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 reader. 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 discussion 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 illnesses.” 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 practice Reflecting upon personal learning 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… • Signs • Posters • Labels • 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 routines Reflecting upon experiences 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 bacteria. 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 Hand-washing 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.