Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Introduction:
This learning journey is intended to support learners in understanding the physical, mental, social and emotional benefits of maintaining a healthy and
active lifestyle. It explores the ideas of healthy food choices and physical activity being part of everyday life and the positive impact this can have on the
community. The resource is aimed at second and third level learners.
Fitness is a term used generally to describe the physical characteristics of a person, but what about mental and emotional fitness? What are the social
implications of being healthy and active? How can our choices of food impact on our body, mind and spirit?
The material in this journey will support teachers in encouraging learners to engage in discussion on these areas and develop an understanding of the
importance of being healthy and active.
This learning journey contains the following learning experiences:
 Fit for Living
 Fitness, Fuel and Fluid
 Activity for all: let’s get involved!
Prior learning:
Interdisciplinary opportunities:
Prior to undertaking this learning journey, pupils should be encouraged to
reflect on the impact of poor diet and inactivity on individuals and how this
affects their local community.
Skills for learning, life and work: Learners will develop an understanding
of the importance of healthy eating and life-long participation in physical
activity to maintain a healthy and happy life.
Literacy: Learners will be expected to engage with a variety of different
mediums to demonstrate learning, understanding and communicate that in
the most appropriate manner.
Learners should also be taking part in two hours or two periods of PE
every week and have an awareness of how active they are outside of
PE time. This will provide foundations for discussion.
Social Studies: learners can explore other cultures within the
commonwealth and ascertain how they maintain a healthy and active
lifestyle
Keeping a food diary over the course of a few days, will help learners
understand the nutritional value of what they are putting into their bodies
and what effect this can have.
Home Economics: learners could investigate their daily calorific intake
through different food groups, what constitutes a balanced diet and how this
compares to the diet of elite athletes.
Learners should also be encouraged to research the opportunities for
activity within their own community.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Capabilities:
This starting point for study aims to develop the four capacities in the following ways:
Successful Learners: This learning and teaching idea aims to develop learner’s awareness of other country’s views on physical activity and healthy
lifestyles. It will allow them to explore how countries with similar climates cope with adverse weather and yet maintain an active approach to life.
Confident Individuals: This learning and teaching idea hopes to develop learners understanding of the effects of leading a healthy life in order to
promote a positive self-image, increase self-confidence and develop a positive attitude to overall wellbeing.
Responsible Citizens: This learning and teaching idea hopes to promote the importance of life –long participation in physical activity and to take
responsibility for your own health and wellbeing by ensuring a healthy and active lifestyle is maintained and to promote this message to those around
you.
Effective Contributors: This learning and teaching idea aims to exemplify how taking part in physical activity can improve social circumstance and
reflect positively on society.
This learning and teaching idea is a starting point for study that can be completed in any order and/ or with learning opportunities completed in isolation
of each other.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Relevant Experiences and Outcomes:
Health and wellbeing:

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a / HWB 3-01a

I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know
that it is not always possible to enjoy good mental health and that if this happens there is support available. HWB 2-06a / HWB 3-06a

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. HWB 2-11a / HWB 3-11a

I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 2-14a / HWB 3-11a

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 2-15a / HWB 3-15a

I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. HWB 2-22a / HWB 3-22a

By reflecting on my own and others' work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to progress
further. HWB 2-24a

I can analyse and discuss elements of my own and others' work, recognising strengths and identifying areas where improvements can be made. HWB 3-24a

I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and
opportunities for outdoor learning, available at my place of learning and in the wider community. HWB 2-25a / HWB 3-25a

I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. HWB 2-27a /
HWB 3-27a

I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing. HWB 2-28a / HWB 3-28a
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Literacy:

I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a

I can consider the impact that layout and presentation will have on my reader, selecting and using a variety of features appropriate to purpose and audience.
LIT 3-24a

I can convey information, describe events, explain processes or combine ideas in different ways. LIT 2-28a / LIT 3-28a
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
C
Learning experience A: Fit Foods!
Introduction
Possible learning opportunities / tasks
Possible evidence
Being physically active on a regular basis has a major
impact on all aspects of wellbeing. These aspects are:
Physical Fitness, Mental Health, Social Skills and
Emotional Development.

