Health and Wellbeing: Food and Health
Second 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)
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Taste and try a wider range of foods and explain their preferences.
Plan and prepare food and explain and understand the role it has in various contexts.
Experiences and Outcomes
HWB 2-30a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan.
(Curriculum Area: Health and wellbeing > Food and health >
)
Secondary Organisers
LIT 2-09a When listening and talking with others for different purposes, I can share information, experiences and opinion; explain processes and ideas;identify
issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.
LIT 2-26a By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use
suitable vocabulary for my audience.
LIT 2-28a I can convey information, describe events, explain processes or combine ideas in different ways.
HWB 2-05a I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value
relationships, I care and show respect for myself and others.
HWB 2-11a I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and
confidence in others.
Researching and Understanding…
Learning Statement(s)
Taste and try a wider range of foods and explain their
preferences.
Learning Intentions
Pupils will taste and try a range of foods and be able to
explain their preferences.
Knowledge & Understanding and Skills development:
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Quality Meat Scotland demonstration and tasting
session
Visit to Police Scotland and tasting a variety of roll
fillings and fruit
World War 2 topic links: preparing and tasting
carrot fudge and carrot cookies
Sensory evaluations of breakfast foods
Sensory descriptors – developing language and
range of vocabulary
Preparing and tasting a range of healthy foods.
Success Criteria
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I can taste and try different foods
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I can use my senses to evaluate food and explain
my preferences
I can use an extended range of words to describe
food that I eat
I can prepare and try a range of foods, explaining
my preferences.
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Showing awareness of the
different health properties of
food; matching nutrients to their
effects on the body.
Discussing the different flavours
and textures (e.g. spices, beef,
peppers, wraps) of food as it is
prepared.
I can taste and try different foods.
Pupil Comment:
“The cumin smelled
really strong.”
After listening to information about Scottish produce, the children are
given the opportunity to taste, smell and handle a range of foods.
They are able to describe how a range of spices smell and can explain
why they like or dislike the smell, and how this would influence their
food choices.
After helping to prepare wraps using a range of ingredients, the
children taste the food and can describe the taste and make
statements about their own personal preferences.
Tasting beef wraps after
discussion about the main
ingredients and the way the
flavours combine.
Pupil Comment:
“The garlic powder
smells really
overpowering but I
know it will give the
food a nice flavour.”
I can taste and try different foods.
The children are able to make connections between their learning about
food shortages during WW2 and their personal food preferences. After
developing their understanding of why carrots and other vegetables were
used widely in cooking during the War, they use World War 2 recipes to
prepare and create carrot fudge and carrot cookies.
The children are clearly able to explain their preferences and feelings
about each food type.
Pupil Comments
“We made carrot products to see what life was like in WW2.”
“The carrot fudge had a bad texture like jelly and had a bitter taste.
“It wasn’t my cup of tea but I ate it.”
“The carrot fudge had too many bits and was cold.”
“The carrot cookies tasted much nicer than the carrot fudge. They were
much sweeter.”
I can use my senses to evaluate food and explain my preferences
The children are able to explain how appearance, texture, smell and taste all contribute to whether or not
we like particular foods.
A range of vocabulary is discussed that the children are able to use when describing their preferences.
A variety of breakfast foods are tasted and the children are able to complete sensory evaluations of each
item completing a table to show how much they like the item and then adding comments to show their
opinions of texture, taste, odour, and appearance.
Pupil Comments
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“I learned how our senses help us trying
different food.”
“I liked it very much because when I was eating
I tasted a burst of lemon.”
“I think that I choose if I like something
depending on the smell.”
“It was a bit bland and I didn’t like the crumbly
texture.”
“I didn’t like the cheesy taste and I hated the
slimy texture.”
 “Lovely texture, nice, fluffy and light.”
Words identified by the children
I can use an extended range of words to describe food that I eat
The children link learning about different foods with literacy skills. They choose a
word to describe food they have tasted and then extend their ability to describe
that food by using a thesaurus to identify synonyms.
Delicious: succulent; enjoyable; lovely; delectable; tasty;
scrumptious; luscious etc.
