Unit 15: Food and Mealtimes in the Early Years - Scheme of ...



Scheme of work

This Scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

Guided learning hours (GLH): 30

Number of lessons: 15

Duration of lessons: 2 hours

|Lesson |Unit content* |Activities |Resource checklist |

|Learning aim A1 : Understand how to provide food for children to encourage health and development |

|1 |Introduction to the unit. |Teacher presentation: Introduce the unit. Outline the nature of the learning aims and inform learners of the number of | |

| | |assignments that they will be expected to complete. | |

| | |Whole group discussion: Why is good nutrition essential to growth and healthy development? Learners to discuss and make| |

| | |notes. | |

| | |Individual activity: Learners to complete an introductory activity on nutrition terminology. | |

| | |Whole group activity: Learners feedback to class. | |

| | |Whole group activity: Further discussion – What are the effects of poor nutrition? L earners to contribute ideas and | |

| | |add to their notes.- | |

|2 |Nutrients required by children and their |Teacher presentation: Introduce session and starter activities. Recap previous session. |Range of basic foods (e.g. pasta,|

| |role in health and development, to include |Small group activity: Ask learners to identify which nutrients the foods in a series of pictures might contain. |bread, eggs, vegetables and |

| |protein, fats, carbohydrates, vitamins and |Alternatively/in addition, bring in and show learners a range of basic foods. How could they combine the foods to |fruit) |

| |minerals. |create a balanced meal? Explain what makes a healthy, balanced diet. Learners to feedback to the rest of the group. |Creative materials for poster |

| |Foods which contain the nutrients children |Teacher to write responses on board. |(such as felt pens, colouring |

| |need, to include sources of protein, fats, |Paired activity: Learners to divide into pairs and provide examples of foods containing a range of nutrients. |pencils, paints, coloured paper, |

| |carbohydrates, vitamins and minerals. |Small group activity: Learners to research the different nutrients and their role and function in providing nutrition. |coloured card, collage material, |

| | |Groups to present their research to the class, supported by feedback from teacher. |paints, glue, scissors) |

| | |Whole group activity: Learners to create posters on the role of nutrients in health and development using their |Computers with internet access |

| | |information from their research. | |

| | |Extension activity: Learners can extend their research into the role that the nutrients play in health and development | |

| | |and the causes and effects of deficiency or excess. | |

|3 |Current guidance in relation to provision |Teacher input: Recap previous session and introduce aims of this session. |Interactive whiteboard |

| |of food and drink for children aged up to 8|Teacher presentation: Introduction to appropriate websites, such as the Food Standards Agency, Health Exercise |Computers with internet access |

| |years; to include weaning, portion size and|Nutrition for the Really Young (HENRY), National Institute for Health and Clinical Excellence (NICE), Department of |and presentation software |

| |prevention of dental decay. |Health; Change4Life; Infant and Toddler Forum, to research current guidance, NHS (pregnancy and baby). |Leaflets on diet and weaning from|

| | |Small group activity: Learners to research current guidance on food and drink for young children from 2 to 8 years |baby clinics/health centres |

| | |(including portion size and dental decay) and summarise key points and advice relating to it. Learners to present the | |

| | |information they find to the rest of the class using slides. Whole group discussion on findings. | |

|4 |Current guidance in relation to provision |Teacher input: Recap previous session and introduce aims of this session. |Any resources that guest speaker |

| |of food and drink for children aged up to 8|Guest speaker: Health visitor or community nursery nurse to discuss current guidance on breastfeeding. For example, the|may need |

| |years; to include weaning, portion size and|advantages and disadvantages of breastfeeding and the current guidance relating to breastfeeding. Can parents make |Computers with internet access – |

| |prevention of dental decay (cont.). |informed choices about breastfeeding? Followed by question and answer session. |nhs.uk (babies and toddlers) |

| | |Teacher input: Show a video clip on introducing babies to solid foods and discuss the stages. |Leaflets on diet and weaning from|

| | |Small group activity: Learners to produce a weaning guidance document for parents with a baby from 6 months to 2 years |baby clinics/health centres |

| | |using current guidance. It should include types and ways that new foods should be introduced and foods that should not |Video clip on introducing babies |

| | |be given at this age. |to solid foods. A range of free |

| | | |videos can be found on |

| | | |video-sharing websites; teacher |

| | | |should make sure they view and |

| | | |check them first for suitability |

| | | |before using in sessions |

|5 |The individual dietary needs of children, |Teacher input: Recap previous session and introduce aims of this session. |Other reference books |

| |including allergies, food intolerance and |Whole group activity: Discussion about food allergies and intolerances: What are they? What is the difference between |Resources showing foods from |

| |restrictions because of social, cultural or|food allergies and food intolerances? How should they be managed? What alternative foods are available for people with |around the world / foods from |

| |religious reasons. |particular allergies/ intolerances? |different cultures |

| | |Whole group activity: Discussion/question and answer session on how a child’s diet might be restricted by cultural and |Creative materials for classroom |

