identifies two different organisations and protection they offer the
consumer.
1.5
Three types of food labelling information explained.
met.
Date
69
Published:
Superclass:
to be advised
Unit
details
Version
Authorised
by
Date
70
Unit Support Notes for Food for Health (National 5) Unit
71
Introduction
support the delivery of the National 5 Health and Food Technology: Food for
Health Unit. They are intended for teachers and lecturers who are delivering the
Unit. They should be read in conjunction with:
Health and Food Technology (National 5): Food for Health Unit Specification
Health and Food Technology (National 5) Course Specification
Health and Food Technology (National 5) Course Support Notes
Specification.
72
Aims
The Food for Health Unit is a mandatory Unit of the Health and Food Technology
(National 5) Course. The Unit is also available as a free-standing Unit and is
designed to meet the needs of a broad range of learners who may choose to
study it.
The general aim of this Unit is to develop learners’ knowledge and understanding
of the relationship between health and wellbeing, food, current dietary advice,
nutrition and dietary needs, and their impact on the health of different individuals
at various stages of life. Through practical activities, the learner will produce food
solutions which meet individual needs.
1 Explain the relationship between food, current dietary advice and nutrition, and
their effect on health.
2 Apply knowledge and understanding to the identification and preparation of
food products to meet individual dietary and health needs.
experience:
Units
Hospitality: Practical Cookery (National 4) or relevant component Units
An interest in food, nutrition, consumer issues or related work experience in the
health or food industries will assist successful progression through this Unit. This
Unit is also suitable for learners with appropriate prior experience. Centres
wishing to establish the suitability of learners without prior qualifications and/or
experiences and outcomes may benefit from carrying out a diagnostic review of
prior life and work experiences.
73
in the Unit
Information about skills, knowledge and understanding is given in the Health and
Food Technology (National 5) Course Assessment Specification and Course
Support Notes.
Skills
Examples
Demonstrating proficiency in a range of the following:
Practical food
preparation skills
Range of cooking
methods
Planning and time
management skills
weighing and measuring
peeling, slicing, dicing, chopping and grating
beating, mixing, whisking, creaming, rubbing-in,
kneading, rolling/cutting-out, blending and piping
boiling, stewing, poaching, steaming, baking,
grilling and stir-frying
Drawing up detailed time plans/plans of work for
practical exercises
Problem-solving skills
analysing dietary needs
planning food products for specific needs
implementing
evaluating end-product results
Research skills
using the internet or other resources to research
dietary related diseases or the dietary needs of
individuals
recipe adaptation and development (eg to meet
individual dietary needs and/or to comply with
current dietary advice)
IT skills
making and delivering presentations or building
electronic portfolios
74
Knowledge and
understanding
Examples
Knowledge of healthy
eating
Describing the benefits to health and wellbeing of a
well-balanced and varied diet using appropriate
examples
Knowledge of current
dietary advice
Identifying and explaining what constitutes current
dietary advice, including recommended daily
intake where
appropriate, and the benefits to health of following the
advice. For example, explaining how reducing our salt
intake to the current recommended level or below is
linked to the prevention of hypertension/high blood
pressure and in turn to coronary heart disease.
Nutrients
Explaining the effect on health of most nutrients and
their link to diet-related diseases or
conditions. This could include protein ,fat,
carbohydrate, Vitamins A, B group, C, D and E,
antioxidant properties of vitamins A, C and E, calcium,
phosphorous, iron and sodium, water and dietary
fibre.
At National 5, learners should be capable of
understanding types of protein and carbohydrates
and the interrelationship of nutrients, eg calcium and
Vitamin D.
How cooking affects
nutrient content
Describing the effect that cooking methods can have
on the nutritional content of foods.
Dietary needs of
individuals
Identifying and explaining the effect on health of a
range of diet-related disorders. For example,
anaemia, obesity, hypertension/high blood pressure,
coronary heart disease.
Hygiene and safety
Demonstrating safe, hygienic practices during all
practical activity.
To enrich the delivery of the Food for Health Unit (National 5), it is recommended
that learners engage in learning activities where they consider and are
encouraged to understand the interrelationships between cultural, social, health
and dietary guidelines surrounding food. This will enable learners to make
stimulate consideration of global citizenship and responsibility.
75
Progression pathways from this Unit might include:
Further Education
Employment opportunities
76
teaching
This Unit is designed to provide flexibility and choice for both the learner and
delivering centre.
introducing a new concept.
