Health and Food Technology (National 4) Draft Course and

Transcription

Health and Food Technology
(National 4)
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 and Unit 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
Course Support Notes
Introduction
1
General guidance on the Course
2
Approaches to learning and teaching
7
Approaches to assessment
16
Equality and inclusion
20
Appendix 1: Reference documents
22
Administrative information
23
Draft Unit Support Notes — Health and Food Technology: Food Product
Development (National 4)
24
Introduction
25
General guidance on the Unit
26
29
Approaches to assessment and gathering evidence
35
40
41
42
Draft Unit Support Notes — Health and Food Technology: Contemporary
Food Issues (National 4)
43
Introduction
44
45
48
52
58
59
60
Draft Unit Support Notes — Health and Food Technology: Food for Health
(National 4)
61
Introduction
62
63
68
75
79
80
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successful learner, confident individual, responsible citizen, effective contributor
Introduction
These support notes are not mandatory. They provide advice and guidance on
approaches to delivering and assessing the Health and Food Technology
(National 4) 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 Added Value Unit Specification, and the Unit
Specifications for the Units in the Course.
The Course is made up of three Units and a Course Assessment at SCQF level
4.
Food for Health (National 4)
Food Product Development (National 4)
Contemporary Food Issues (National 4)
Added Value Assignment
(6 SCQF credit points)
Course and Unit Support Notes for Health and Food Technology (National 4) Course
1
General guidance on the Course
Aims
The purpose of this Course is to allow learners to develop and apply basic
knowledge, understanding and technological skills in order to make informed food
and consumer choices which will have a positive effect on their own health and
that of others.
The Course addresses straightforward contemporary issues affecting food
production and development, food and nutrition, including ethical and moral
considerations, sustainability of sources, and developing the knowledge and skills
needed to become an informed consumer.
The Course has five broad and inter-related aims that enable learners to:
develop basic knowledge of the relationships between health, nutrition and
the functional properties of food
make informed food, lifestyle and consumer choices
develop the skills to apply their knowledge in practical contexts
develop safe and hygienic practices in practical food preparation
develop 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 and knowledge required by the
following or by equivalent qualifications and/or experience:
Health and Food Technology (Access 3) Course or relevant component Units
Hospitality: Practical Cooking (Access 3)
Wellbeing award (Access 3)
Other related Units, Courses and Awards at Access 3
Health and Food Technology (Access 3 or component Units)
In terms of prior learning and experience, relevant skills, knowledge and
understanding related to the fourth level experiences and outcomes from the
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 and assist successful progression through the Course.
To create a smooth progression for learners into this National 4 Course, it is
recommended that learners have before starting the Course:
a basic knowledge of the relationships between health, nutrition and food
preparation techniques
a basic knowledge of practical food preparation skills
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and are able to:
demonstrate basic organisational and basic technological skills to prepare
food products
work safely and hygienically during food preparation
This Course may also be suitable for 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.
Experiences and outcomes
New National Courses have been designed to draw on and build on the
curriculum experiences and outcomes as appropriate. Qualifications developed
for the senior phase of secondary education are benchmarked against SCQF
levels. SCQF level 4 and the curriculum level 4 are broadly equivalent in terms of
level of demand although qualifications at SCQF level 4 will be more specific to
allow for more specialist study of subjects.
Learners who have completed Curriculum for Excellence experiences and
outcomes will find these an appropriate basis for doing the Course.
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 Added Value Unit Specification
Health and Food Technology (National 4) for mandatory information about the
skills, knowledge and understanding to be covered in this Course.
The Health and Food Technology (National 4) 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 below:
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Table 1
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Plenty of opportunities within the Unit
Some opportunities within the Unit
Limited opportunities within the Unit
Skills knowledge and
understanding
Knowledge of the basic
relationship between health,
food, nutrition, lifestyle and
consumer choices; and
application of knowledge in
straightforward practical
contexts
Development of basic
practical food preparation
skills and techniques using
appropriate tools and
equipment
Demonstration of safe,
hygienic practices
technological skills related to
food production
Development of skills
necessary to plan, prepare
and reflect on products and
processes
practical properties and
functions of food
Solving of straightforward
problems related to a range of
health, food, nutrition, lifestyle
and consumer needs
Understanding of current
consumer issues
Food for
Health
Food Product
Development
Contemporary
Food Issues
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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 responsibility.
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Progression from this Course
This Course or its components may provide progression to:
Health and Food Technology (National 5) Course or relevant component
Units
National Progression Awards
National 5 Wellbeing Award
Hospitality: Professional Cookery (SCQF level 5)
Hospitality: Practical Cooking (National 5)
Cake Baking and Finishing (National 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 a range of opportunities within the health and food industries
such as dietetics and nutrition and health promotion.
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. It is important to offer new and different contexts
for learning to maintain their motivation and interest in the Courses. This is for
centres to manage.
The Health and Food Technology (National 4) Course has been constructed to
facilitate a hierarchical arrangement with Health and Food Technology National 5,
Higher and Advanced Higher Courses. The Health and Food Technology Units
(at National 4, National 5, Higher and Advanced 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 all Health and Food Technology Course Units follow similar
Outcomes and Assessment Standards but differ in the degree of difficulty and
complexity. A 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 Courses at
National 4, National 5, Higher or Advanced 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.
5
Such an approach supports the underlying principles of Curriculum for
Excellence.
Example
Differentiated product development design briefs
Could distinguish between the levels by providing
a basic design brief at Access 3 and supporting
learners as they follow details, select recipes and
choose cooking methods.
Example
Differentiation between levels could also be evident via support provided
Learners working at National 4 level may benefit
from using differentiated learning materials to allow
for independent work whilst the teacher is
teaching/providing support to others within the class
working at a level below. More mixed/ group work or
some teacher-led sessions will provide some
opportunities for independent learning.
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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 4) Course. The level of demand in each Unit corresponds
with the Scottish Credit and Qualifications Framework at level 4.
The three Units in the Course are:
Food Product Development (National 4)
Contemporary Food Issues (National 4)
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
Food Product Development
Contemporary Food Issues
Course Assessment
Research
Mind and
Behaviour
Sociial
Context
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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 the different individual learning styles of learners. 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 learned 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
delivered directly by teachers/lecturers, 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 has five broad and inter-related 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 Units.