| | |social factors. |display (such as felt pens, |

| | |Small group activity: Learners to research a given topic related to dietary restrictions to cover allergies, |colouring pencils, paints, |

| | |intolerances, religious and cultural factors. For example, give each group a religion/culture and get them to research |coloured paper, coloured card, |

| | |its dietary requirements. Information to be used to create a classroom display. |collage material, paints, glue, |

| | |Individual activity: Learners to choose from a list of examples of children with specific dietary needs (e.g. a |scissors) |

| | |coeliac, a vegetarian, etc.) and plan a suitable meal taking into consideration their dietary restrictions. Learners to| |

| | |feedback their ideas to the rest of the group for discussion. | |

|6 |How to work with parents to ensure food and|Teacher input: Recap previous session and introduce aims of this session. |Scenarios of children with |

| |drink meets the individual needs of |Whole group activity: Discussion on how to work with parents in a positive manner with regard to an individual child’s |particular dietary requirements |

| |children; to include communicating with |food and drink needs. How are food intolerances, allergies and dietary restrictions or preferences because of religion |Access to computers with a |

| |parents/carers to understand any dietary |or culture managed in learners’ own placement settings? Teacher to collate key points on the whiteboard. |printer |

| |restrictions, respecting and following |Whole group activity: Learners to produce a spider diagram that summarises the key points of working with parents to | |

| |parents’ wishes and recording information |ensure that individual children’s food and drink needs are met. | |

| |for all staff in the setting. |Paired activity: Learners to produce a template/form that their setting could use to record information on the | |

| | |individual dietary requirements of a child and the wishes of the child’s parent in relation to the dietary needs. | |

| | |Learners can use the template/form for the following activity. | |

| | |Small group activity: In groups of three, give learners scenarios of children with particular dietary requirements. | |

| | |Learners to act out a role play of a discussion with a parent about the needs of the child. The third person in the | |

| | |group should observe and provide feedback. | |

|Learning aim A2: Understand the role of the adult in encouraging children to develop healthy eating habits |

|7 |That it is important to encourage children |Teacher presentation: Introduce session. Recap previous session. |Creative materials for poster |

| |to experience as many foods as possible: |Teacher-led discussion: Learners to reflect on own food preferences as a child. Have their tastes changed? What |(such as felt pens, colouring |

| |food preferences develop between ages 1 and|encouraged them/discouraged them to try new foods? |pencils, paints, coloured paper, |

| |5 so this will help children to develop |Small group activity: Divide learners into groups to discuss how children of different ages can be encouraged to try |coloured card, collage material, |

| |healthy eating habits. |and experience a wide range of foods and how healthy foods could be introduced into a child’s diet. Groups to each |paints, glue, scissors) |

| | |focus on one of the following age groups and write their ideas down on sticky notes: | |

| | |0–1 year | |

| | |1–3 years | |

| | |3–5 years | |

| | |5–8 years. | |

| | |Small group activity: Learners to use their suggestions to produce a poster for each of the age ranges. Teacher to | |

| | |summarise key points. | |

|8 |The factors that affect attitudes towards |Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |

| |food, including food as reward and treats, |Small group activity: Learners to look into and research the topic of the insistence that children finish their food |Other reference books |

| |food associated with love and nurturing, |and the use of foods as rewards and treats. Could this impact on a child’s enjoyment and/or attitude towards food? | |

| |and insistence on finishing food. |Learners to feedback to whole class and discuss other factors that affect attitudes towards food. | |

| |How to work in partnership with |Small group activity: Learners to create a leaflet for parents/carers on healthy packed lunch choices in line with | |

| |parents/carers to encourage children to |current dietary guidance. The leaflet should suggest some alternatives to the processed foods often found in lunch | |

| |develop healthy eating habits, to include |boxes and explain why the alternatives are healthier. Encourage learners to include ideas that meet the needs of | |

| |being sensitive to family situations which |children from different religions cultures. | |

| |influence their food choices, providing | | |

| |leaflets about healthy eating and having a | | |

| |healthy eating policy. | | |

|9 |How to organise snack and mealtimes to |Teacher input: Recap previous session and introduce aims of this session. |Resource books with ideas of |

| |encourage the enjoyment of food, to include|Teacher-led discussion: When organising snack and mealtimes, what are the important factors to consider to encourage |snack s that children from a wide|

| |encouraging independence through |children’s enjoyment of food and their independence through self-serving? What do children learn from eating with |range of cultures and with |

| |self-serving and adults eating with |adults and why is this important? Learners to draw on own experiences from their placement. |different dietary needs could |

| |children. |Small group activity: Learners to research and think of a number of food preparation activities (e.g. fruit and |enjoy |

| |How to involve children in food preparation|vegetable preparation activities and mixing drinks), cooking activities (e.g. snacks that they can make with children –| |

| |to encourage healthy eating, to include |sandwiches and fruit kebabs, cooking pizza) and growing food activities (e.g. planting seeds) for use with children. | |

| |cooking and growing food. |Learners to practise carrying out the activities. Encourage activities that include a range of different foods from | |

| | |around the world that may be unfamiliar to learners. | |

| | |Small group activity: Learners to discuss different ideas on how to make healthy meals attractive for children (prior | |