Discussion groups/personal investigation and research are excellent ways of
promoting some independence in learning. Visits and guest speakers bring
commerce and employment experiences to the Course delivery.
Learners need to experience food production skills through a variety of practical
tasks in different contexts which should be linked to dietary issues. This will
enable them to demonstrate competence in the Unit and to allow them to link
relevant knowledge and skills in an integrated way.
Some examples of possible approaches to learning and teaching activities are
given in the table which follows. Please note, these are examples only and
learning and teaching for this Unit can be approached in different ways.
77
Outcome 1 — Explain the relationship between food, current dietary advice
and nutrition, and their effect on health
Outcome
Learning and teaching approaches
1.1 Describing
benefits to health of
a balanced and
varied diet
Learners could be shown news, video or social network
clips which illustrate some of current health problems.
Learners could:
mind map prior knowledge of what constitutes a
balanced, varied diet and the benefits to health of a
balanced, varied diet.
pull together facts and personal experiences of diet
and health
in pairs or groups, create a display, PowerPoint
presentation, leaflet or magazine article which
highlights current health issues linked to diet or the
benefits to health of a balanced and varied diet
engage in matching exercise between diet-related
conditions or diseases and unbalanced diet which are
lacking a food, food group or nutrient
produce a food, dish or snack which represents the
‘balanced plate’
1.2 Identifying and
explaining pieces of
current dietary
advice
Learners could be shown news, video or social network
clips which illustrate the latest current dietary advice.
There could be class discussion or mind mapping to
consider prior knowledge of current dietary advice.
Teachers should introduce new areas of advice or current
thinking not highlighted in class discussion.
Learners could:
engage in a matching exercise between current dietary
advice and benefit to health or with practical ways of
achieving current dietary advice
examine a range of ready meals and their voluntary
labelling and evaluate how they contribute to current
dietary advice
investigate the range of food products available in
supermarkets/ food outlets and produce a leaflet,
display or presentation which provide advice on how to
choose food to meet current dietary advice
produce dishes, food products or snacks which
address each of the pieces of current dietary advice.
These practical activities can be carried out over a
number of lessons and should incorporate choices of
ingredients and appropriate cooking methods which
promote current dietary advice.
78
explain how their dishes, food products or snacks meet
current dietary advice. In addition, they could suggest
further changes to help their product meet other areas
of current dietary advice
1.3 Describing how
vitamin C content
can be affected by
storage, preparation
and cooking
There could be direct teaching of food preparation
techniques to retain as much vitamin C as possible. For
example, demonstrate a dish using vegetables prepared
in a variety of ways. During teaching, highlight points to
consider when purchasing and storing vegetables.
Learners could:
produce dishes, food products or snacks which include
vegetables. The learners could identify how they will
prepare and cook the vegetables to preserve as much
vitamin C as possible
These practical activities should incorporate choices of
ingredients and cooking methods which promote current
dietary advice.
1.4 Explaining the
effect on health of
nutrients
Teachers/lecturers could use available PowerPoints to
revise or expand knowledge of nutrients. Other resources
are available, such as notes/facts and worksheets.
Learners could:
complete worksheets linked to nutrients
use current software packages such as ‘Inquisitor’ to
revise knowledge of nutrition
complete a three-way matching activity which links
nutrients, their function and food sources
play games based on TV quiz programmes as an
active way of revising or learning nutrition
produce dishes, food products or snacks which are a
major source of a nutrient, eg dishes rich in iron,
calcium or protein
These practical activities can be carried out over a number
of lessons and should incorporate choices of ingredients
and cooking methods which promote current dietary
advice as well as being a rich source of a given nutrient.
79
1.5 Identifying and
explaining the effect
on health of diet
related
conditions/diseases
Recent news headlines or video or social network site clips
could be used to stimulate class discussion and mind
mapping could be carried out for the range of diet-related
conditions that are current in Scotland.
Learners could:
in pairs select one of the diet-related conditions and
produce and then deliver a presentation to highlight
the cause and long-term effect on health of one of the
diet related conditions
produce dishes, food products or snacks which
address a number of different diet-related conditions or
diseases
use a nutrition calculation programme to identify the
nutrients contained in the chosen dishes
explain how the dishes meet the needs of the diet
related conditions and suggest adaptations/changes to
the food product to improve the dish or provide an
alternative.
A range of practical activities can be carried out over a
dietary advice as well as being a rich source of a given
nutrient. Learners can use personal choice to select food
types, cooking methods and which food they wish to
handle.