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Table 2
Course aims
Develop basic
knowledge of
the relationships
between health,
nutrition and the
functional
properties of
food
Develop the skills
to apply their
knowledge in
practical contexts
Develop safe and
hygienic practices
in practical 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
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
Practical food activities linked to devising
a food product to meet dietary needs of
individuals/health issue
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
Practical food activities linked to healthier
methods of cooking
Practical food activities focusing on safe
and hygienic practices and their
importance
Practical food activities (linked to
devising a food product) which take
account of functional properties of food
Practical food activities linked to devising
a food product for a specific market
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
Devise a new food product which
meets the needs of the seasonal
food market/celebration/event
influenced by another country
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Course aims
preparation
Make informed
food, lifestyle and
consumer choices
Develop
organisational and
technological skills
to contribute to
making new food
products which
meet their own
and others’ health
and nutritional
needs
Food for Health
Survey of factors affecting choice of food
in relation to health/ needs of individuals
current dietary advice
Interview with health professional to
identify key problem area/health issue
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 on the
market
Conduct sensory testing of healthy
options
product
Using ICT to complete nutritional
analysis of proposed dish/ evaluate
against RDA
Investigate/online research to establish
food products that take account of
contemporary food issues
Case study/scenario linked to 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 contemporary food
issue
Interview with health professional to
identify key food products to address key
problem area/health issue
Case study/scenario linked products
used/available to health issue/dietary/
lifestyle need focused on a
supermarket/retail outlet
Conduct a survey/online market research
about current product range/potential
ingredients that could be used
Online research to establish current
range of food products/gaps on the
market
Recipe search to establish possible
recipes that can be created/adapted
Conduct sensory testing of healthy
options
Plan the development of the new recipe
Visit from speaker linked to food
issue — supermarket
manager/farmer
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 second pitch
linked to a contemporary food
issue
Research and create a
slogan/poster/leaflet linked to a
food issue
TeacherTube extracts to introduce
topic/stimulate discussion
E-portfolio of
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
Create a 60 second sound bite for
radio on given issue
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Course aims
Food for Health
Practical food product development
linked to dietary needs of
individuals/health issue
product
Evaluation of food product in relation to
specification/identified needs
Using ICT, complete nutritional analysis
of proposed dish/evaluate against RDA
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
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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 Unit 1. Unit 3 could be integrated with both Unit
1 and Unit 2.
The safety and hygiene aspect should permeate all food-handling activities and,
in order to be meaningful, must be integrated within all practical food 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/factors affecting
their choice of food.
Devise a new vegetarian food product which incorporates/takes account of
the dietary needs of a target group, eg adolescents.
Studies/scenarios could be devised which incorporate
experiences/knowledge/understanding and skills from two/three Units.
Individual learning needs
Support for the home economics teacher from learning support departments
in the practical classroom to assist with food preparation
Food preparation equipment/aids could be used to assist in food preparation
tasks
Support for an individual learner or group of learners to bring them up to
speed in a particular skill (for example, assistance in research/ICT skills or
working with others)
An additional measure agreed with the learner(s) (for example, spending
extra time working at home)
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Developing skills for learning, skills for life
and skills for work
Learners are expected to develop broad generic skills as an integral part of their
learning experience. The Course 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 Course where there are appropriate
opportunities. The level of these skills will be appropriate to the level of the
Course.
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.
Skills for learning,
skills for life and skills
for work
1 Literacy
1.3 Listening and talking
2 Numeracy
2.2 Money, time and
measurement
3. Health and wellbeing
3.3 Physical wellbeing
4. Thinking skills
5.1 Remembering
5.3 Applying
Learning and teaching opportunities for development
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
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
Visiting speakers — nutritionists/dieticians/any area
of health promotion
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
Relationship diagrams/mind mapping
Video clips from TeacherTube
Magazine searches
Web-based investigations
Visits to related organisations
E-portfolios
Formative assessment tasks
Individual/group tasks linked to devise leaflets/
posters/displays/ 60 second sound bites
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skills for life and skills
for work
Learning and teaching opportunities for development
Learner responsibility for part of the lesson
Problem-solving activities linked to case studies/
scenario
Relationship diagrams/mind mapping
Preparing food products to meet specified needs
Preparing basic food products successfully through
understanding of functional properties of food
Conduct a basic risk assessment
The diagram which follows demonstrates how the Course may further develop
Skills for Learning, Skills for Life and Skills for Work.
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Diagram 1
15
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.
The National Assessment Resource and SQA’s Understanding Standards
website support teachers in developing a shared understanding of standards and
expectations.
Added value
Courses from National 4 to Advanced Higher include assessment of added value.
At National 4 the added value will be assessed in the Added Value Unit.
Information given in the Course Specification and the Added Value Unit
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 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:
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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
At National 4, the Added Value Unit is assessed internally by the teacher/lecturer.
Evidence for this Unit will be generated through an assignment in which the
learner will draw on and apply skills and knowledge from across the Course.
Learners will present the results of an investigation into a current food, diet or
lifestyle issue. The assignment will be sufficiently open and flexible to allow for
personalisation and choice when selecting and presenting evidence.
All learners should be provided with a clear outline of the assessment, including
when and how they will be assessed. The teacher/lecturer should offer the
learner guidance on an appropriate choice of topic, including
questions/tasks/prompts which will lead the learner through the assignment in
clear stages. This should involve advice which assists the learner to describe and
explain the key features of their topic.
While the learner should choose the topic, it would be reasonable for the choice
the learner makes to be one where the teacher/lecturer has some expertise and
has resources available to enable the learner to successfully meet the
Assessment Standards. 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 for the completion of the
assignment. Learners are expected to demonstrate some degree of responsibility
in producing the assignment evidence — planning, development and evaluating.
Learners should be guided to continually update assignment evidence and not
‘end load’ this process.
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.
Authenticity
There are a number of techniques and strategies for ensuring that learner’s work
presented is their own.
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For example:
Personal interviews with additional questions to test the rigour of completed
work
Oral presentation with questioning by peers
Writing up sections of report, possibly the evaluative details, under
supervised conditions.
Video evidence
More detailed information and advice can be obtained in the Added Value Unit
Specification for Health and Food Technology (National 4).
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 such approaches
will not be related to Course assessment or Added Value. 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 4) Course may be possible. Potential links
between Outcomes of Units may be established, which will provide opportunities
for candidates 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.
Integrating assessment will also minimise repetition, allow more time for learning
and allow centres to manage the assessment process more efficiently. When
integrating assessment across Units, teachers/lecturers should use
e-assessment whenever possible. The relevant strategies are outlined in the next
section.
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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, 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 or 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 Virtual Learning Environments
(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.
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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 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 this Course and its individual Units.
Teachers/lecturers should consider the needs and characteristics of their learners
when selecting food preparation or prototype development tasks, cooking
methods, ingredients and recipe selection. No particular food types or cooking
methods are prescribed in this Course and learners are not required to handle
any particular food types. Therefore, the selection of a suitable recipe or
prototype may mitigate any potential adverse effects on learners with protected
characteristics.
Learners may 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 evidence requirements. 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 read and follow
recipes or measure and weigh ingredients.
