NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Health and Food
Technology
Contemporary Food Issues
Advice for Practitioners
[NATIONAL 4;
NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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CONTEMPORARY FOOD ISSUES (NAT 4, 5 HEALTH AND FOOD TECHNOLOGY)
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Contents
Introduction
4
Learning and teaching
5
Suggested approaches to learning and teaching
7
Appendix 1
12
Appendix 2
14
Appendix 3
18
Appendix 4
19
Appendix 5
21
Appendix 6
23
Appendix 7
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INTRODUCTION
Introduction
This advice and guidance has been produced to support the profession with
the delivery of courses which are either new or which have aspects of
significant change within the new national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and
teaching. Practitioners are encouraged to draw on the materials as part of
their continuing professional development in introducing new national
qualifications in ways that match the needs of learners.
Practitioners should also refer to the unit specifications and course and unit
support notes which have been issued by the Scottish Qualifications
Authority.
http://www.sqa.org.uk/sqa/34714.html
These are suggested approaches only .They are based on co -operative and
active teaching and learning strategies. The advice and guidance provided
here are examples of possible approaches which may be adopted but they are
by no means the only methods possible.
This advice also demonstrates how the approaches to teaching and learning
could be adapted to suit the needs of the learners. They may be used as a
guide for delivery of this unit within the Health and Food Technology
National 5 course.
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LEARNING AND TEACHING
Learning and teaching
Within a broad general education, home economics provides a rich context
for developing and demonstrating skills for learning, skills for life and skills
for work, as well as contributing to health and well -being. Learning in health
and wellbeing ensures that learners develop the knowledge and
understanding, skills, capabilities and attributes which they need for mental,
emotional, social and physical wellbeing now and in the future.
Effective learning through health and wellbeing which promo tes confidence,
independent thinking, positive attitudes and actions draws upon a variety of
approaches including active, cooperative, collaborative and peer . The new
qualifications in home economics HFT will reflect this shift in pedagogy and
provides a further platform for learners to select, adapt and apply these skills
in a practical, experiential way. The skills demonstrated through practical
work include:
Thinking skills
 Analysing, evaluating, decision-making, problem-solving, planning
making judgements, reasoning, taking responsibility, reflecting, multi
tasking.
Employability, enterprise and citizenship
 Working with others, leadership and resilience.
Literacy and numeracy
 Number and measurement
 Listening and talking, reading, writing and presentat ion
Health and wellbeing
 Challenge and enjoyment while participating in practical activity.
This support pack for the contemporary food issues has been written to
provide materials which could be used with National 4 & 5 learners and
should be flexible to allow for bi-level teaching.
CONTEMPORARY FOOD ISSUES (NAT 4, 5 HEALTH AND FOOD TECHNOLOGY)
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5
LEARNING AND TEACHING
The general aim of this unit is to allow learners to develop basic knowledge
and understanding of current factors affecting food, lifestyle and wider
consumer choices, and the skills to apply that knowledge in practical
contexts.
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SUGGESTED APPROACHES TO LEARNING AND TEACHING
Suggested approaches to learning and teaching
The following tasks are presented as suggested activities which will allow
learners to explore the range of options available for further study in this unit
of work.
It is hoped that learners will have the opportunity to have as many practical
experiences as possible when researching for this unit.
Task 1
Learners must have an understanding of the meaning of the key words used
within this unit of work before they start. A suggested activity would be to
complete the table in Appendix 1 – using a dictionary if necessary and discuss
as a class – giving examples where possible to ensure learners fully grasp the
level of expectation being placed of them
Task 2
Working in groups of 2–4, learners use a mind map to identify current factors
which affect consumers’ food choices.
Prompts may be needed to start discussion within the groups such as
packaging, food flash cards or verbal prompts such as:






What did you eat for lunch, why?
Do you pick up the first food you see in a shop? Why not?
Do your family all eat together?
Do you eat the same meals?
Do you eat the same foods as your friends?
Do you eat the same foods every day?
Two possible formats for a mind map are given in Appendix 2 – however
these could be enlarged to A3 for the group to allow greater depth and
breadth of answers. One is given with headings and another with possible
answers although due to the nature of the unit and developments – this should
be flexible.
Learners then present their ideas to the rest of the class or this should then be
pulled together as a larger class display.
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SUGGESTED APPROACHES TO LEARNING AND TEACHING
At National 5 – learners are expected to explain factors which affect
individual choice. A peer assessment sheet could be used by the
learner/practitioner when the learner is explaining their suggested factors
Reinforcement of learning: Learners could then review the factors affecting
consumers’ food choice. This could be approached with a memory game of
learners working in pairs with a set of cards. On the cards are various factors
that can affect consumer’s choice of food. One of the partnership will hold up
the card and the other has to explain what the factor is and how it affects
consumer choice. Sample cards are given in Appendix 3.
Possible factors include:














Nutritional knowledge
Allergies
Health issues/dietary needs
Likes/dislikes
Ethical choices eg vegetarianism, fair-trade
Religion
Budget
Lifestyle/time available
Occupation
Advertising
Peer/family choices
Food preparation skills/equipment available
Environmental eg supporting local producers/food miles/organic
Locale / Geographical Location
Teachers must record whether learners are able to describe/explain factors
affecting consumers’ choices of foods. This can be videoed as evidence or
recorded by peer/teacher assessment sheet. An example can be found in
Appendix 7 along with a blank pro-forma which can be adapted.
Task 3
Learners now need to identify/describe contemporary food issues and
technological developments which may influence consumers’ choice.
This is likely to be an area pupils will need considerable support/guidance.
An option would be to go back to their mind map and underline or highlight
contemporary issues and discuss this further within their group. There is
space at the side of the mind map to give further detail to their suggested
factors.
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SUGGESTED APPROACHES TO LEARNING AND TEACHING
The weblinks in Appendix 4 provide some good ‘starter’ activities. Many of
these are web-based but selected articles could be printed and prompts are
given to encourage learners to seek out the relevant information. There are
also video/radio clips which will also assist with class discussions. Other
sources could include leaflets, posters, textbooks, packaging, PowerPoints.
Stations could be set up with learners using a list of questions rele vant to the
sources chosen to seek out the answers and a time limit given. This task could
also be set as a self-study activity or given to complete as a homework
exercise.
Task 4
Learners need to identify organisations that protect the interest of consu mers
and explain their role in relation to contemporary food issues.
Possible organisations include:





