Learning journey - Hungry for Success
Focus: Health and wellbeing
CfE Level: Second / Third
Introduction:
This learning journey with a technologies and health and wellbeing focus provides learning activities which offer opportunities for learners to develop an
understanding of problem solving strategies and the application of food safety principles in a practical food context. Learners are given the opportunity to
develop their creativity, knowledge and skills through a selection of design briefs related to food product development. Learners will plan, develop, make
and evaluate a food product/s. They will also apply food safety principles when planning and making their food product. Each learner journey may be
tackled individually or in a group setting.
This learning journey contains the following learning experiences:
 Putting Health on the Menu
 A Taste of Scotland
 Eat to Win
Prior learning:
Interdisciplinary opportunities:
Capabilities:
Pupils should have a good
understanding of second level
experiences and outcomes in
technologies, particularly those
relating to problem solving
strategies. In addition, second
level experiences and outcomes
in food and health, particularly
those relating to nutrition and
safe and hygienic practices will
also provide the learner with a
sound base from which to
develop their learning and skills.
It would be desirable to develop the technologies experiences and
outcomes contained within this learning journey, alongside those
detailed for social studies/maths/literacy and health and wellbeing.
This interdisciplinary approach is central to developing pupils
understanding, ensuring that higher order thinking skills are nurtured.
Numeracy and Mathematics - learners may wish to cost the food
products they develop to see if they are economically viable for sale.
The may also analyse the nutritional value of food products to
establish the extent to which they have met the needs of the task and
present their findings appropriately.
Social Studies - learners could compare the values, beliefs and
cultures of various countries and compare them to Scotland. They
may also want to look at the environmental effect of sourcing local
food produce.
Literacy - learners can find, use and organise information in a variety
of ways.
Successful Learners –the opportunity to apply
understanding of health and wellbeing and use a
problem solving approach within a practical
context allows learners feel a sense of
achievement when they produce their own food
product
Confident Individuals –develop skills in the
different aspects of a problem solving activity and
gain confidence in their ability to work
independently or as part of a team
Responsible Citizens –develop a better
understand Scotland’s place in the world.
Effective Contributors – enabling learners to
make valued contributions to help them the solve
problems in each task.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/in dex.asp
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Learning journey - Hungry for Success
Focus: Health and wellbeing
CfE Level: Second / Third
Relevant Experiences and Outcomes:
Health and wellbeing:


I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing HWB 3-28a
By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs HWB 3-30a

Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy,
nutrients and health HWB 3-31a
I am developing my understanding of the nutritional needs of people who have different conditions and requirements HWB 3-32a
I can apply food safety principles when buying, storing, preparing, cooking and consuming food HWB 3-33a


Technologies

I have gained confidence and dexterity in the use of ingredients and equipment and can apply specialist skills in preparing food TCH 3-10b

By using problem-solving strategies and showing creativity in a design challenge, I can plan, develop, make and evaluate food or textile items which meet needs
at home or in the world of work TCH 3-11a
Social Studies

I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a
Literacy

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 3-25a
Mathematics

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs making
effective use of technology MTH 3-21a
Numeracy

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and
informed choices for real-life situations MNU 3-07a
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/in dex.asp
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Learning journey - Hungry for Success
Focus: Health and wellbeing
CfE Level: Second / Third
C
Learning experience A: Putting Health on the Menu
Introduction
Possible learning opportunities / tasks
Possible evidence
Although Scotland produces some of the finest
food in the world, the Scottish diet is often
lacking in terms of health and nutrition. Deep
fried mars bars, Scotch pies and chips with
everything have resulted in an overweight and
unhealthy population.
Pupils could:
 Brainstorm ideas round the stimulus and identify a
target group and key points to consider for the
product/s
 Work collaboratively and take responsibility for different
aspects of the task
 Develop a theme/range/style for food products to fit in
with brief
 Research health issues related to Scotland’s poor diet,
collate the information and present findings using
technology
 Using findings from research construct a survey to
establish types of food product/s which might meet the
brief
 Analyse survey results and use information to inform
possible food products and develop potential ideas
 As a group make a selection of products and evaluate
each one against the brief and research findings
 Make a selection of products/s and organise a sensory
tasting session to establish most popular product.
Write – identify and explain key points to consider
Say – present research findings to a group/the class
Say - justify the choice of their final dish to the class
Make – make an annotated flow chart to illustrate
their journey from design brief to final product
Make – a display of sensory analysis findings
Do – observe the preparation of food product/s
relevant to the task demonstrating dexterity.
If Scotland wants to improve its diet and its
food image then we have to provide a
springboard for this change. Providing healthy,
tasty food could help put Scotland onto a
healthier path.
Stimulus:
Develop a Scottish food product which will
improve Scotland’s health image.
Key learning
Learners can:
 Analyse a brief and identify key points
 Select the most appropriate way to
research the topic
 Analyse research data effectively
 Make an appropriate product safely and
hygienically demonstrating imagination and
creativity
 Evaluate the final product/s appropriately.
Useful resources
Dietary diseases
Healthy Eating
Healthy meals and recipe ideas
Cancer prevention
BHF Healthy Food Choices
BBC Product Development
Product Development
Diet related health issues
Food product development - class clips
Reflecting on learning
Questions for learners:
 Have learners used their research effectively to
inform their choice of products?
 Can learners justify their final product in terms of
meeting the requirements of the brief?
 Can learners suggest improvements to their
product?
 Can learners suggest how they could have
worked more effectively when preparing their
product?
Taking it further
TCH Learners could evaluate each other’s products
and choose one product to take forward to be
produced in the school dining hall/local cafe/food
outlet
HWB Learners could use nutritional analysis
software to see if their product meets current dietary
advice.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/in dex.asp
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Learning journey - Hungry for Success
Focus: Health and wellbeing
CfE Level: Second / Third
Learning experience B: A Taste of Scotland
Introduction
Scotland’s Year of Food & Drink 2015
provides the perfect opportunity to
showcase the best of regional produce
to the many visitors to Scotland. Be it
berries or beef, seafood or Scotch
broth, Scotland can offer delicious food
to suit every palette.
Stimulus
Develop a food product to showcase
Scottish produce
http://youtu.be/Xxy1VBAGijA
Key learning
Learners can;
 Identify foods local to their
area/Scotland
 Understand the impact of food miles
on the environment
 Safely create a food product which
meets the brief
 Evaluate their product against the
brief
Possible learning opportunities / tasks
Possible evidence
Pupils could:

Select an area of Scotland to investigate and identify
key foods produced in that area

Display/showcase results creatively

Research the term food miles

Identify which countries provide Scotland with foods
throughout the year and discover how far they travel

Debate food miles versus fair trade

Grow their own produce

Visit a local food producer/farmers market

Investigate foods sold at other sporting
events/venues and conduct a nutritional analysis

Conduct a sensory tasting of local foods to establish
popularity of items

Conduct a survey to discover likes/dislikes and
present results to class

Use information from research to inform type of food
product/s to create

Create and evaluate their food product/s
Say – Justify choice of product/ingredients in product
Say – explain the key issues surrounding food miles
Write – Evaluate food product against the brief
Make – Create a food product to showcase Scottish
produce
Do – Develop a map of Scotland to illustrate foods
from different areas
Do – Observation of learner carrying out practical
task.
Useful resources

What are food miles?
How far your food travels
Food miles tracker
Fair trade
Food seasons calendar
Scottish Produce
Scottish foods in season
Olympic Food Vision
Reflecting on learning




Have the learners been able to justify their choice
of ingredients/product choice effectively?
Can the learner suggest improvements to their
product?
Did the learner pay due attention to safety and
hygiene when carrying out the practical task?
Can the learners apply their knowledge of product
development to this context?
Can the learner explain the issues surrounding
food miles?
Taking it further
Maths/numeracy; Calculate the cost and miles of
producing their product locally and compare this to
one using produce from other countries.
Technologies; develop a food product to reflect one or
more country.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/in dex.asp
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Learning journey - Hungry for Success
Focus: Health and wellbeing
CfE Level: Second / Third
Learning experience C: Eat to Win
Introduction
Possible learning opportunities / tasks
Possible evidence
The Glasgow 2014 Commonwealth Games
included 54 member states, 6500 athletes,
and 17 sports. Passions ran high with every
athlete wanting to excel and win for
themselves and their country. Every aspect
of their lives was planned and monitored to
ensure they were in peak physical condition.
Sports nutrition played a part in every medal
won.
http://www.youtube.com/watch?v=3HaT4Ap
o-sY
Pupils could:

Select an area of Scotland to investigate and
identify key foods produced in that area

Display/showcase results creatively

Research the term food miles

Identify which countries provide Scotland with
foods throughout the year and discover how far
they travel

Debate food miles versus fair trade

Grow their own produce

Visit a local food producer/farmers market

Investigate foods sold at other sporting
events/venues and conduct a nutritional analysis

Conduct a sensory tasting of local foods to
establish popularity of items

Conduct a survey to discover likes/dislikes and
present results to class

Use information from research to inform type of
food product/s to create

Create and evaluate their food product/s.
Say – Justify choice of product/ingredients in product
Say – explain the key issues surrounding food miles
Write – Evaluate food product against the brief
Make – Create a food product to showcase Scottish
produce
Do – Develop a map of Scotland to illustrate foods from
different areas
Do – Observation of learner carrying out practical task.
Can you create foods to help your favourite
athlete achieve success?
Stimulus
Choose an athlete and develop a food
product/s to help them win gold
http://www.championsinschools.com/
Key learning
Learners can:
Make the link between nutrients, energy and
physical activity
Use their knowledge of sports nutrition to
create an appropriate food product for an
athlete

Evaluate their product in relation to the
nutritional and cultural requirements of
their athlete.
Useful resources
What are food miles?
How far your food travels
Food miles tracker
Fair trade
Food seasons calendar
Scottish Produce
Scottish foods in season
Olympic Food Vision
Reflecting on learning





Have the learners been able to justify their choice
of ingredients/product choice effectively?
Can the learner suggest improvements to their
product?
Did the learner pay due attention to safety and
hygiene when carrying out the practical task?
Can the learners apply their knowledge of product
development to this context?
Can the learner explain the issues surrounding
food miles?
Taking it further
Maths/numeracy; Calculate the cost and miles of
producing their product locally and compare this to one
using produce from other countries.
Technologies; develop a food product to reflect one or
more country.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/in dex.asp
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