The following are reasonable responses to adapting assessments:
Additional time allocation
Scribe or reader
Audio evidence
Classroom assistant available to assist with food preparation skills
Assistive technology
Adapted equipment (suction bowls, motorised can openers, food processers)
There are many sources of assistive technology software available to ease textbased tasks such as reading/researching text or internet searching.
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.
20
Alternative approaches to Unit assessment to take account of the specific needs
of learners can be used. However, the centre must 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.
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 and 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.
21
The following reference documents will provide useful information and
background.
Assessment Arrangements (for disabled candidates 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
22
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 Date
by
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.
23
Draft Unit Support Notes — Health
and Food Technology:
(National 4)
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 Health and Food Technology: Food Product Development
(National 4) Unit
24
Introduction
These support notes are not mandatory. They provide advice and guidance to
support the delivery of the National 4 Health and Food Technology: Food Product
Development 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 4): Food Product Development Unit
Specification
Health and Food Technology (National 4) Course Specification
Health and Food Technology Added Value Unit
Health and Food Technology (National 4) 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.
(National 4) Unit
25
Aims
The Food Product Development Unit is a mandatory Unit in the Health and Food
Technology (National 4) 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 a basic understanding of the stages involved in developing
a new food product. Through participating in practical activities and using a
problem-solving approach, learners will make a food product to meet specified
needs. Learners will develop and apply a basic knowledge and understanding of
safe and hygienic food practices and techniques.
Learners who complete this Unit will be able to:
1 Describe the basic range of functional properties of ingredients used in food
products.
2 Describe how new food products are developed and make a food product to
meet basic specified needs.
Progression into this Unit
Entry into this Unit 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:
Ideally, learners will have attained the skills, knowledge and understanding
provided via studying:
Health and Food Technology ( Access 3) or relevant component Units
Wellbeing Award (SCQF level 3)
An interest in food, nutrition, health and wellbeing 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.
(National 4) Unit
26
in this Unit
Information about skills, knowledge and understanding is given in the Health and
Food Technology National 4 Course Support Notes.
If this Unit is being delivered on a free-standing basis, teachers and lecturers are
free to select the skills, knowledge, understanding and contexts which are most
appropriate for delivery in their centres.
Note: teachers and lecturers should refer to the Added Value Unit (National 4
Courses) and the Unit Specification for further mandatory information about the
skills, knowledge and understanding relating to this Unit.
understanding that could be included in the Unit.
Skills
technological skills related
to food production
Development of skills
necessary to plan, prepare
and reflect on products and
processes
Knowledge and
understanding
practical properties and
functions of food
Basic knowledge and
understanding of the food
product development
process
Examples
using tools and equipment, eg electric whisks, food
processors, steamers
practical food preparation skills, eg creaming, beating,
whisking, rubbing-in, folding, lining
undertaking simple investigations such as
questionnaires and interviews
recipe adaptation, basic plans of work, control of time
when manufacturing products
carrying out basic sensory tests, collation of
investigation results, undertaking a basic star
evaluation
Examples
eggs — used for binding, glazing and aerating
flour — used for thickening
fat — used for shortening, creaming and rubbing-in
generating of ideas, evaluating ideas, first draft
production and product testing
To enrich the delivery of the Food Product Development Unit (National 4) it is
recommended that learners engage in learning activities where they consider and
are encouraged to understand the interrelationships between food
manufacturing, production techniques, cooking methods, bacterial concerns and
prototype food development 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.
(National 4) Unit
27
Progression from this Unit
Achievement in this Unit could lead to progression to:
Health and Food Technology Course: (National 5) or relevant component
Units
Wellbeing Award (National 4/5)
Hospitality: Practical Cookery (National 5)
Hospitality Skills for Work (SCQF level 5)
Relevant NC courses at FE college
The practical skills within this Unit have applications to other subject areas as
well as life and work.
(National 4) Unit
28
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 4) Support Notes.
Some examples of possible approaches to learning and teaching are given in the
table which follows. Please note these are examples only.
(National 4) Unit
29
Outcome
Possible learning and teaching approaches
1 Describe the basic range
of functional properties of
ingredients used in food
products
Learning should make use of a variety of methods so that learners’ interest and motivation are maintained and
individual preferences for different learning styles are considered. For example, report writing for linguistic
learners, experiments for logical learners, creative drawing/labelling for spatial learners, the ability to perform
tasks for kinaesthetic learners or passing over the teaching of parts of the lesson to inter-personal learners.
Teachers/lecturers may need to ensure an appropriate balance between teacher/lecturer-directed approaches
and learner-centred activities. For example, it may be more appropriate to use a teacher/lecturer-directed
approach to introduce a new concept or demonstrate new skills. Problem-based learning plus use of interactive
resources/activities will all help with issues surrounding personalisation/ choice/ inclusion.
1.1 Describing one
functional property of two
different ingredients and
their function in food
products
Practical activities could be used as an integral part of the Course for the purpose of reinforcing concepts relating
to functional properties of ingredients.
Direct teaching (linked to illustrated PowerPoints and drawing on previous practical experience) could be used to
outline the functional properties linked to each of the following ingredients:
eggs
flour
sugar
fat
Individual or group practical activities linked to each of the different ingredients could be undertaken:
functional properties of eggs may include aeration (meringues, whisked sponges), emulsifying (mayonnaise), binding
(cake making) and coagulation (egg custard)
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. Teachers/lecturers could record practical
results to allow discussion of:
factors that affect finished results of one recipe
the number of functional properties illustrated in food products
1.2 Producing one food
Teachers should encourage learners to choose a suitable practical activity that is within their ability.
Unit Support Notes for Health and Food Technology: Food Product Development (National 4) Unit
30
Outcome
product using two different
ingredients to demonstrate
their function
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 could give verbal feedback to explain to others in the class the functional properties of their chosen
product.
Learners could work in pairs, using the same or a different food product as previously, to conduct a practical
investigation by varying one ingredient. For example, batches of creamed sponge using plain flour, plain flour
and raising agent, self-raising flour or wholemeal flour. Learners could measure volume and height of the food
product, complete sensory testing and record results. Learners could then explain the results and draw
conclusions.
1.3 Describing the effect on
the production of the same
food product by varying the
proportion or type of one of
the ingredients
2 Describe how new food
products are developed
and make a food product to
meet basic specified needs
2.1 Describing three stages
of food product
development
An integrative approach to learning is recommended and can be achieved in a variety of imaginative ways.
Classroom activities should enable learners to develop and practise skills, develop transferable investigative and
evaluative skills plus extend their knowledge base. It is suggested theoretical aspects form an integral part of
each practical exercise.
Learners, where possible, should be afforded opportunities to use their creative skills and build upon their
particular strengths when it comes to choosing products that meet the assignment briefs. There should be
sufficient flexibility built into the assignment briefs that allows for centres to develop specific briefs that take
account of local area/centre needs. In addition, it is expected that learners will have been given the opportunity
to work through the stages of product development, using other product development briefs, prior to progressing
to the assessment stage.