80
Outcome 2 — Apply knowledge and understanding to the identification and
preparation of food products to meet individual and dietary needs
2.1 Explaining
the dietary and
health needs of
specified
individuals at
different stages
in life
There could be mind mapping to revise key facts in relation to a
balanced diet, nutrients (food sources and functions) and
current dietary advice.
There may be opportunities for outside speakers linked to one
or more needs of individuals such as pregnant woman, person
from care home or community dietician.
There could be class discussion giving opportunity for learners
to share their own experiences.
Learners could:
In pairs or small groups, use prompt cards and resources to
identity the nutritional needs of individuals at different
stages of life
In pairs, produce a presentation or resource to highlight the
main points and share with the rest of the class
Use ‘Inquisitor’ (online computer quiz gaming system) to
revise knowledge of nutritional needs of individuals
Complete matching exercise which matches the needs of
specified individuals, their nutritional needs and the
functions of the nutrients for the given individual
As extension, current dietary advice linked to the needs of
individuals could be incorporated.
The teacher could organise class so that the needs of a wide
2.2 Selecting
range of individuals are considered.
and using
appropriate
ingredients and Learners could:
cooking
select suitable recipes to meet the needs of specified
methods to
individuals
produce one
suggest additional ingredients or ingredients which should
food product for
be substituted to meet the nutritional needs or implement
a specified
current dietary advice
individual need.
suggest changes to cooking methods to implement current
dietary advice
produce dishes, food products or snacks which address the
dietary needs of individuals
nutrients contained in the chosen dishes. Learners could
then compare with the Dietary Reference Values (DRVs)
for the individual.
explain how the dishes meet the needs of the specified
individuals and suggest adaptations or changes to the food
81
product to improve the dish or provide an alternative
A range of practical activities could be carried out over a
dietary advice, as well as being a rich source of the nutrients
required by the given individuals.
2.3 Explaining
how the food
product meets
the dietary and
health needs of
the specified
individual and
its effect on
health
Learners could:
make use of case studies or match cards of various food
products to needs to individuals
nutrients contained in the chosen dishes. Learners could
then compare with the Dietary Reference Values (DRVs)
for the individual.
explain how the dishes meet the needs of the specified
individuals and suggest adaptations or changes to the food
product to improve the dish or provide an alternative
learners could give feedback to the rest of the class group
and skills for work
Learners are expected to develop broad, generic skills as an integral part of their
Skills for Life and Skills for Work of Numeracy, Health and Wellbeing and
Thinking Skills can be further developed within this Unit.
82
Skills for learning,
skills for life and
skills for work
Learning and teaching
opportunities
Possible Unit examples
1 Literacy
Opportunities for
listening and talking will
occur in a variety of
learning situations.
Through structured
questioning
Learners can
experience the
opportunity to
understand the
importance of accurate
weighing and
measuring, portion
control and timing of
practical work.
Learners can experience
this whilst working
independently in a wide
variety of opportunities for
practical food preparation
and cooking.
Learners can plan their time
by producing a logical time
plan.
Learners will be able to
explain the link between
diet and maintaining
good physical health
Through study of healthy
eating including — current
dietary advice, nutrition,
effects of cooking on
nutrients, individual dietary
needs
1.2 Writing
1.3 Listening and
talking
2 Numeracy
2.2 Money, time and
measurement
3 Health and
wellbeing
3.3 Physical wellbeing
Through group work and
where learners are given
the opportunity to present
solutions or information
researched to their peers
and staff, eg where a
learner have researched the
dietary needs of a group of
individuals and reports
back.
Through development of
appropriate preparation and
cooking skills.
Through the development of
solution(s) to individual
needs.
83
5 Thinking skills
5.1 Remembering
Learners will be required
to remember a variety of
health and wellbeing,
dietary and nutritional
related information
Answering questions
Practical application of
knowledge including:
in food preparation
in the selection and
carrying out of
appropriate cooking
methods
Through developing an
appropriate dietary
solution(s) to a specific
need.
84
gathering evidence
differ from approach to assessing the same Unit when delivered on a freestanding basis. Where Units are delivered on a stand-alone basis,
teachers/lecturers will have more flexibility to develop approached to delivering
and assessing Units which are not related to Course assessment.
judgement to determine the most appropriate way to generate evidence. It is
important to ensure that learners and teachers are not overburdened by
assessment.
To mitigate against any equality or inclusion issues, any reporting-back method
software available to ease text based tasks such as reading/ researching text or
internet searching.