| | |to planning a food preparation activity). What are the important factors that need to be considered? | |

| | |Whole group activity: Learners to feedback their ideas to the rest of the group and, through discussion, evaluate their| |

| | |ideas in terms of encouraging children’s involvement and healthy eating. | |

|10 |Practical session |Teacher input: Recap previous session and introduce aims of this session. |Research materials: |

| |How to involve children in food preparation|Individual activity: Learners plan a food preparation activity (e.g. making sandwiches, fruit tasting) to carry out in |computers with internet access |

| |to encourage healthy eating, to include |their placement that will involve children in food preparation. |other reference books |

| |cooking and growing food. |Homework activity: Learners to implement their food preparation activity in their placement and evaluate it. Learners |Variety of foods – fruit, |

| | |to feedback to the whole group during the next session. |vegetables, bread, dairy |

| | | |products, etc. |

| | | |Cooking/food preparation utensils|

|11-12 |Summary learning aim A |Teacher input: Recap previous session and introduce aims of this session. |Centre-devised assignment or |

| |Issue Assignment 1, Task 1 to cover 3A1.P1,|Whole group activity: Facilitate learners’ feedback about the food preparation activity carried out during placement. |authorised assignment from |

| |3A1.P2, 3A2.P3, 3A2.P4, 3A1.M1, 3A1.M2, |Teacher-led discussion: Summary discussion of learning aim A on: |Pearson |

| |3A.D1, 3A.D2 |the ways children’s health and development can be affected by their diet |Computers with internet access |

| |Use centre-devised assignment. |the importance of working in partnership with parents when providing food for children | |

| |Alternatively, use the authorised |how adults contribute to children’s health and development through the provision of food. | |

| |assignment from Pearson. |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for completion/submission.| |

| | |Individual activity: Learners to complete assignment independently and submit on agreed date. | |

|Learning aim B: Understand the role of the adult in preparing and serving food safely |

|13 |The responsibilities of those preparing and|Teacher presentation: Introduce session. |Computers with internet access |

| |serving food in early years settings to |Individual activity or small group: Learners to look into current legislation governing food hygiene and safety (i.e. |Creative materials for wall |

| |comply with current legislation and |Food Safety Act and the Food Safety (General Food Hygiene) Regulations. |hanging (such as felt pens, |

| |guidance relevant to home country, to |Individual activity: Learners to research one piece of legislation and summarise the key points. (Legislation varies |colouring pencils, paints, |

| |include those governing food hygiene and |from country to country so learners need to be familiar with the legislation for their particular country.) |coloured paper, coloured card, |

| |food safety. |Whole group activity: Learners to create a wall hanging from their research findings. |collage material, paints, glue, |

| |The importance of safe working practices |Whole group discussion: What food safety procedures do you have to consider when providing food for children? |scissors) |

| |when preparing and serving good, to include|Teacher input: Show learners (either by demonstrating or by using a video clip from the internet) the correct procedure| |

| |practices to prevent food poisoning and |for washing their hands. | |

| |ensuring that children with food allergies | | |

| |and intolerances are given the right food, | | |

| |as incorrect food choice or preparation can| | |

| |lead to illness. | | |

|14 |Personal hygiene for safe food practice, to|Teacher input: Recap previous session and introduce aims of this session. |Computers with internet access |

| |include washing hands before handling food |Individual activity: Learners to create a good practice checklist for food safety. |Other reference books |

| |and after handling raw meat, and covering |Small group activity: Discussion. Each group to take one area (storage, preparation, cooking and serving food) and | |

| |cuts. |discuss the implications of unsafe practice. Groups to feedback to whole class and discuss. | |

| |How to store food safely, including |Small group activity: What cleaning routines are essential in order to maintain optimum standards of hygiene in an | |

| |checking fridge temperature and use-by |early years setting? Learners to identify essential cleaning routines in a setting, how these should be carried out and| |

| |dates on food. |how often these should be carried out. | |

| |How to prepare food safely, to include |Teacher input: Facilitate feedback and discussion and collate and summarise key points on the board. | |

| |complete defrosting, separate preparation | | |

| |of raw meat and vegetables and fruit, | | |

| |cooking food thoroughly and not reheating | | |

| |food. | | |

| |Cleaning routines for safe food practice | | |

| |including cleaning of utensils, preparation| | |

| |of surfaces, floors and food storage areas.| | |

|15 |Issue Assignment 1, Task 2 to cover 3B.P5 |Teacher presentation: Overview of assignment requirements, nature of assessment and timeline for completion/submission.|Centre-devised assignment or |

| |Use centre-devised assignment. |Individual activity: Learners to complete assignment independently and submit on agreed date. |authorised assignment from |

| |Alternatively, use the authorised | |Pearson |

| |assignment from Pearson. | |Computers with internet access |

|TOTAL: 30 hours |

-----------------------

BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC National Children's Play, Learning & Development

Teaching and Assessment Pack

Unit 15: Food and Mealtimes in the Early Years

BookTitle

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download