Videos, social network clips and food product websites could be used to outline the commercial production of
various foods products. Teachers could outline the reasons for new food product development by the major food
retail outlets and outline each of the stages of food production.
In pairs, learners could investigate the wide range of new food products currently available from supermarkets
using product headings provided by the teacher. These could be linked to meeting dietary needs of individuals,
current dietary advice, snack food market etc.
In pairs, learners could complete an exercise and provide an explanation of each of the stages of food product
development in relation to different food products.
31
Outcome
2.2 Identifying two basic
food hygiene and safety
controls to prevent bacterial
growth during two stages of
food product development
There could be classroom discussion linked to cases or outbreaks of food poisoning which have hit the news
headlines.
There could also be a visit from person involved in commercial food production/ food hygiene such as agencies
responsible for environmental health. Or classes could visit premises involved in mass production of food, eg
school meals catering facility, local bakery or sandwich maker.
Stages of manufacture learners could explore could include: delivery, storage, preparation, cooking of
ingredients, chilled storage/cooling, packaging and distribution of food product.
Learners could take part in a practical activity, such as producing a safety poster.
2.3 Investigating two ways
that a food product could
be adapted to meet basic
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. Learners could, using a traditional recipe
for the food:
identify ingredients that could be added or removed
suggest changes in methods of preparation, assembling, cooking, presentation or serving suggestion to ensure the
product meets the specified
write the new recipe and give it an original name
Learners could:
devise and conduct a simple questionnaire to establish likes and dislikes for flavours/potential ingredients
devise an online survey of similar products already available
interview an expert such as a school meals supervisor/food product development expert
sensory test a given range of products before collating results and drawing conclusions linked to food preferences
undertake basic market research
produce an adapted food product and record any additional changes that are made during production
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 the specified individual.
Examples of suitable product 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
32
Outcome
2.5 Conducting a basic
sensory evaluation of the
adapted food product and
reflecting on how the food
product meets the basic
specified needs.
Possible activities could include learners completing sensory testing using five tasters to assess the acceptability
of the new food product in terms of appearance, flavour/taste, texture and overall acceptability.
Other suggestions include:
explain how the chosen product meets the needs within the given scenario
suggest adaptations or improvements that could be made as a result of feedback given from sensory testing.
give feedback to the rest of the class.
33
and skills for work
Information about developing 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
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.
skills for life and
skills for work
2 Numeracy
2.2 Money, Time
and Measurement
5 Thinking skills
5.1 Remembering
Learning and teaching
opportunities for
development
Problem solving
tasks/practice
scenarios
Experiential learning/
experimental work
using a control recipe
and changing
proportions of
ingredients
Discussion and
experiential learning/
practical work
Possible Unit examples
Learners will develop an
awareness of the implications of
accurate measurement and how
changing proportions affect endproducts.
Learners will be encouraged to
plan their time (supported to do
so), usually with the production of
a logical sequence of work/time
plan.
Learners may be required to
remember functional properties
and then apply this knowledge in
the selection and production of
appropriate dishes. Learners
could remember the stages of
the food development process
and apply this knowledge in
following through the stages.
(National 4) Unit
34
Approaches to assessment and
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 suit 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
can be done in a manner suitable for the learner — text based, audio/electronic
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 4) Course Support Notes for more advice and
guidance on these matters.
Reassessment
If a learner is unable to describe 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 who have
undertaken appropriate investigations that allow them to understand and meet
the brief before progressing on to 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 on to
the production/evaluation stage.
(National 4) Unit
35
Authenticity
There are a number of techniques and strategies for ensuring that work
presented by a learner is their own. For example:
personal interviews with additional questions to test the rigour of completed
work
oral presentation with questioning by peers
writing-up sections of report, possibly the evaluative details, under supervised
conditions.
video evidence
The table below contains some suggestions of how to generate evidence for this
Unit.
Please note, these are examples only. Evidence may be generated and gathered
in other ways.
(National 4) Unit
36
Outcome
1 Describe the
basic range of
functional
properties of
ingredients used
in food products
Assessment approaches
There is an expectation that centres will ideally undertake some
theoretical work with learners — possibly reinforced via practical
activities — to cover this Outcome. Timing of the assessment should
take place once this theoretical input is completed.
At National 4 level, learners may be provided with support in order
that they choose appropriate dishes for Outcome 1 that will
subsequently lead them to having more than one functional property
that they can describe.
The dish produced should be edible, attractively presented, and
should show the function of ingredients. It is acceptable for the
learner to describe different functional properties to those that they
demonstrate in the production of their dish.
Holistic assessment is to be encouraged. It may be that the dish(es)
chosen for Outcome 2 are appropriate to assess the standards in
Outcome 1, thus one practical activity would be sufficient to show the
learner has achieved a pass overall in the Unit.
Should the learner fail to explain the functional properties, but
manage to produce a food product demonstrating different properties,
they should not be required to re-produce the practical food product.
Reassessment would only be required on the explanation of the
functional properties, and visa-versa.
Evidence gathering
Evidence may be gathered in a variety of forms that
best suit the needs of the learner and individual
centres. Assessors should use their professional
judgement to determine the most appropriate way to
generate evidence.
At National 4, the expectation is that learners may be
able to produce a product that shows knowledge of
different functions of ingredients. Functions could
include:
aerating
binding
thickening
bulking
setting
glazing
shortening
Learners may describe the function(s) via verbal
feedback, video footage, photographic evidence that
is labelled, a written report, completed proforma,
short/restricted response questions, undertaking a
presentation to the class, teacher observational
checklist, or by compiling an e-portfolio.
At National 4, learners are required to provide detail
on functional properties but are not expected to
explain ‘why’ at this level.
37
2 Describe how
new food products
are developed and
make a food
product to meet
basic specified
needs
Learners must successfully follow through each stage of the food
product development process, including: analysing the brief,
conducting investigation(s), preparing the dish, and undertaking a
basic evaluation.
Possible investigations could include:
questionnaire (likes/dislikes)
survey/online survey of products
interview with appropriate expert
recipe search
sensory testing of existing products
market research
Holistic assessment is to be encouraged. It may be that the dish(es)
chosen for Outcome 1 are appropriate to assess the standards in
Outcome 2, thus one practical activity would be sufficient to show the
candidate has achieved a pass overall in the Unit.
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 allow them to understand
and meet the brief before progressing on to the production stage. If
an inappropriate choice is made, due to the learner not
understanding the specified needs, they must be directed to
undertake further work in this area before being allowed to move on
to the production/evaluation stage.
Evidence should be gathered to show that the learner
has completed each stage on at least one occasion.