Authenticity
There are a number of techniques and strategies for ensuring that the work
learners present is their own. For example:
work
writing-up sections of report, possibly the evaluative details, under supervised
conditions
video evidence
85
Opportunities for assessment and evidence gathering in this Unit.
Outcome 1 — Explain the relationship between food, current dietary advice
and nutrition, and their effect on health
Learners may respond in a number of ways including recorded verbal responses,
written responses, video footage of an interview and e-portfolios.
There is an expectation that centres will undertake appropriate theoretical work
with learners which supports the standards outlined for this Outcome in the Unit
Specification. Timing of the assessment should take place once this theoretical
input is completed, however a range of formative assessment techniques, should
be used to ensure that learners are making progress towards achieving all of the
standards for this Outcome. This may include, eg judicious questioning, self- and
peer assessment, class discussion, opportunities to present learning to groups or
class, testing of one or more of the standards.
Learners should not necessarily have to be reassessed on all of the Outcomes
and Assessment Standards if they have only failed to meet the necessary criteria
for one Outcome or part of an Outcome.
Outcome 2 — Apply knowledge and understanding to the identification and
preparation of food products to meet individual dietary and health needs
Evidence should be gathered to show that learners have met each assessment
standard. Evidence can be gathered in one or more ways including video
footage, written report, completion of a pro forma, PowerPoint presentation,
teacher observational checklist, photographic evidence provided that centres
have evidence which demonstrates that learners have met each of the standards
for this Outcome.
At National 5 level, learners may be provided with some support. They may be
directed to undertake further work in 2.1 before being allowed to move onto the
next standard in order that they chose an appropriate dish for standard 2.2.
Care should be taken to comply with safe and hygienic practices and the endproduct should be thoroughly cooked, edible and presented to a marketable
standard.
An integrated approach to learning and teaching across the Outcomes of this Unit
is recommended. If potential links between Outcomes of Units can be
established, this may provide opportunities for learners to develop skills and use
knowledge within one assessment activity. A holistic approach to assessment will
86
enrich the assessment process for the learner, avoid duplication of tasks and
thus allow more emphasis on learning and teaching. Care must be taken to
ensure that combined assessments provide appropriate evidence for all
Outcomes which they claim to assess.
provide evidence, eg video footage or observational checklist.
E-assessment
Where resources are available, use may be made of relevant websites to allow
Evidence should be able to be generated and held in a variety of formats, that
Course that lend themselves to written work. Assessors must choose an
assessment format which takes into account the needs of all learners and
transferred electronically for verification/validation/moderation purposes. If
undertaking e-assessment, consideration of validity of assessment carried out in
this way has to be taken into account.
87
without gender bias. Ideally activities chosen should reflect ‘real life’ situations to
learning process.
perfectly acceptable, providing evidence is retained for verification purposes.
scribe or reader
audio evidence
classroom assistant is available
adapted equipment
needs of learners can be used provided the centre can satisfy the SQA that the
integrity of the assessment is maintained and where the alternative approach to
Support Notes.
learning.
processors/blenders/mini choppers or cooking equipment such as microwaves to
allow learners to produce suitable dishes to meet the Outcomes. In addition
learners could make use of prepared ingredients such as chopped onions, diced
carrots or prepared components such as sauces to assemble food products.
88
arrangements.
89
background.
Time
Tool
90
Below you will find an example of a checklist which could be used to record
practical based information/evidence for this Unit. Please note, this is an example
only and evidence for this Unit can be gathered and recorded in other ways.
Unit Health and Food Technology (National 5): Food for Health
Name
1.1
Describing
benefits to
health of a
balanced
and varied
diet
1.2
Identifying
and
explaining
pieces of
current
dietary
advice
1.3
Describing
how vitamin
C content
can be
affected by
storage ,
preparation
and cooking
1.4
Explaining
the effect
on health of
nutrients.
1.5
Identifying
and
explaining
the effect
on health
of diet
related
conditions/
diseases
Assessor
signature
and date
Unit: Food for Health
Outcome 1
1.1
Describing benefits to health of a balanced and varied diet.
1.2
Identifying and explaining pieces of current dietary advice.
1.3
Describing how vitamin C content can be affected by storage , preparation
and cooking.
1.4
Explaining the effect on health of nutrients.
1.5
Identifying and explaining the effect on health of diet related
conditions/diseases.
met.
Date
91
Published:
Superclass:
to be advised
Unit
details
Version
Authorised
by
Date
92

Health and Food Technology (National 5) Draft Course and

Transcription

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