Health and Wellbeing: Food and Health
1st 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)
Understand the importance of, and take responsibility for, basic hygiene routines.
Experiences and Outcomes
HWB 1-33a I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my
everyday routines such as taking care of my teeth.
(Curriculum Area: Health and wellbeing > Food and health > Safe and hygienic practices)
Secondary Organisers
LIT 1-02a When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.
ENG 1-17a To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of
my own.
LIT 1-24a I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features.
Investigating and Understanding…
I can actively listening to advice about handwashing procedures…
Learning Intentions
The workshops provided children with an opportunity
to learn from their peers. The children are able to
listen to and observe information about hygienic
practices and then apply this to their everyday routines,
including when eating and preparing food.
Pupils will understand why good
hand hygiene is important and be
able to explain how this links to
daily routines.
Knowledge & Understanding and
Skills development:
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Participation in handwashing workshop led by
Primary 7 children.
Applying knowledge
gained in workshop when
washing own hands
Acting upon formative
feedback received from
peer tutors.
Participation in hand-washing workshop, led by Primary
7 children.
Reflecting upon learning…
Comments from Pupils:
“The workshops were fun and we learned about
germs.”
“You can’t see germs.”
“There are more germs on your hands than any other
parts of your body.”
Engaging in practical demonstrations of how easily germs are
spread…
“Always wash before you eat.”
The chicken game involved a rubber chicken being passed around and the
children providing facts about hand hygiene. When used with a UV light
machine this demonstrated to the children that germs are not visible to the
naked eye but are easily spread, as every child who had touched the chicken
had UV gel on their hands.
“You have to wash your hands for two minutes.”
The children can verbally express an understanding of the
importance of basic hygiene routines. They understand ways in
which to take responsibility for their own hygiene.
“Wash before and after cooking.”
“You can sing “Happy Birthday” twice before you
finish rubbing the soap in.”
“A good change that I can make is to wash my hands
longer.”
I can explain the importance of good hygiene
to health and wellbeing.
After the initial hand-washing workshop, the
children were asked to apply the skills they
had learned in different contexts.
‘It should take you at least 3
minutes to wash your hands
properly.’
Evaluations of learning
‘I learned
that
everything
has germs.’
‘There are 5 steps to washing
your hands.’
I can identify ways to establish and maintain good hygiene
routines.
In practical situations the children apply their knowledge
and understanding about the importance of basic hygiene
routines.
Washing hands before preparing food.
asic
When to wash your
hands:



‘Wash your hands before you eat.’
‘Wash your
hands with
soap.’
Posters and leaflets highlighting the key
messages learned.
Before any
meal
After being
outside
When they
are dirty
Applying my Learning in Different Situations…
Key Question: What
routines does the chef
adopt to ensure that
food is prepared
hygienically?
Learning Intentions
Pupils will understand some of the
hygiene routines that keep us safe
when preparing food.
Knowledge & Understanding and
Skills development:
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
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Observation
Peer discussions
Sorting and classifying
Application of skills when
preparing food.
I can listen to information about safety and hygiene procedures in a kitchen area.
I can assimilate this information and make relevant links to my own daily routines.
A Master-class with two chefs from a local college provided the stimulus for the children to learn more about hygiene when preparing and
consuming food.
After observing the chefs during the Master-class, various activities consolidated learning before these skills and knowledge were transferred
to new and unfamiliar contexts.
‘Hair net to keep hair off the
food.’
‘Mask to keep diseases away.’
‘Gloves to keep the germs away.’
Labelling the important items of clothing that chefs wear with explanations as to why each item is chosen shows that the
children have an understanding of how you can take responsibility for good hygiene in the kitchen.
I am able to identify some risks to health and well-being that
can occur when hygiene standards are not maintained.
Previous knowledge about the importance of hand-washing and
how germs spread is consolidated and adapted to new situations.
Skills gained during Chefs’ Master-classes are developed further
through practical application.
A sandwich making activity highlights how food can be
contaminated by germs if good hygiene routines are not followed.
Peer discussions support the identification of risks and possible
solutions.
‘What would you do if some of the foods
you were working with fell on the floor?
Pick it up and put it in the bin.’
‘What would you do if you cut yourself while you were
cooking? Put the stuff down and turn off the cooker. Tell the
teacher and get a blue plaster.’
w
Pupils will know that it is
important to store food
hygienically and can identify some
ways to do this.
The children collaborated with
peers to explain decisions and
reach consensus about the most
appropriate ways to store food
safely.
The opportunity to apply their
knowledge is provided by practical
activities when purchasing and
storing food for cooking activities.