Environmental Health Department
Trading standards
Citizens Advice bureau
Food Standards Agency/Defra
Which?
Learners could contact two of the different organisations via email, telephone
or actually visit them in person. (Most towns have a citizen’s advice bureau)
Upon their visit or having received their correspondence, learners may ask
their contact what the organisation does, how it works etc. Useful w eblinks
for task 4 also in Appendix 4
Some learners benefit from hearing things from other people, not just their
teacher, so inviting speakers in from the local environmental health
department etc. would really help learners to identify and understand what
they do and why they are required
Learners can deepen their knowledge further by working in their pairs to
investigate case studies which outline a problem a consumer has but doesn’t
know which organisation to go to. In order to solve the problem, the pair of
learners must recall their learning from the previous tasks and with support
from resource/information materials around the room to determine who the
consumer should go to and how the organisation will be able to help them.
This could be completed using a worksheet with a teacher’s comment box to
outline their strengths as a learning pair and identify their next steps in
learning.
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SUGGESTED APPROACHES TO LEARNING AND TEACHING
Another option would be to act out scenarios which had been made up to the
rest of the class where they identify who they should go to, and explain their
decision.
Task 5
Food packaging
To support learners in the development of skills which they need to evaluate
the information on a food label, the teacher sets a prior task of having
learners bring in food labels with varying information on them. The resource
in Appendix 5 could be used for pupils to investigate their label further. An
answer sheet can either be used by the learners to mark their own work or
could be peer/teacher marked.
The labels can be discussed as a class using open ended questions for
example:
 Why is it important for the amount of salt in a food product to be shown
on the packaging?
 Which ingredient is listed first, why?
 What type of date coding is used and why?
 What is the purpose of the additives in your foodstuff?
Learners could be put into mixed ability groupings to discuss how the
information could be useful for consumers when making informed food
choices.
In these groups learners could be set tasks in the form of scenarios to
determine how individuals could make informed food choices just from food
labels.
A possible scenario could be:
 A type 1 diabetic person needs to find a convenient food for a quick and
easy way to prepare dinner as they have a busy evening planned what
should they look for on the packaging of ready meals?
 Mr Smith is trying to cut down on saturated fat in his food, what
information can he find on food labels to help him with this?
There could be a role play activity where learners work in pairs and one
acts out a scenario (specific dietary need) and the other needs to give
advice on what to look for on food labels to make an informed food
choice. This can be done by a matching exercise and a range of suitable
food labels to choose from.
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SUGGESTED APPROACHES TO LEARNING AND TEACHING
Once learners have identified the voluntary and statutory pieces of
information found on a food label they then must be able to describe/explain
how this information helps consumers to make informed choices.
Outcome 2
Functional foods
Task 6
Learners again will need guidance with what ‘functional’ foods are. Sources
of information again are in the weblinks in Appendix 4, although food
packaging, visits to supermarkets, supermarket online shopping websites and
food company websites all are good starting points.
It would be beneficial if departments could purchase examples of these foods
and possibly set up tasting/sensory work to compare these products and as a
basis for discussion.
From the initial investigation, learners would need to select a few of these
functional foods to investigate further in the form of a project then carry out
practical activities which would form the basis of assessment material but
also act as a revision tool. An example of a project pro -forma is in Appendix
6 – National 4 pupils would need 2 copies and National 5 would need 3.
A further task could be for learners to devise a magazine article informing
consumers of this new functional food, giving factual information, and
explaining the benefits to health including suggesting recipes/uses in the
home.
Ideally this would use ICT and digital images to enhance their work and links
may be made with Graphics/art so seek advice on software/presentation.
It can also be used as a basis for knowledge and understanding for possible
progression to National 5 and Higher levels of the Health and Food
Technology courses.
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APPENDICES
Appendix 1
Key word
Meaning
Describe
Identify
Investigate
Explain
Contemporary
Functional
Voluntary
Statutory
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APPENDICES
Appendix 1 - Suggested answers from oxforddictionaries.com
Key word
Meaning
Describe
give a detailed account in words of
Identify
establish or indicate who or what (someone or
something) is
Investigate
carry out research or study into a subject or problem
Explain
make (an idea or situation) clear to someone by
describing it in more detail or revealing relevant facts:
Contemporary
living or occurring at the same time
Functional
having a special activity, purpose, or task
Voluntary
done, given, or acting of one’s own free will
Statutory
required, permitted, or enacted by statute
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APPENDICES
Appendix 2
ECONOMIC
KNOWLEDGE
ENVIRONMENT
FACTORS
AFFECTING
FOOD
CHOICE
TECHNOLOGY
LIFESTYLE
LOCALE/
GEOGRAPHICAL
LOCATION
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HEALTH