Applying and Evaluating…
I can prepare and try a range of
foods, explaining my preferences.
The children prepare healthy
protein pancakes and peanut
butter power-balls. They are able
to describe the taste of each food
item and to explain why they like
or dislike it, using descriptive
language.
Words used by the children
Appearance: fresh; soft; crumbly;
smooth.
Texture: spongy; smooth; fluffy.
Smell: lemony
After tasting a range of breakfast foods, the
children are able to use a wide range of words to
evaluate the taste, texture, smell and appearance
of the food.
Researching and Understanding…
Learning Statement(s)
Plan and prepare food and explain and
understand the role it has in various
contexts.
Learning Intentions
Pupils will use a range of skills to prepare
food.
Knowledge & Understanding and Skills
development:
Teacher Comments:
“It was hugely beneficial to the children to experience a wide range of opportunities to prepare
different foods and to apply the skills they had learnt in a variety of familiar and unfamiliar and
challenging situations. Through working with partners like chefs from a college, local businesses
and parents, the children were able to make connections between their learning in school and the
development of skills for life and work. Lots of them have applied these skills at home and show
great enthusiasm for creating healthy meals for their families.”
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Success Criteria
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I can prepare healthy wraps, choosing which ingredients to include.
I can apply food preparation skills when preparing food for others.
I can measure accurately, using my knowledge of units of measure and scales.
I can use the cooker safely to heat, melt and dissolve ingredients as appropriate.
I can follow recipes and use a range of skills to combine ingredients, mixing and obtaining
the correct consistency.
I can slice and chop food
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Chef Master-classes
Creating wraps for infant classes
(applying skills learned from the
chefs during the master-classes)
Sustainability Fair (food made
using local produce where possible
and recipes linked to food miles)
Quality Meat Scotland
demonstration (Scottish produce)
Commonwealth Fair (recipes from
Commonwealth countries made
and shared with parents)
Making foods like Protein
pancakes and Peanut butter
power-balls (link to healthy
breakfasts and the nutritional
needs of athletes visiting for the
Commonwealth Games)
Next steps: ‘Make it at home.’
‘Make a line in the middle with the filling so it
doesn’t fall out.’
I can prepare healthy wraps, choosing which ingredients to include.
Chefs from a local college visited the school and ran master-classes for the
children. They demonstrated how to prepare healthy wraps and provided
facts about the nutritional values of each ingredient.
Following the input, the children are able to explain that the wraps would
make a healthy and convenient lunch as they are easy to transport in a
lunchbox. They make informed decisions about which food items to include in
the wraps, based on personal preferences and the knowledge that a wider
variety of vegetables will provide a better balance of nutrients.
Applying Learning for different purposes…
Ingredients
Equipment needed
Step by step instructions provided by the
children
I can apply food preparation skills when preparing food for others.
Following the master-classes where chefs showed the children how to
prepare healthy wraps, the children are able to apply their new skills when
independently creating wraps for younger children within the school.
The children are also able to write clear instructions explaining how to
prepare the wraps, showing in writing that they understand the key steps to
successfully preparing food.
Developing skills and understanding of the role of food …
The children plan and
prepare food.
They demonstrate that
they can use a range of
food preparation skills.
Food is prepared for a
variety of purposes and
the children are able to
explain the role of the
food they have prepared.
Some examples include:
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Wraps – which the
children can explain
make a good lunch
as they are
nutritious and easy
to pack and eat as
part of a packed
lunch.
Foods from the
Commonwealth
(e.g. Australian
biscuits), which the
children can link
with learning about
the culture of the
country.
Pupil Voice
Pupil Voice
“My next steps are to start
cooking more about the
house.”
Pupil Voice
“Raw vegetables are healthier
because cooking can destroy
some of the nutrients found
in vegetables.”
“I would like to teach people
at home how to prepare some
of the things I am making in
school.”
Pupil Voice
“I learned how to make a
decent wrap and that it’s easy
when you know how.”
Pupil Voice
“Marinade meat so it tastes
better.”
Pupil Voice
“It’s a skill knowing how to
wrap a wrap.”