Professional Focus Paper
Course: Food, Health and Wellbeing
1.
Level: National 2
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support for young people as they work
towards a qualification in Food, Health and Wellbeing National 2.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3-18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over
two years which might involve learners bypassing qualifications at a given level, whereas others may enable
learners to work towards qualifications within one year. In both cases, the advice in this paper is relevant to the
learning and teaching approaches that learners will encounter. This paper, then, is intended to stimulate
professional reflection and dialogue about learning. It highlights important features of learning which are enhanced
or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Food, Health and Wellbeing National 2 consists of the following three Units:
 Food Preparation
 Food for Health
 Independent Living Skills
To achieve Food, Health and Wellbeing National 2 learners must pass all of the Units.
FOOD, HEALTH AND WELLBEING
What are the key aspects of Food, Health and Wellbeing National 2?
The Food, Health and Wellbeing course reflects Curriculum for Excellence values, purposes and principles and
gives learners good opportunities to build further on the attributes and capabilities of the four capacities. It builds on
the principles and practice paper and the relevant experiences and outcomes across the health and wellbeing and
technologies curriculum areas. There is an emphasis on skills development and the application of those skills in
real-life contexts. These skills can also support progression in other curriculum areas as well as in the Personal
Achievement Award at National 2 and the Personal Development Award at National 2.
Integrated approaches to skills development
The new Food, Health and Wellbeing National 2 course builds on the skills developed in the BGE and at National
1. Learning experiences will enable the learners to acquire skills, knowledge and understanding of how to choose
and prepare healthy basic dishes, develop safe hygienic practices in the kitchen and develop practical skills to
support aspects of independent living. In this course, and its component units, there will be an emphasis on
developing knowledge and transferrable skills. These include:
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demonstrate the relationship between food and health
basic practical food preparation skills and techniques using appropriate tools and equipment
application of safe and hygienic practices during food preparation
demonstrate safely the use of simple practical skills to support independent living.
For some learners, specific targets may be set within their individualised educational programmes to ensure skills
are developed across Health and Wellbeing. In planning experiences and skill development in Food, Health and
Wellbeing, staff should also take account of the targets set in other curricular areas, including Literacy, Numeracy
and Personal Development.
Wider range of evidence of learning
The available methods of gathering evidence are now far broader, thereby facilitating greater personalisation and
choice in learners’ experiences. Evidence should be more naturally occurring and should exemplify the learning
which has taken place. The method of assessment used should suit the needs of the individual and the task and as
a result such evidence may vary from individual to individual, depending on their preferred approach. Portfolios,
verbal or written feedback, completion of a simple proforma, quizzes and interactive games, presentations,
observational checklists, photographic or video evidence are all valid examples of ways in which evidence could be
generated to meet the necessary outcomes and standards.
Hierarchy of Units
Programmes should be planned to encourage learners to aim for the highest level of achievement. The hierarchy of
units allows for a flexible approach, enabling learners to tackle units and course assessments at the most
appropriate level. The use of a wide range of learning and teaching approaches will ensure the course can vary
from year to year as learners progress through the levels. Careful planning will be required for any movement
between National 2 and National 3 so that learners complete all the necessary outcomes and assessment
standards.
Individual learning needs
The integration of knowledge and understanding within practical activities reinforces skills, knowledge and
understanding in meaningful contexts. Care should be taken to ensure that learners are aware of what they have
learned and are encouraged to apply their skills, knowledge and understanding in their learning, life and work. The
FOOD, HEALTH AND WELLBEING
use of technology to support learning should be encouraged. Specific opportunities to support individual learning
needs could include:
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support in practical lessons with the preparation of food
use made of appropriate food preparation equipment/aids
focused support to improve the skills of an individual or group of learners
putting in place any reasonable supports requested by an individual learner
What are the key features of learning in Food, Health and Wellbeing National 2?
Active learning
Throughout the course, learners should have opportunities to engage and challenge their own thinking. The
emphasis should be on motivating and encouraging them to develop their own natural curiosity in learning. Staff
will want to provide learners with opportunities to understand the interrelationships between making healthy food
and lifestyle choices and shopping for, and preparing healthy meals and snacks hygienically and safely. This will
encourage and enable learners to make informed decisions which promote a sustained healthy lifestyle. Supporting
learners to make connections across their learning will also promote understanding and help them understand that
making informed decisions and solving practical problems is preparing them for a more independent life both now
and in the future.
