Professional Focus Paper
Course: Health and Food Technology
1.
Level: National 3
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 Health and Food Technology National 3.
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 which 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?
Health and Food Technology National 3 consists of the following Units:
 Food for Health
 Food Product Development
 Contemporary Food Issues
To achieve Health and Food Technology National 3, learners must pass all of the Units.
HEALTH AND FOOD TECHNOLOGY
Key aspects of Health and Food Technology National 3
The Health and Food Technology 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 for the technologies and health and
wellbeing curriculum areas.
Integrated approaches to skills development
The new Health and Food Technology National 3 course builds on the skills developed in the BGE. Learning
experiences will enable the learners to acquire skills, knowledge and understanding of food and health, food
product development and contemporary food issues. In this course, and its component units, there will be an
emphasis on developing knowledge and transferrable skills. These include







describing the relationship between health, food and nutrition
awareness of the functional properties of food
awareness of issues affecting consumer food choices
basic practical food preparation skills and techniques using appropriate tools and equipment
application of safe and hygienic practices during food preparation
basic organisational skills
solving basic problems related to health, food, nutrition and consumer needs
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, written reports, completion of a pro forma, short/restricted response questions,
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 content of the courses and the skills developed in the hierarchy of units enables staff to plan
courses to cater for bi-level delivery, and 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 3 and National 4 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 encouraged to apply their skills, knowledge and understanding in their learning, life and work. The use
of technology to support learning should be encouraged. Specific opportunities to support individual learning needs
could include:
 support in practical lessons with the preparation of food
 use made of appropriate food preparation equipment/aids
HEALTH AND FOOD TECHNOLOGY
 focused support to improve the skills of an individual or group of learners
 putting in place any reasonable supports requested by an individual learner
Features of learning in Health and Food Technology, National 3
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 cultural, social, ethical
and moral issues surrounding food. This will encourage and enable learners to make informed decisions which
promote a sustained healthy lifestyle. Learner-centred problem solving activities which offer opportunities for
personalisation and choice should be a focus for learning. Examples might include opportunities for learners to
explore current developments in the labelling of food or for them to develop a healthy and fun snack for teenagers.
How can you introduce a wide variety of learning approaches which will motivate and challenge learners?
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. Staff will want to embrace learning and teaching approaches which encourage learners to
develop skills in investigative and presentation techniques, including the use of technology. Learners will have
already developed 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 might investigate the eating experiences of young babies as they are first weaned onto solid food. Initially,
they might use simple questionnaires or surveys to establish the most popular foods used in weaning. Investigating
the nutritional value of the most common foods and comparing to simple dietary reference values would facilitate
opportunities for learners to establish and present evaluative data. Thereafter, learners could initiate and organise
tasks relating to the development of a food product to meet the nutritional needs of this particular group.
What types of investigative techniques might you introduce to develop learners’ research skills?
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 there are opportunities to develop these learning and teaching approaches. For example, learners could
be asked to investigate a food-related topic such as genetic modification, slow-food movement, food miles or any
other area of particular interest to the learner and present their findings using interesting and contemporary
approaches. Evidence of their experiences and learning could be presented in an e-portfolio.
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?
HEALTH AND FOOD TECHNOLOGY
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working. Staff will want to
encourage enterprising approaches to the delivery of aspects of the course and this may also offer opportunities for
learners to be challenged across the four contexts for learning. In order to be successful, a group of learners would
want to demonstrate how each member’s particular area of skill and expertise could best be utilized to meet the
needs of the group and the task. Problem-solving tasks should be open-ended and allow opportunities for learners
to demonstrate their own interests, skills and talents. For example, small groups of learners could work together to
consider how they might use social media to encourage teenagers to engage in a healthy lifestyle.
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
The course enables learners to develop and apply the practical and technological skills, knowledge and
understanding necessary for them to make informed food and consumer choices. Throughout the course there are
opportunities for learners to develop higher-order thinking skills. Also, aspects of literacy, numeracy and
employability skills are similarly developed. Learners will have to become familiar with the stages of the food
product development process, experiential approaches or visits to colleges or industry may allow them to see how
their learning could be applied in work related context. 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’ as
the basis of an investigation into the feasibility of using only local and seasonal foods or introduced to the concept
of foraging and how these ingredients could be incorporated into the development of new food products.
How can you ensure learners are given the opportunity to apply their learning out with the classroom?
HEALTH AND FOOD TECHNOLOGY
3.
Qualification information
The SQA web site provides you with the following documents:






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:
Health and Food Technology, National 3:
http://www.sqa.org.uk/sqa/48593.html
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
Any other information
The hierarchical nature of the Health and Food Technology course and respective units, allows for the delivery of
National 3 and National 4 with groups at a variety of different stages. The degree of choice within the units further
allows for new areas of study for those who are able to progress from one level to another, whilst ensuring that
learners are not required to repeat content from one level to the next.
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
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
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.