Health and Wellbeing: Food and Health
B0-32a
Early Level
Significant Aspect of Learning 1
Knowledge and understanding of a healthy diet and making informed decisions in order to improve mental, emotional, social and physical
wellbeing.
Learning Statement(s)


Select a snack independently.
Taste and try a range of different foods.
Experiences and Outcomes
HWB 0-30a Together we enjoy handling, tasting, talking and learning about different foods, discovering ways in which eating and drinking may help us to grow
and keep healthy.
HWB 0-32a I know that people need different kinds of food to keep them healthy.
HWB 0-19a In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences.
(Curriculum Area: Health and wellbeing > Food and health > )
Secondary Organisers
LIT 0-02a/ENG0-03a As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen.
LIT 0-26a Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message.
LIT 0-21b As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and
information.
“Fruit is good for you.”
Researching and Understanding…
Children vote to choose the next day’s snack by
putting a photo of themselves beside one snack.
Learning Statement(s)
Select a snack independently.
Learning Intentions
Pupils will be able to choose a healthy
snack independently.
Pupils will be able to explain how the food
they choose can keep them healthy.
Success Criteria
I can decide which snack I would like to
eat and I understand how the food I
choose can keep me healthy.
I can independently choose a snack.
Success Criteria
I can decide which snack I would like to eat and understand how the food I choose can keep me healthy.
The children vote to choose their daily snack menu, and can explain why they choose particular foods. In addition to this, children also vote to select which
fruits they would like to eat at snack-time that week. The children are able to explain, in simple terms, how the choices they make links to their health.
Through being actively involved in selecting snacks independently like this, the children are showing a developing knowledge and understanding of a healthy
diet.
The children are able to follow visual prompts to guide them through the
key steps to independently selecting a snack (i.e. ensuring there is a
space at the snack table; washing hands; selecting snack; doing dishes;
brushing teeth; voting to select next day’s snack).
Learning Intentions
Pupils will be able to decide
which snack they would like to
eat and understand how the
food they choose can keep
them healthy.
I can independently choose a snack.
The children are able to follow visual instructions to
independently select their daily snack, including following
basic hygiene routines.
The children are able to
explain (verbally and in writing)
why they have chosen their
morning snacks. They provide
clear explanations of why they
enjoy the food and make links
to how their choice affects
their wellbeing.
Researching and Understanding…
Learning Statement(s)
Taste and try a range of different
foods.
Learning Intentions
Pupils will have the opportunity to
taste and try a variety of foods.
Knowledge & Understanding and
Skills development:

I can taste and try a range of different foods.

When drinking milk every day, and eating their fruit in class three times a week, the children are given the opportunity to
taste a range of different fruits and take part in discussions about what they enjoy and the health benefits of what they
are eating.

Food tasting linked to
stories read in class,
Handling, tasting and
talking about a variety of
foods.
Learning about various
foods and how what we
eat may help us to grow
and stay healthy.
Songs and stories about
food.
Fruit and milk in class.

Themed school lunches.

Success Criteria



I can taste and try a range of different foods.
I can assess my own tastes by deciding which foods I like or dislike.
I can describe food I have handled and tasted.
I can taste and try different foods.
Daily snack times provide an
opportunity for the children to taste
and try a variety of foods
I can taste and try different foods.
The children are able to explain some ways that fruit is good for them (“It is
healthy” and “It helps your bones to grow”). They are then able to select some
fruits to include in a smoothie and prepare the smoothie as a class.
Dragon Fruit; Physalis; Sharon
Fruit; Pomegranate; Passion
Fruit.
I can assess my own tastes by deciding
which foods I like or dislike.
After handling a range of fruits and preparing their smoothie, the children try the
drink they have made. They are able to say whether or not they enjoyed the drink.
The children complete a table to show
which foods they enjoyed tasting and
trying.
A ‘fist of five’ self-assessment shows the
children’s opinion of the food they have just
tasted.
After tasting things like chicken wraps made
for them by the P7 and P6 children, and a
range of more unusual fruits, the children can
evaluate their own tastes and show their likes
and dislikes through written and visual selfevaluations.
its.
One child didn’t want to try anything new
but he managed to taste it using his lip
‘Banana and strawberry juicy.’
‘I liked the Sharon Fruit because it was sweet.’
‘I liked the dragon fruit because it was
yummy.’
‘Strawberry
sweet.’
I can describe food I have handled and tasted.
After tasting various fruits, the children show that they are aware of the differences between
the foods and their own personal tastes by using adjectives to describe the tastes.