Context for learning / curriculum area(s): Food & Health – Safe & Hygienic Practices
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education, creativity...
Activehttp://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
learning
Knowledge/Skills/Capabilities
/Attributes being developed:
KEY SKILLS: for learning, life and work
Level/Sector: First level
Remembering- copying and showing
the correct procedure to wash hands
Experiences and Outcomes (being contributed to): I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I
apply this knowledge in my everyday routines such as taking care of my teeth
Learning Intentions: What
do you want them to
learn? Which part/s of the
E/Os?
LEARNING INTENTIONS
Pupils will follow the correct
procedures when preparing to
handle food.
Pupils will practice the correct
procedures when preparing to
handle food
Pupils will follow safe and
hygienic practices when
consuming food.
Pupils will understand safe &
hygienic practices involved in
storing food
HWB 1-33a
Success Criteria: How will you
know/what are you looking for?
Activities/Experiences:
I can wash my hands using the correct process to ensure they are
clean.

Rinse hands in warm water

Use soap

Ensure you use the soap to clean palms of
hands, front, back wrists, in between fingers and
nails

Rinse all the soap off of your hands with warm
water
- THE FOLLOWING LIST SUGGESTS A RANGE OF LEARNING EXPERIENCES WHICH
COULD BE IMPLEMENTED IN ORDER TO PROMOTE THE OUTCOME AT HAND.
THE UNDERLINED EXPERIENCES ARE ONES THAT WE HAVE INTRODUCED WITHIN OUR
ESTABLISHMENT TO DATE, WHILE THE REMAINING ARE ONES THAT WE HAVE
CONSIDERED IMPLEMENTING IN FUTURE TEACHING AND LEARNING.
Circle time discussions
Hand washing as a focus for the water tray
Role play kitchen, preparing to handle food {reinforce basic procedures such as washing
hands, putting an apron on and tying hair back}
Sequencing activity on the process for hand washing
Dry your hands thoroughly using a paper towel
I wash my hands at appropriate times and on a regular basis.

Before snack

Before handling food or food equipment

After being at the toilet

After sneezing or coughing

After outdoor play
I can prepare for handling food correctly.

Wash hands

Put on an apron

Tie long hair back

Clean your work area

Check equipment
Handy hand wash video
Identifying when you should wash your hands {circle the pictures that require you to
wash your hands before or after}
Drama- copy and imitate. Children initially copy the teacher as a positive role model
preparing to handle food. Eventually children should be able to identify good and bad
practice when preparing to handle food
Assist to make snack using the learned techniques
Sequencing activity on the safe and hygienic practices when preparing to handle food
{pictures or photographs}
Understanding- give examples of
when you should wash hands
Explain why they should follow
practices when handling, consuming
& storing food
Meeting Learners Needs:
SUPPORT
-One to one support from class
teacher, EYO or SFL
-Differentiated worksheets
-Visual aids available and clear step
by step procedures
IMPACT
Challenge:
Pupils will begin to take
responsibility for their own safe and
hygienic practise without adult
direction.
Application:
Use knowledge of safe and
hygienic practices & apply in new
context e.g. when preparing to
handle food at home
Identifying good and bad practices worksheet {for example a circling activity}
I know how and where to store different foods, and the
reasons why they are stored in this way.

Identify the different areas of the fridge and what
should be stored in each area

Identify how and where dry foods should be
stored

Identify how and where tinned food should stored

Identify how and where packaged foods are
stored

Identify the possible dangers when food is not
stored correctly
Discussion on where we store food in school and at home and why.
Identify good and bad practice when storing foods.
Sorting activity. Pictures of food and different areas where they could be stored.
Cut and stick activity. Where food should be stored.
Partnerships:
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their learning/activities?
Daily observation notes by the teacher on safe and hygienic practices when preparing to handle food and when consuming food.
Teacher observations using Safe and hygienic practices checklist
Hard evidence- worksheets, sticky pictures
Children traffic light their work using colour codes trays or marker pens to share how they found the task.
Video record the children preparing to handle food and consuming food in order to identify areas of strength and weakness to build on
Peer assess others practice using a pictorial checklist.
Discussion with the pupils through the safe and hygienic practice activities; (learning conversation with notes)

Why do we wash our hands?

When do we wash our hands?

Why do we wear an apron?

Why do we tie our hair back?

Why do we clean our surfaces and check our equipment?

Why are certain foods stored in certain areas?