Evidence could be collated via video footage, written
report, completion of a proforma, PowerPoint
presentation, teacher observational checklist, or
photographic evidence.
38
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 4 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 suit 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.
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.
(National 4) Unit
39
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 to
avoid 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 alternative provision or support provided 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
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.
additional time allocation
scribe or reader
audio evidence
classroom assistant
assistive technology
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 is more advice and guidance about these issues in the Equality and
Inclusion Section in the Health and Food Technology (National 4) Course
Support Notes.
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
(National 4) Unit
40
background.
additional 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
(National 4) Unit
41
Published:
History of changes to Unit Support Notes
Course
details
Version
Authorised Date
by
(National 4) Unit
42
Draft Unit Support Notes —
Health and Food Technology:
(National 4)
the source is Acknowledged. Additional copies of these Unit Support Notes can
Unit Support Notes for Health and Food Technology: Contemporary Food Issues
(National 4) Unit
43
Introduction
support the delivery of the Health and Food technology: Contemporary Food
Issues (National 4) 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 4): Contemporary Food Issues Unit
Specification
Specification.
(National 4) Unit
44
Aims
This Unit is a mandatory Unit of the Health and Food Technology (National 4)
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 basic knowledge and
understanding of contemporary issues affecting food, lifestyle and wider
consumer choices, and the skills to apply that knowledge in practical contexts.
Learners who successfully complete this Unit will be able to demonstrate
achievement of the following Outcomes:
1 Describe contemporary food issues which influence consumers’ choices of
food
2 Use basic knowledge and skills of contemporary food issues to make healthy
food
experience:
Health and Food Technology Course (Access 3) 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.
in the Unit
Food Technology National 4 Course Support Notes.
Note: teachers and lecturers should refer to the Course Assessment Specification
(National 5 Courses and above) or the Added Value Unit (National 4 Courses)
and the Unit Specification for further mandatory information about the skills,
knowledge and understanding relating to this Unit.
(National 4) Unit
45
Skills
Problem solving
skills
Examples
Case studies related to specific consumer groups/needs such
as families, teenagers, single parent families, elderly, students
etc.
Researching specific contemporary food issues and their
impact on consumer choice /health such as:
organic foods
Fairtrade
genetically modified (GM) foods
functional foods
Knowledge and Examples
understanding
Basic
Identifying technological developments in the food industry
knowledge of
that affect consumer choice of food such as:
the impact of
food additives
food production
functional foods
and the food
chilling and cook-chill products
industry
UHT products etc.
Basic
Identifying contemporary food issues which may influence
knowledge of
consumer choice such as:
current
genetic modification of food
consumer and
Fairtrade
contemporary
food labelling
food issues
food miles
influencing food
pollution
choice, health
recycling
and wellbeing
Describing 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 that protect the interests of
consumers when buying food such as:
The Environmental Health Department
The Trading Standards Department
The Food Standards Agency
To enrich the delivery of the Contemporary Food Issues Unit (National 4) 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 responsibility
(National 4) Unit
46
This Course or its components may provide progression to:
Health and Food Technology Course (National 5)
National Progression Awards
National Certificate Courses
Further Education
(National 4) Unit
47
teaching
knowledge that candidates may have.
teacher-directed approaches and candidate-centred activities. For example, it
may be more appropriate to use a teacher- or lecturer-directed approach
when introducing a new concept.
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.
Technology (National 4) Support Notes. Some examples of possible learning and
teaching activities are given in the table below.
Outcome 1 — Describe contemporary food issues which influence consumers’
choices of food
1.1 Describing three
Teacher-led introduction could be used here.
current factors affecting
Learners could move into group activities
consumers’ choices of food brainstorming factors affecting their choice of food
using co-op learning techniques.
The main factors identified could be discussed in
groups to explain reasons for each and each group
could then give verbal feedback to the class.
Learners could work in pairs to discuss some of the
factors identified and explain reasons.
Learners could create mind maps of factors
affecting choice of food.
1.2 Identifying two
Teacher-led introduction could be used here.
Learners could move into group activities
which may influence
brainstorming contemporary food issues affecting
consumers’ choices of
consumers’ choice of food. There could then be a
food.
class discussion of the issues identified.
Learners could become their group expert on a
specific contemporary food issue for example:
(National 4) Unit
48
factory farming
genetic modification (GM)
Fairtrade
organic produce
Each learner then returns to their own group to
teach them about the contemporary food issue that
they have become expert in.
Learners could also investigate a chosen food
issue in more detail and present findings to a
partner/group/class.
1.3 Identifying one
Learners could investigate a specific technological
technological development development and present
affecting consumers’
advantages/disadvantages to their group/class.
choices of food
Findings could be presented in a variety of ways for
example:
a PowerPoint presentation
a leaflet/hand-out
video
1.4 Identifying two different Teacher-led introduction could be used here on
organisations which protect types of organisations that inform/protect
the interest of the
consumers.
consumer in relation to
A group or pair of learners could select a specific
organisation and investigate:
1 The type of information they provide to help
consumers make informed choices.
2 The protection they can give consumers when
buying food.
Learners could share their finding with another
person/group in class in a variety of ways.
Learners could look at a variety of case
studies/consumer situations and investigate
solutions
1.5 Describing how two
Learners could examine food labels to identify
pieces of current
information that may be useful to consumers.
information on food labels
Learners could discuss in groups how the
help the consumer make
information would be useful to consumers in
informed food choices
making informed food choices.
Learners could be given a case study/studies and
be asked to interpret/use information on food labels
to make a choice of product for a specific
person/situation
Outcome 2 — Use basic knowledge and skills of contemporary food issues to
make healthy food
2 Investigating two functional
food products
Learners could carry out online research to
establish the current range of food preparation or
cooking equipment.
Learners could work in pairs to produce an
illustrated magazine advert to promote the use of
one piece of food preparation or cooking
equipment.
Learners could carry out a range of practical food
activities to produce snacks/dishes and record the
use of the different pieces of equipment, for
(National 4) Unit
49
2.2 Identifying advantages
and disadvantages of these in
terms of health and lifestyle
2.3 Making basic healthy food
which includes one of these
functional food products
2.4 Describing how functional
food products can be included
in meals as part of a healthy
and balanced diet
example with photographs.
Learners could investigate the range of food
preparation or cooking equipment available in the
department and establish how they can be used.
This could involve teacher demonstration.
Learners could identify suitable equipment for given
case studies linked to the needs of different
individuals.
Learners could carry out a range of practical food
activities to produce snacks/dishes etc. They
should be confident on the range of uses of all
different pieces of food preparation or cooking
equipment.
During all practical food activities linked to the
previous assessment standard the learners should
implement guidelines for personal, food and kitchen
hygiene to prevent growth of bacteria.