Learners can:
Do: Learners’ contributions to the success criteria
Government guidelines for Physical Activity
suggest that all young people from 5 – 18 years
old should undertake at least 60 minutes of
physical activity every day, which should be a mix
of moderate-intensity aerobic activity, such as
fast walking, and vigorous-intensity aerobic
activity, such as running.
This should also include muscle strengthening
activities and bone strengthening activities three
times per week.
So how much activity are we really taking part in
and what impact is this having on our nation?
Stimulus:




Explore the benefits of being physically active and
eating a healthy diet on a regular basis with
regards to physical, mental, social and emotional
wellbeing. How do they feel in comparison?
Research the many different ways in which they
can be active every day, implement some of these
ideas and keep a diary of this. Setting physical
activity homework targets could develop this
further. How does this extra activity make you feel?
Research the ways in which people in other
countries build physical activity into their day,
either within the school day or at home and how this
links to the foods that they eat.
Find out what countries with similar climates
to Scotland traditionally eat. Does the
weather influence what we eat?
Consider the impact of increased physical activity
on a daily basis for all members of the school
community. In what ways can people of all ages
take part in regular physical activity?
https://www.food.gov.uk/scotland/researchscot/s
cotlandresearch/ScotlandProjectList/n10036
Useful resources
Key learning
Physical activity guidelines for children & young
people
Learners can:
 Appreciate the positive effects of embedding
daily physical activity into their lives and how
this and eating healthily impacts on their life
long health and wellbeing.
 Identify ways in which they can incorporate
physical activity and healthy eating into their
daily lives
Physical activity and mental health
The positive impact of sports
Exercise and mental health
Make: Individual presentation on the positive impact
on personal wellbeing.
Say: Group discussions/ recorded
Make: Posters
Say: Learner explanation
Reflecting on learning
 Having undergone a period of increased physical
activity and healthy eating, what impact has this
had individually and as a group?
 What has been the most enjoyable part of being
active and eating healthily?
 What is the positive impact of increased physical
activity and eating healthily within the class or on
the school as a whole?
Taking it further
All pupils work together to achieve a set target, for
example cycle from John O’Groats to Land’s End or
walk the West Highland Way. Measure lines in the
school playground and calculate the distance
walked/cycled along the lines, from class etc.
Pedometers could also be used to aid calculation.
This could be done in school time or as a homework.
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Learning experience B: Fitness, Fuel and Fluids
Introduction
In order to maintain a healthy life style, what we
eat and drink is just as important as how active
we are. Eating a variety of foods will help
ensure that your body gets all the right nutrients
to sustain the body before, during and after
exercise.
So the big question is; are we eating enough of
the right things or too much of the wrong things?
Athletes have to consume far more than their
recommended daily calorie intake as they burn
off so many calories while training. If they don’t
replenish the calories used then they will not be
able to perform at their best.
In order to function effectively, we also have to
keep ourselves adequately hydrated. Our
bodies are composed of over 70% water,
therefore we have to ensure that we consume
the correct amount of water to keep these levels
topped up as we excrete water throughout the
day.
Stimulus
Food and Mood
Possible learning opportunities / tasks
Possible evidence
Learners could:
Learners can:
Do: complete the required amount of moderate –
vigorous exercise everyday and reflect on the
impact this has on wellbeing. Keep a daily
exercise diary.