Learning independently
To develop independent thinking skills and learning, staff will want to reduce the focus on teacher-led activities and
place greater emphasis on learners’ experiences whereby choices are made, by the learner, based on their
expertise and skill level. Learners working at National 2 may require varying degrees of staff support for all or part
of the tasks. Well defined assessment will determine the level of support an individual learner may require at any
given point within the learning and teaching environment. Learners should be given the opportunity to use their
normal mode of communication and have access to the appropriate resources identified to support their learning.
Learners will already be developing independent learning skills such as making decisions and solving problems
through BGE and these should be further developed in ways that lead to a sense of enjoyment and achievement.
For example, learners can now take a greater role in planning a class picnic or barbecue and make more decisions
at the planning stage about important centre/class events such as a parents’ coffee morning or annual fun day. At
National 2 learners can be expected to use their independent living skills in practical contexts both within and
outside of the centre and home. An example may be allocating household tasks to group members during the
annual residential stay.
Responsibility for learning
Practical tasks should encourage learners to take personal control of their own learning and opportunities for
learners to reflect on and discuss their own progress should be built routinely into all planned learning experiences.
In order to do so, staff will want to ensure that learning intentions and success criteria are explicit and that learning
and teaching approaches promote the development of learners’ skills in self and peer group evaluation. Throughout
the course learners have real opportunities to develop skills for learning, life and work in ways which are
stimulating, challenging, relevant and enjoyable. For example, learners could carry out a survey of peers to
discover the most popular healthy food items. They could then work together to design some healthy, fun teenage
snacks. Evidence of their experiences and learning could be presented visually within the centre. Learners
progress at different rates and will require different levels of support depending on the task/activity to be
undertaken. Staff should be aware of the types and range of supports required, to enable the learner to experience
success and achievement, with the least possible intervention.
FOOD, HEALTH AND WELLBEING
How will you ensure that learners are making informed decisions about where they are at in their learning and what
they need to do to progress?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. Many practical activity contexts rely on learners working in partnership and teams. As learners build
confidence, they can be encouraged to observe and provide feedback to peers. This creates excellent
opportunities to discuss learning and provide explanations for one another. Working collaboratively provides the
relevant and real-life contexts and situations that promote knowledge and understanding of life outside of home
and the centre. Staff will want to encourage enterprising approaches to the delivery of aspects of the course and
this may also offer opportunities for learners to take on different roles and be challenged across the four contexts
for learning. Examples could include annual charitable fundraising events, an ongoing business enterprise or taking
part in a baking competition.
How will you ensure that all learners take on roles and responsibilities, appropriate to their level of skill and abilities,
in group tasks?
Applying learning and skills development
Learners should develop confidence in applying their existing and emerging skills in as many real-life situations as
possible, at the centre, at home and in the community. Working in partnership with parents/carers and others, staff
can ensure that learners are able to use and practise their skills in as natural a context as possible. Links with
other curriculum areas such as science, lifeskills mathematics and physical education help learners apply and
make connections in their learning. This will ensure skills are reinforced and transferrable. For example, using
contexts such as shopping, cooking and healthy eating will bring relevance and coherence to learners’ overall
experiences as well as enhancing learning in health and wellbeing. Staff will want to ensure that learners are open
to new ideas and can develop the ability to think creatively. For example, learners could be encouraged to ‘grow
your own’ in the centre garden as the basis of an investigation into how these items could be used in food
preparation or sold to raise funds.
How can you ensure learners are given the opportunity to apply their learning out with the classroom?
FOOD, HEALTH AND WELLBEING
3.
Qualification information
The SQA web site provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Food, Health and Wellbeing, National 2:
SQA - National 2 Food, Health and Wellbeing
4.
What other materials are available on the Education Scotland website which
practitioners could use?
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/healthandwellbeing/principl
esandpractice/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/technologies/principlesandp
ractice/index.asp
http://www.educationscotland.gov.uk/resources/f/foodidl.asp?strReferringChannel=educationscotland&strReferring
PageID=tcm:4-615801-64 – Food for Thought poster and leaflet.
http://www.educationscotland.gov.uk/resources/e/genericresource_tcm4207710.asp?strReferringChannel=educatio
nscotland&strReferringPageID=tcm:4-615801-64 – excellent link to NHS Eatwell site with a wide variety of
information on healthy eating, budgeting, eating disorders, food safety and much more.
http://www.educationscotland.gov.uk/video/s/video_tcm4580626.asp - product development
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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