At the end of the lesson the food should be
correctly stored and instructions given for adequate
reheating.
Learners could produce ‘visual’ plates for specified
individuals for group/partner review.
Learners could, from range of resources, 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 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.
Skills for learning, skills
for life and skills for work
1 Literacy
1.3 Listening and talking
Examples could include
Discussion of contemporary food issues in
pairs, groups or class.
Presentations on specific consumer issues to
groups/class.
Visiting speakers from: Trading Standards
Department ; Environmental Health
department; Fairtrade
(National 4) Unit
50
2 Numeracy
2.2 Money, time and
measurement
3 Health and wellbeing
3.3 Physical wellbeing
5 Thinking skills
5.2 Understanding
5.3 Applying
5.4 Analysing and
evaluating
Shop surveys in local food retailers/
supermarkets looking at availability of local
produce.
Understanding food labelling.
Understanding the relationship between health,
food, nutrition, lifestyle and consumer choices.
Knowledge of agencies which can inform/
protect consumers.
Use of visiting speakers to discuss issues that
impact on health such as: environmental health
officer; trading standards officer; community
nurse/dietician
Understanding factors affecting consumer
choice of foods.
Problem-solving activities/case studies based
on consumer needs/making choices.
Produce a PowerPoint presentation/
poster/leaflet about a contemporary food issue.
Use information on food labels to make
informed choices for different groups of
consumers.
(National 4) Unit
51
gathering evidence
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 them which are not related to Course assessment.
judgement to determine the most appropriate way to generate evidence.
internet searching.
Authenticity
work
writing-up sections of a 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.
(National 4) Unit
52
Outcome 1 — Describe contemporary food issues which influence consumers’
choices of food
Assessment standard
1.1 Describing three
current factors affecting
food
Gathering evidence
A short/restricted response
question paper to cover all of
the assessment standards in
the Unit.
Learners may also provide this
information orally to the
teacher/lecturer.
Learners could briefly describe
orally or in text factors
affecting consumer choice of
food.
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 Identifying two
contemporary food
issues which may
influence consumers’
choices of food.
the Unit.
teacher/lecturer.
Learners could identify orally
or in text, contemporary food
issues affecting consumer
choice of food.
Contemporary food issues
could include:
Question paper
responses.
Learners may also
provide this
This could be
of ways, eg
checklist.
Moral issues such as:
factory farming
genetic modification (GM),
Fair trade
organic produce
farmer’s markets
food labelling
any other relevant
contemporary food issue
Environmental issues such as:
food miles
sustainability
energy saving
pollution
packaging
recycling
(National 4) Unit
53
any other relevant
environmental food issue
Cultural issues such as:
religious beliefs
religious festivals
any other relevant cultural
food issue
1.3 Identifying one
technological
development affecting
food
the Unit.
teacher/lecturer.
or in text, technological
development affecting
consumers’ choice of food.
Technological developments
could include:
Question paper
responses
Learners may also
provide this
This could be
of ways, eg
checklist.
food additives
functional foods
modified atmosphere
packaging
mycoproteins (Quorn)
sugar substitutes
freezing
chilling and cook-chill
products
UHT products
vacuum packaging
any other relevant
technological development
1.4 Identifying two
different organisations
which protect the interest
of the consumer in
relation to contemporary
food issues
the Unit.
teacher/lecturer.
or in text different
organisations which protect
the interest of the consumer in
relation to buying food.
Question paper
responses.
Learners may also
provide this
This could be
of ways, eg
checklist.
Organisations could include:
Citizens Advice Bureau
Environmental Health
Department
Trading Standards
Department
Food Standards Agency
Consumers’ Association
(‘Which’ magazine)
any other relevant
organisation
(National 4) Unit
54
1.5 Describing how two
current pieces of
information on food
labels help the consumer
make informed food
choices
the Unit.
teacher/lecturer.
Learners could describe orally
or in text how current types of
information on food labels help
the consumer make informed
choices.
Current information on food
labels could include:
Question paper
responses
Learners may also
provide this
This could be
of ways, eg
checklist.
name/description of product
list of Ingredients
‘Use by’/’Best before’ dates
food additives
name and address of
manufacturer/packer or EU
seller
weight or volume of the
product
country of origin
storage instructions
instructions for use/cooking
any other relevant information
on food labels
(National 4) Unit
55
Outcome 2 — Use basic knowledge and skills of contemporary food issues to
make healthy food products
Assessment
Standard
2.1 Investigating
two functional food
products
2.2 Identifying
advantages and
disadvantages of
these in terms of
health and lifestyle
2.3 Making basic
healthy food which
includes one of
these functional
food products
Approaches to
assessment
Learners could carry
out basic research
about two functional
food products and
present their findings
in a range of ways.
Learners could
identify advantages
and disadvantages of
these functional food
products and present
these.
Learners could carry
out a range of
practical food
activities to produce
snacks/dishes.
During all practical
food activities,
learners should
implement guidelines
for personal, food and
kitchen hygiene to
prevent growth of
bacteria.
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/partner review.
Evidence gathering
Learners could present this
information in the form of a short
presentation or information leaflet.
teacher/lecturer.
This could be recorded in a
variety of ways, eg video/scribed
or on a checklist.
Learners could present this
information in the form of a short
presentation or information leaflet.
teacher/lecturer.
This could be recorded in a
variety of ways, eg video/scribed
or on a checklist.
Evidence should be gathered to
show that learners have met each
standard on at least one
occasion. Evidence can be
gathered in one or more ways
including video footage, written
report, completion of a pro forma,
PowerPoint presentation or
teacher observational checklist.
Learners could put together an
informative poster promoting
specific functional food products
and linking these to the
requirements of a healthy and
balanced diet.
(National 4) Unit
56
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 checklists.
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
best suits the needs of the learner and centre. Appropriate ICT systems could be
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 the validity of assessment carried
out in this way has to be taken into account.
(National 4) Unit
57
planning learning activities and alternative provision or support provided where
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
Support Notes.
(National 4) Unit
58
background.
Time
Tool
(National 4) Unit
59
Published:
Course
details
Version
Authorised Date
by
(National 4) Unit
60
Draft Unit Support Notes —
Health and Food Technology:
the source is acknowledged. Additional copies of these Unit Support Notes can
Unit Support Notes for Health and Food Technology: Food for Health (National 4) Unit
61
Introduction
support the delivery of the National 4 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 4): Food for Health Unit Specification
Specification.
62
Aims
The Food for Health Unit is a mandatory Unit of the Health and Food Technology
(National 4) 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’ basic knowledge and
understanding of the relationship between health, 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 basic individual needs.
