Health and Wellbeing: Food and Health Significant Aspect of Learning 4

Health and Wellbeing: Food and Health
2nd Level
Significant Aspect of Learning 4
Developing skills, attributes and capabilities to apply safe and hygienic practices to everyday routines, based on knowledge
and understanding of their importance to health and wellbeing.
Learning Statement(s)
Identify, and understand the importance of, safe and hygienic practices.
Experiences and Outcomes
HWB 2-33a: Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their
importance to health and wellbeing. (Curriculum Area: Health and wellbeing > Food and health > Safe and hygienic practices)
Secondary Organisers
LIT 2-22a: In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs
in a way that makes sense to my reader.
LIT 2-23a: I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my
LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions,
and by asking different kinds of questions of my own.
HWB 2-16a: I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
Researching and Understanding…
Explain the importance of good
hygiene to health and wellbeing.
Learning Intention
Through investigation and
exploration, we will be learning
about the importance of good
hygiene to health and wellbeing.
Knowledge & Understanding
and Skills development:
Peer discussions
Conducting experiments
and evaluating results
Reflecting upon personal
learning through
Creating posters to share
learning with others
Identifying importance of
good hygiene
Naming some
consequences of poor
hygiene routines.
Explaining key facts and
procedures to others.
Following initial discussions about
the illnesses that could be passed
through poor hand hygiene, the
children conducted experiments to
identify the most effective method
for hand-washing. After rubbing
their hands with newsprint, the
children washed their hands in one
of several ways:
Cold water with no soap
Cold water with soap
Warm water with no soap
Warm water with soap
Identify ways to establish and
maintain good hygiene routines.
Analysis of their hands afterwards
showed the children that the most
effective way to wash hands was
using warm water with soap. The
children then created posters to
share their learning with younger
children within the school. They
identified suitable locations for
displaying their posters in order for
them to have maximum impact.
Success Criteria
I am able to identify ways to establish and maintain good hygiene routines.
I am able to explain my findings to younger learners in an eye catching way
I am able to reflect on my learning and identify how to further develop my knowledge and understanding.
Pupil Comments
Pupil Comments
“It is a life-skill to have good hygiene otherwise we will get
seriously ill.”
“More people need to realise that washing and drying
your hands are really important.”
“Germs like moist areas and warmth so they could
spread (if you don’t dry your hands) to create some type
of illness.”
“All the illnesses I learned about were contagious by
touch and everybody had a chance of getting one of the
Next steps for learners:
To receive training as ‘Germbusters’ that will allow them to apply their knowledge, understanding and skills in a practical real-life situation
Disseminate knowledge by leading ‘Germbuster’ workshops for other pupils within the School
Apply knowledge to personal daily hygiene routines
Further explore links between hygiene and kitchen/food safety.
Learning Intentions
Through investigation and
exploration pupils will be able to
identify the importance of good
hygiene to health and wellbeing
and identify ways to establish and
maintain good hygiene routines.
Knowledge & Understanding and
Skills development:
Peer discussions
Questioning skills
Observations of good
Reflecting upon personal
Identifying importance of
good hygiene
Naming some
consequences of poor
hygiene routines
Learning applied in a
variety of contexts
Some children visited the nursery to investigate
the hygiene routines they have established there
when preparing and eating food.
Pupil Voice
“At the nursery we were looking for some
ideas for our café for example…
Storage cabinets
Medical cabinets
And lots more”
Evidence collected
by the children.
This was then used to
inform their next steps: to
apply the knowledge they
had gained to their own
food preparation routines.
The children were able to investigate the consequences of
poor hygiene routines. They provided written explanations
of why good hygiene routines are important and used
digital literacy skills to capture important aspects of basic
hygiene procedures.
How to Apply my Learning in Practical Situations…
Skills developed by:
Visiting a working
kitchen/restaurant area
Observing hygiene
Reflecting upon
Evaluating relevance of
routines observed to
own routines/daily life
Handling and discussing objects
linked to hygienic practices.
Comparing written guide to effective
hand-washing with existing knowledge.
Learning Intention
We will be learning why good hygiene rules are important when preparing food
by watching and listening to how these are applied in practical situations.
Listening to information about safety
and hygiene routines in a professional
kitchen and restaurant.
Success Criteria
I am able to listen to information about safety and hygiene procedures in a kitchen area.
I am able to assimilate this information and make relevant links to my own daily routines.
I am able to identify some risks to health and well-being that can occur when hygiene standards are not maintained.
Learner’s comment:
The patterns of diseases can be
really bad. If you touch
something that someone else
has touched that spreads
Learner’s Comment:
Learner’s Comment:
I will use all the knowledge to
help me cook and to keep
myself safe in the kitchen.
We learned that they have
different chopping boards – one
for raw food and one for cooked
food so that no germs go on the
cooked food.
We visited the Police Scotland Headquarters to let the children experience first-hand some of the procedures that are in place within a kitchen area. The children noted
their observations and were then asked to reflect upon their learning once back at school.
Bloom’s Revised Taxonomy was used as a framework to structure the children’s evaluations of their learning and to support them in making links between their
experiences at Police Scotland and the routines that they should adopt when working in the kitchen area at home or school.
‘Food hygiene is important in life.’
‘It is also important that you
check the temperature 4 times
before you serve food.’
‘The Scottish Police College isn’t
the only place where you need to
be hygienic around food. There
are many other places like
restaurants, catering services
and even at home.’
Next Steps in Learning as identified by the children:
Visit other working kitchen areas
Create advice for other children to share learning (posters, labels, leaflets) that could be used within school’s IDL Café area
Practical experiences in the kitchen (at school and home) preparing food in a safe and hygienic manner.
Through assuming the role of peer
tutor, the children clearly
demonstrate that they can identify
and explain the consequences of poor
hygiene routines. They are able to
apply their learning in a range of
unfamiliar and challenging contexts.
Skills developed by:
Peer tutoring
Modelling 5-steps to
effective hand-washing
Assessing knowledge
and understanding of
peers and offering
formative feedback
Learning Intentions:
Through providing clear explanations for others, we will be developing our own
understanding of the importance of good hygiene to health and wellbeing.
As peer tutors, the children
were required to clearly and
concisely share their knowledge
and understanding in a way that
others could understand.
After attending a
Workshop the
children were asked
to organise and
deliver sessions for all
children from Nursery
to P6
The children asked questions to
clarify the understanding of others
and provided clarification – a
process which encouraged deeper
and more reflective thinking skills.
A game was played using a
rubber chicken covered in UV
cream to highlight how easily
germs are spread.
Peer tutors oversaw this game
and then used the UV machine
to show children where germs
can be found on their hands.
After following the hand-washing advice
provided by the children leading the
workshops, children’s hands were reexamined. Successful hand-washing was
marked by an absence of ‘glowing’
patches. Peer tutors provided formative
feedback about the effectiveness of handwashing techniques.
Before hand-washing
After hand-washing
Germs are represented by the patches glowing
under the UV lights.
Effective technique is praised by the older children.
They also identify areas where hand hygiene could
be improved and provide advice about the best way
to achieve success.