APPENDICES
FACTORS
AFFECTING
FOOD
CHOICE
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APPENDICES
FACTORS AFFECTING
CONSUMERS’ CHOICE
OF FOOD
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APPENDICES
Possible mind mapping answers 1
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APPENDICES
Appendix 3 – prompt cards to enlarge
KNOWLEDGE
ADVERTISING
RELIGION
LIKES/
DISLIKES
PEERS
ADVERTS
ALLERGIES
DIETARY
PROBLEMS
SIZE OF FAMILY
BUDGET
LOCATION OF
SHOP
BELIEFS/
MORAL CHOICES
TIME AVAILABLE
COOKERY SKILLS
ENVIRONMENT
LOCALE/
GEOGRAPHICAL
AREA
HEALTH/PHYSICAL
DISABILITIES
LIFESTYLE
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APPENDICES
Appendix 4
Suggested weblinks for research and articles/clips for Task 3
Environmental/ethical
http://www.defra.gov.uk/food-farm/food/
http://www.foe.co.uk/resource/media_briefing/food_crisis.pdf
http://www.foe.co.uk/campaigns/biodiversity/issues/fix_food_chain_18268.ht
ml
http://www.rspca.org.uk/freedomfood/aboutus
http://www.bbc.co.uk/programmes/b006qnx3
BBC radio 4 – topical issues. Many clips available to listen to
http://www.sustainable-living.unilever.com/the-plan/
http://www.bbc.co.uk/news/uk-politics-17359619
http://www.pepsico.co.uk/purpose/environment/reports -and-updates/2010environment-report/passionate-about-growing/50-in-5
http://www.heinz.co.uk/ourcompany/sustainability
http://www.tesco.com/nurture/
http://your.asda.com/sustainability
http://plana.marksandspencer.com/we -are-doing
http://www2.sainsburys.co.uk/aboutus/about_us_default.htm
http://www.morrisons.co.uk/Corporate/Corporate-Responsibility2011/Environment/
http://foodafactoflife.org/section.aspx?t=0&siteId=19&sectionId=92
http://www.bbc.co.uk/news/science-environment-17495031
Article on food shortages
http://www.bbc.co.uk/news/business-16535721
Food prices
http://www.fairtrade.org.uk/
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/tech/gm_foods/newsid_17
46000/1746923.stm GM foods
http://www.bbc.co.uk/news/uk-politics-17147649
Video clip on GM foods
Health
http://www.bbc.co.uk/programmes/b006qnx3
BBC radio 4 Food programme
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APPENDICES
http://www.nutrition.org.uk/
http://www.tescorealfood.com/our-food/tesco-free-from.html
http://www.allergyuk.org/
Food labelling
http://www.food.gov.uk/scotland/regsscotland/ull/
http://www.defra.gov.uk/food-farm/food/labelling/
http://www.nhs.uk/Livewell/Goodfood/Pages/food -labelling.aspx
http://www.which.co.uk/about-which/what-we-do/which-policy/food/
http://www.betreatwise.org.uk/BeTreatwise_GetToKnowYourGDAs_GDALa
belling.asp
http://www.gdalabel.org.uk/gda/explained.aspx
http://www.direct.gov.uk/en/Environmentandgreenerliving/Greenerhomeandg
arden/Greenerlabelsandclaims/DG_064816
Functional foods/new developments
http://www.modifiedatmospherepackaging.com/
http://foodafactoflife.org/section.aspx?t=0&siteId=19&sectionId=92
http://www.bbc.co.uk/news/business-11926609
http://www.omega3.co.uk/omega3/pages/omega3_about.php
St Ivel milk with omega 3
http://www.dailymail.co.uk/health/article-1078864/Revealed-The-20functional-foods-eating-long-active-life.html
http://truvia.co.uk/
Stevia sugar substitute
http://www.florahearts.co.uk/Consumer/Article.aspx?Path=Consumer/FloraPr
oducts/Floraproactiv
Flora plant sterols
Agencies
Environmental health – see local authority website
http://www.food.gov.uk/scotland/safetyhygienescot/foodhygieneinfoscot/
hygiene report links to local authorities
http://www.tradingstandards.gov.uk/
http://www.cas.org.uk/
http://www.food.gov.uk/scotland/
http://www.defra.gov.uk/food-farm/
http://www.which.co.uk/
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APPENDICES
Appendix 5
Using books, articles and the internet – identify the STATUTORY pieces of information which are found on a food label on the left
and make a list of the VOLUNTARY ones you found and draw any symbols you see on the right.
Name of food product
STATUTORY
VOLUNTARY INFORMATION
SYMBOLS
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APPENDICES
Appendix 5 – possible answers
Using books, articles and the internet – identify the STATUTORY pieces of information which are found on a food label on the left
and make a list of the VOLUNTARY ones you found and draw any symbols you see on the right.
STATUTORY
NAME
FOOD
VOLUNTARY INFORMATION
SERVING SUGGESTIONS
INGREDIENTS
CAN OF TOMATO
SOUP
BARCODE
PICTURE
DATE CODE
COMPETITION
NAME &
ADDRESS
STORAGE INST
ORIGIN
SYMBOLS
SUITABLE FOR VEGETARIANS V
WEIGHT
22
COOKING INST
CONTEMPORARY FOOD ISSUES (NAT 4, 5 HEALTH AND FOOD TECHNOLOGY)
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CAN BE RECYCLED
APPENDICES
Appendix 6
National 4 – investigation of functional foods
Name of functional
food
Type of foodstuff
Identify advantages of
this food
Including benefit to
health & lifestyle
Identify disadvantages
of this food in terms of
health &lifestyle
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APPENDICES
List ideas of basic
recipes which could use
this functional food as
an ingredient
(you will cook at least
one of these dishes)
Describe how this
functional food could
be included in meals as
part of a healthy,
balanced diet.
Recipe made
And evaluation of
success of foodstuff
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APPENDICES
Note – The following is only a suggested response and not an
exemplification of the standard.
National 5 – investigation of functional foods
Name of functional
food
Oats
Type of foodstuff
Whole Food – Cereal / Grain
Identify advantages of
this food
Including benefit to
health & lifestyle
Some potential benefits - Reduces cholesterol and
constipation, aids digestion reduces risk of heart
disease, diabetes.
Identify disadvantages
of this food in terms of
health &lifestyle
N/a
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APPENDICES
List ideas of basic
recipes which could use
this functional food as
an ingredient
(you will cook at least
one of these dishes)
Describe how this
functional food could
be included in meals as
part of a healthy,
balanced diet.