Learners who successfully complete this Unit will be able to demonstrate
achievement of the following Outcomes:
1 Describe the relationship between food, current dietary advice and nutrition,
and their effect on health
2 Use basic knowledge and understanding in the identification and preparation
of food products to meet individual dietary and health needs
experience:
Learners would normally be expected to have attained the skills, knowledge and
understanding required by one or more of the following or via equivalent
qualifications and/or experience.
Health and Food Technology (Access 3) Course or relevant component Units
Wellbeing Award (National 4)
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.
63
in the Unit
Food Technology Course Support Notes.
Note: teachers and lecturers should refer to the Added Value Unit and the Unit
Specification for further mandatory information about the skills, knowledge and
understanding relating to this Unit.
64
Skills
Practical food
preparation skills and
development of
proficiency in a
variety of cooking
methods
Planning and time
management skills
Problem solving skills
Research skills
ICT skills
Knowledge and
understanding
Basic knowledge of
healthy eating
Basic knowledge of
Basic nutrition
How cooking affects
nutrient content
Dietary needs of
Examples
Demonstrating basic proficiency in methods such as:
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
Opportunities to draw up simple time plans for practical exercises.
analysing
planning
implementing
reflecting on solutions
Opportunities to use 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 or to comply with current dietary advice).
By making and delivering presentations, building e-portfolios.
Examples
Basic knowledge could include benefits to health and wellbeing of a well-balanced and varied diet using, for
example, the balanced plate or other current example of good practice.
Basic knowledge could include knowing what constitutes current dietary advice and the benefits to health of
following the advice, eg knowing that we are advised to reduce our intake of fat, especially saturated fat, and that
the reason for this is the prevention of coronary heart disease, or to prevent obesity.
Basic knowledge of the functions and sources of the main nutrients and their link to diet-related
diseases/conditions. Nutrients could include: protein; fat; carbohydrate; vitamins A, B-group, C, and D; calcium;
iron; water; and dietary fibre.
This could include how grilling food instead of frying reduces the fat content, or how steaming vegetables instead of
boiling them helps prevent the loss of water-soluble vitamins.
Basic dietary needs of individuals or groups, eg babies, children, teenagers, adults, the elderly, and during
65
individuals
Hygiene and safety
pregnancy and lactation.
A basic awareness of the need to understand and follow safe, hygienic practices should underpin all practical
activity.
66
To enrich the delivery of the Food for Health Unit (National 4), 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
informed decisions which not only promote a sustained healthy lifestyle, but also
stimulate consideration of global citizenship and responsibility.
Progression pathways from this Unit might include:
Health and Food Technology (National 5) Course or relevant component
Units
Wellbeing Award(s) National 4/5
Hospitality: Skills for Work (SCQF level 5)
further education
67
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.
knowledge that learners may have.
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.
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.
Technology (National 4) Support Notes.
Some examples of possible approaches to learning and teaching activities are
given in the table below. Please note these are examples only.
68
Outcome
1 Describe the relationship
between food, current dietary
advice and nutrition and their effect
on health
1.1 Identifying two basic benefits to
health and wellbeing of a balanced
and varied diet
1.2 Outlining three pieces of
Learning and teaching approaches
Learning should make use of a variety of methods so that learners’ interest and motivation are
maintained and individual preferences for different learning styles are considered.
Teachers/lecturers will need to ensure an appropriate balance between teacher/lecturerdirected approaches and candidate-centred activities. Learners should have opportunities for
working alone, in pairs and in groups to allow for the development of interpersonal skills. For
example, for Assessment Standard 1.2, learners could work in groups to investigate a piece of
dietary advice and present their findings to their peers. However, it may be more appropriate
to use a teacher/lecturer-directed approach to introduce a new concept or demonstrate new
skills.
Learners should engage in practical food preparation and cookery activities which are linked to
the theoretical learning necessary for this Outcome. The use of ICT, e-learning and problembased learning, will contribute to personalisation and choice and inclusion.
Learners could be shown news, video or social network clips which illustrate current health
problems.
Learners could mind-map prior knowledge of what constitutes a balanced/varied diet and the
associated benefits to health. In pairs or groups, learners could create a display, PowerPoint
presentation, leaflet or magazine article which highlights current health issues linked to diet.
The same activity could be used to produce a resource which highlights the benefits to health
of a balanced and varied diet.
Learners could undertake a matching exercise between diet-related conditions and diseases
and an unbalanced diet, lacking a food/ food group or nutrient.
Learners could produce a food/dish/snack which represents the ‘balanced plate’.
Learners could be shown current news, video or social network clips that illustrate current
dietary advice. There could be class discussion regarding prior knowledge of current dietary
advice. Teachers could introduce new areas of advice or current thinking not highlighted in
class discussion.
Learners could undertake a matching exercise between current dietary advice and benefits to
health. The same activity could be used with practical ways of achieving current dietary
advice.
Learners could examine a range of ready meals and voluntary labelling and evaluate how they
contribute to current dietary advice.
Learners could also investigate the range of food products available in supermarkets and food
69
Outcome
1.3 Describing how vitamin C
content can be affected by
preparation and cooking
1.4 Describing the effect on health
of nutrients
1.5 Identifying three diet-related
conditions/diseases and describing
their effect on health
outlets and produce a leaflet, display or presentation which provide advice on how to choose
food to meet current dietary advice.
Dishes, food products and snacks which address each of the pieces of current dietary advice
could be produced. These practical activities can be carried out over a number of lessons and
could incorporate choices of ingredients and appropriate cooking methods which promote
current dietary advice.
Learners should 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.
Direct teaching of food preparation techniques to retain as much vitamin C as possible could
be undertaken. For example, a teacher could demonstrate a dish using vegetables prepared in
a variety of ways. During teaching, points to consider when purchasing vegetables could be
highlighted.
Learners could produce dishes, food products or snacks which include vegetables. The
learners should 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.
Learners could:
complete worksheets linked to nutrients
use current software packages such as ‘Inquisitor’ to revise knowledge of nutrition
complete 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 and learning about
nutrition
produce dishes, food products and snacks which are a major source of a nutrient (for
example, dishes rich in iron, calcium and 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.
Learners could make use of recent news headlines or video or social network site clips to
stimulate class discussion and mind-map a range of diet-related conditions that are currently in
the news.
In pairs, learners could select a diet-related condition and produce and then deliver a
presentation to highlight the cause and long-term effect on health of the diet-related condition.
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Outcome
2 Use basic knowledge and
understanding in the identification
and preparation of food products to
meet individual dietary and health
needs
2.1 Identifying the dietary of a
specified individual at one stage in
life
In practical activities, learners could produce dishes, food products or snacks which address a
number of different diet-related conditions or diseases. A range of practical activities can be
carried out over a number of lessons and could incorporate choices of ingredients and cooking
methods which promote current 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. Learners could also use a nutrition calculation program to identify the
nutrients contained in the chosen dishes and explain how the dishes meet the needs of the
diet-related conditions. They could also suggest adaptations or changes to the food product to
improve the dish or provide an alternative.
