Health and Wellbeing: Food and Health
4th Level
Significant Aspect of Learning: 4
Developing skills, attributes and capabilities to apply safe and hygienic practices to everyday routines (Lesson 2) based on
knowledge and understanding of their importance to health and wellbeing.
Learning Statement(s)
Explore food safety risks and apply this when preparing foods.
Demonstrate and justify how to minimise risk when working with food.
Experiences and Outcomes
HWB 4-33a: Having explored the conditions for bacterial growth, I can use this
knowledge to inform my practice and control food safety risks. (Health and
wellbeing > Food and health > Safe and hygienic practices)
Secondary Organisers
HWB 4-16a: I am learning to assess and manage risk, to protect myself
and others, and to reduce the potential for harm when possible.
LIT 4-06a: I can independently select ideas and relevant information for
different purposes, organise essential information or ideas and any
supporting detail in a logical order and use suitable vocabulary to
communicate effectively with my audience.
LIT 4.25a I can use notes and other types of writing to generate and
develop ideas, retain and recall information, explore problems, make
decisions, generate and develop ideas or create original text.
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.
Context for Learning:
Learners are expected to demonstrate an ongoing understanding of the importance of hygiene and food safety. To focus on this, learners were set the
challenge of becoming Food Inspectors; reviewing the practices of peers during practical work. Prior to this, the class researched and discussed food safety
risks…
Lesson 1: Researching and Understanding…
Learning Intention:
Demonstrate and justify
how to minimise risk when
working with food.
Using my prior knowledge of
hygiene and food safety, I can
recognise food safety risks and
identify ways to minimise these.
The topic of HACCP (1) in
the food industry is
explored at a basic level.
Pupils then complete their
own HACCP flow chart for
the pizza they produce as
part of the Design
Challenge unit.
Success Criteria:
I can produce a food hygiene plan
for a given recipe detailing risks and
control points.
Knowledge & Understanding
and Skills development:
•
•
•
•
•
Peer discussions
Reflecting upon personal
learning through discussion
Producing a flow chart
Identifying importance of
good hygiene
Identifying and explaining
rules in relation to buying,
storing, cooking and eating
food.
Pupil Comment
Pupil Comment
“The Food Safety Act protects us as it
ensures that all food is safe to be
sold and eaten.
“Dominos use HACCP at all stages
of their pizza production, al staff
in the factory need a clean
uniform every day.”
Pupils used the Practical
Prompt sheet to initiate
group discussions before
applying the ideas and
knowledge they gathered to
the creation of their HACCP
flow chart.
Pupil Comment
“My HACCP flow chart allows me to ensure I am making my
pizza safely and hygienically”
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)
Experiences and Outcomes
Explore food safety risks and apply this when preparing foods.
HWB 4-33a:. Having explored the conditions for bacterial growth, I can use this
knowledge to inform my practice and control food safety risks.(Health and wellbeing >
Food and health > Safe and hygienic practices)
Demonstrate and justify how to minimise risk when working with food.
Secondary Organisers
HWB 4-16a: I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
TCH 4.10a I can practise and apply a range of preparation techniques and processes to make a variety of items showing imagination and creativity and recognising
the need to conserve resources.
LIT 4.25a I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, generate and
develop ideas or create original text.
Lesson 2: How to Apply my Learning in Practical Situations…
Learning Intention
Success Criteria
We will be applying our learning of good personal and kitchen
hygiene in a practical food lesson, this will be peer assessed.
I can explain what hygiene standards need to be maintained in a practical food lesson.
I can demonstrate I can apply personal hygiene rules in a practical food lesson.
Knowledge & Understanding and Skills development:
•
•
•
•
Peer discussions
Reflecting upon personal learning through discussion
Peer observation.
Identifying importance of good hygiene and applying
this.
Teacher Comment:
Pupils respond well to hearing constructive criticism from their peers. From the
reviewer’s point of view, not only do they get to see food safety from a different
perspective, they also begin to reflect more deeply on their own practice…
PUPIL BEING OBSERVED DURING
‘FOOD INSPECTOR’ TASK
•
•
•
•
•
Disseminate knowledge to my
peers and parents
Apply knowledge in practical food
lessons
Further explore food safety in
industry, for example interview
chefs that work in commercial
kitchens
Complete Elementary Food
Hygiene certificate
Continue to apply knowledge in
all practical food lessons and
when preparing and cooking food
at home.
COMPLETED FOOD INSPECTOR
FEEDBACK SHEET
Learner’s comment:
Learner’s Comment:
James washed his hands at all key points.
I enjoyed doing this exercise, even
though the observer kept on giving
me a row!
Learner’s Comment:
Gillan ensured he followed the
CAYG policy.