Embark on a journey of self-reflection and keep a diary of the foods
they eat, the amount of exercise they undertake, the number of hours
sleep they have per day and complete this over the course of a week.
Learners could then compare this to the same task using a balanced
diet including getting plenty of sleep, adequate hydration and the
advised amount of exercise required each day. This could then be
presented to the class, discussing if they felt any different and if any
trends were observed collectively.
Investigate how much fluid they drink each day and what the calorie
intake of this is. How many extra calories do they consume from
drinks alone? Discover ways in which to increase the amount of fluid
they consume throughout the day.
Research the impact of energy drinks and artificial sweeteners on
health.
Compare the different types of foods athletes eat in order to fuel their
bodies. Learners could research the variety of eating plans athletes
have across a variety of sports. This could include the changes
athletes make to their diet before, during and after competition.
Complete a project on their favourite sporting athlete and explore the
importance of eating well during training and competition cycles.
Useful resources
Key learning
The Eat Well Plate
Learners can:
Water and Drinks

Energy Requirements


Understand the importance of appropriate
hydration for both an individual and an elite
athlete.
Investigate the energy requirements for
both themselves and an athlete of their
choice.
Evaluate the role of energy drinks in the
diet of a teenager and an elite athlete.
Write: a food/hydration diary and reflection log
Say: lead/participate in group
discussions/recorded debates on food
choice/energy drinks
Make: a comparison table/graph/chart of different
food choices /hydration and energy provision
Say: give oral explanations of learning undertaken
e.g. what the impact of adequate hydration is on
the body.
Reflecting on learning
What steps can you take to improve your life style
with regards to food, drinks and sleep?
How can you encourage those around you to lead
a healthier life? Can you find ways to be a healthy
family?
Taking it further
Research how other cultures and societies
maintain a balanced diet, especially with regards
to exercise and training. What are the
differences in diet?
What are ‘Super Foods?’ Carry out a healthy
lifestyles project in which you identify these foods
and explain their value and key properties.
Teens and Sleep
Effects of an Unbalanced Diet
Energy drinks
Elite Athlete’s Training Diet
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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Learning journey – Fitness, food and fun
Focus: Health and Wellbeing
CfE Level: Second / Third
Learning experience C: Activity for all: Let’s get involved!
Introduction
Possible learning opportunities / tasks
There are many countries who have a very
positive attitude towards the importance of
being physically active on a daily basis. In
countries such as Canada and Australia, the
whole community come together to support
the local sporting teams.
This community spirit is inherited throughout
the generations and sport is seen as one of the
key foundations to a healthy and happy life.
What opportunities are there for this to occur
within our own country and what value do we
place on sport?
 Investigate the role the community play within their
school when it comes to supporting school sport.
Learners could create a report outlining the value of
sport within the school and the importance of
community involvement. This could be
disseminated to parents and carers to generate
more support after the school day is finished.
 Research the opportunities available to them outwith the school day. By speaking to partner
agencies and community clubs they could compose
a list of all available sporting opportunities and try
some of these out.
 Set up a market place within their school in which
parents/carers can come along and see all the
sporting activities available to pupils and try some
out. This could then lead to pupil/parent workshops
involving physical activity.
 Discover how other countries within the
Commonwealth ensure their communities re active
and what kind of provision there is available.
Stimulus
http://www.letkidsplay.ca/docs/LKPPositiveImp
actSports.pdf
Key learning
Learners can:

Develop an understanding of the role of
sport and physical activity within the local
community and the value in which it is
held.

Discover the opportunities available to
them with regards to sport and physical
activity out with school time.
Possible evidence
Learners can:
Do: organise market place demonstration of school
sport opportunities
Write: compose lists of sporting
pathways/opportunities out with school time
Say: lead/engage in group discussions/ recorded
debates
Make: create s leaflet of all opportunities available
to the community to take part in physical activity.
Reflecting on learning
Learners should be reflecting on their own
contribution to their local community. What do they
do that makes a difference?
Having understood the importance of being an
active community, what can they do to help their
own family/friends get active?
Taking it further
Useful resources
Community Sports Hubs
Sport for Life
Building Stronger Communities
Set up Glow links with other authorities within
/outwith Scotland and find out how much the
community plays a part in sports development,
what opportunities there are to take part in sport or
physical activity and the rates of uptake of these
opportunities.
A Healthy City is a Happy City
http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/healthandwellbeing/supportmaterials/foodforthought/index.asp
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