Learners could be engaged in practical food preparation and cookery activities which relate to
the theoretical learning and develop the food preparation and cookery skills necessary for
them to meet the standards for this Outcome.
Learning activities should enable learners to develop and practise practical and problemsolving skills and extend their knowledge base. Theoretical aspects should form an integral
part of each practical exercise.
Learners should be afforded opportunities to use their creative skills and build upon their
particular strengths when it comes to choosing a food product that meets individual needs.
This enhances opportunities for personalisation and choice and inclusion. Centres have the
opportunity to develop specific case studies that take account of the needs of the centre and
the local and wider community.
Where possible, opportunities for learning outside the classroom should be provided (eg visit
to a local nursery or care home) and/or opportunities to contribute to a suitable school event
(eg provide hospitality for senior citizens’ concert). Each centre will have its own community
links which might afford this type of opportunity.
It is expected that learners will have been given the opportunity to carry out activities which
meet each standard, using other individual needs scenarios prior to progressing to the
assessment stage. Feedback, including peer assessment, should allow candidates to reflect
on their strengths and areas for improvement.
Learners could produce a mind map to revise key facts in relation to a balanced diet, nutrients
(food sources and functions) and current dietary advice.
There could be opportunities for outside speaker to provide information linked to one or more
needs of individuals such as pregnant woman, person from care home, community dietician.
In pairs or small groups, learners could use prompt cards and resources to identity the
nutritional needs of individuals at different stages of life. They could then produce a
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Outcome
2.2 Selecting and using
appropriate ingredients and
cooking methods to produce one
food product to meet the specified
dietary needs for one individual at
one stage of life
2.3 Reflecting on and describing
how the food product meets the
dietary and health needs of the
specified individual
PowerPoint /presentation/ resource to highlight the main points and share with the rest of the
class.
Learners could use online computer quiz gaming systems such as ‘Inquizator’ to revise
knowledge of nutritional needs of individuals.
Matching exercises could be used to matches the needs of specified individuals, their
nutritional needs and the functions of the nutrients for the given individual.
The teacher should take account of the needs of learners when selecting ingredients and
cooking methods.
Learners could select suitable recipes to meet the needs of specified individuals. They could
also suggest additional ingredients or ingredients which could be substituted to meet the
nutritional needs. They could then suggest changes to cooking methods to implement current
dietary advice.
Learners could produce a dishes, food products or snacks which address the dietary needs of
individuals. A range of practical activities could 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 the nutrients required by the given individuals.
Learners could also use a nutrition calculation programme to identify the nutrients contained in
the chosen dishes. It may be possible to compare with the Dietary Reference Values (DRVs)
for the individual.
Learners could also 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 make use of case studies or matching cards of various food products linked to
needs to individuals.
72
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
life and skills for work that learners should develop in this Unit. 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 activity.
skills for life and
skills for work
1 Literacy
1.3 Listening and
talking
2 Numeracy
2.2 Money, time and
measurement
3 Health and
wellbeing
3.3 Physical
wellbeing
5 Thinking skills
5.1 Remembering
Learning and
teaching
opportunities for
development
Opportunities for
listening and talking will
occur in a variety of
learning situations.
Learners can
experience the
opportunity to
appreciate the
importance of accurate
weighing and
measuring, portion
control and timing of
practical work.
Learners will explore
the link between diet
and maintaining good
physical health.
Learners will be
required to remember a
variety of health and
Possible Unit examples
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 has researched the
dietary needs of a group of
individuals and reports back.
Learners can experience this
through a wide variety of
opportunities for practical food
preparation and cooking.
Learners can plan their time and,
with support, produce a logical
sequence of work/time plan.
Through study of healthy eating
including: current dietary advice,
nutrition, effects of cooking on
nutrients, individual dietary
needs.
Through development of
appropriate preparation and
cooking skills.
Through the development of
solution(s) to individual needs.
Answering questions.
Practical application of
knowledge including: in food
73
wellbeing related
information
preparation; in the selection and
carrying out of appropriate
cooking methods.
Through developing an
appropriate solution(s) to a
specific need.
Learning and teaching approaches should support Curriculum for Excellence’s
four capacities to enable each learner to develop as a successful learner, a
confident individual, a responsible citizen and an effective contributor.
74
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 them 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.
internet searching.
Authenticity
work
writing-up sections of report, possibly the evaluative details, under supervised
conditions
video evidence
75
Outcome
1 Describe the
relationship between
food, current dietary
advice and nutrition and
their effect on health
Assessment approaches
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, for example, judicious questioning, self- and peer
assessment, class discussion, opportunities to present
learning to groups or class, testing of one or more of the
standards.
Evidence gathering
Evidence may be gathered in a variety of forms, that
best suit the needs of the learner and individual
centres. Assessors should use their professional
judgement to determine the most appropriate way to do
this. It is important to ensure that learners and teachers
are not overburdened by assessment.
Learners may respond in a number of ways including
recorded verbal responses, written responses, video
footage of an interview or e-portfolios.
Care must be taken to ensure that assessment questions
are set in a format which suits all learners.
Learners should not necessarily have to be reassessed on
all of the standards if, for example, they have only failed to
meet the necessary criteria for one Outcome or part of an
Outcome.
76
2
Use basic knowledge
and understanding in the
identification and preparation of
food products to meet
individual dietary and health
needs
At National 4 level, learners may be provided with
support If an inappropriate choice is made, due to the
learner not understanding the specified needs. They
must be directed to undertake further work in this area
before being allowed to move on to the next standard
in order that they chose an appropriate dish for
standard 2.2.
Credit should be given for the practical work needed to
produce the dish and for compliance with safe and
hygienic practices. The end-product should be
thoroughly cooked, edible and presented to an
acceptable standard.
Evidence should be gathered to show that learners
have met each standard on at least one occasion.
Evidence can be gathered in one or more ways
including video footage, written report, completion of a
pro forma, PowerPoint presentation, teacher
observational checklist, or photographic evidence —
provided that centres have evidence which
demonstrates that learners have met each of the
standards for this Outcome.
At National 4 level, learners may be provided with some support. They may be directed to undertake further work in 2.1 before being allowed to
move on to 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 end-product should be thoroughly cooked, edible and presented to an
acceptable standard.
77
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
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
best suits the needs of the learner and centre. Appropriate ICT systems could be
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.
78
planning learning activities and to provide alternative provision or support where
learning process. Centres will find more advice about this in the assessments
section of the SQA’s website: www.sqa.org.uk
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 SQA that the
Support Notes.
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
79
background.
Time
Tool
80
Published:
Course
details
Version
Authorised Date
by
81

Health and Food Technology (National 4) Draft Course and

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