Oat Cookies

Fruit Crumble with Oat Topping

Raspberry Cranachan

Spiced Oat Biscuits

Oats are frequently used as a cooking
ingredient such as in haggis and also in some
varieties of sausage, or as a coating for herring
or in dumplings.

Oats can also be used in a variety of desserts /
cookies / crumbles.

Consuming breads which contain oats.

Recipe made
The traditional way of incorporating oats into
the diet is by consuming porridge for
breakfast/snack.
Spiced Oat Biscuits

My spiced oat biscuits worked well as they
were all the same size as I took my time when
shaping them.

They looked good as I baked them for the
correct time so they were a lovely golden
brown colour.

My family tasted the biscuits and said they
tasted really delicious therefore I know my
item was successful.
And evaluation of
success of foodstuff
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Name
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NATIONAL 5
Explain how
it can be used
as part of a
healthy diet
Make healthy
food using
functional
foodstuff
Describe
advantages &
disadvantages
Investigate
functional
foods
Explain info
on food labels
Identify
organisations
Describe tech.
food dev.
Describe cont.
food issues
Explain
factors
affecting
choice
APPENDICES
Appendix 7
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
CONTEMPORARY FOOD ISSUES (NAT 4, 5 HEALTH AND FOOD TECHNOLOGY)
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NATIONAL 4
Name
28
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1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
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CONTEMPORARY FOOD ISSUES (NAT 4, 5 HEALTH AND FOOD TECHNOLOGY)
Describe how it
can be used as
part of a healthy
diet
Make healthy
food using
functional
foodstuff
Investigate
functional food
products
Identify
advantage and
disadvantages
Describe info.
on food labels
Identify
organisations
Identify tech.
food
development
Identify cont.
food issues
Describe factors
affecting choice
APPENDICES