© british nutrition foundation 2015 nutrition update overview and context national curriculum to...

© BRITISH NUTRITION FOUNDATION 2015

Nutrition update

• Overview and context

• National curriculum to GCSE

• Active learning


Proportion of boys and girls classed as being overweight or obese in England

One in five children aged 4-5 years in England are overweight or obese

Data source: National Child Measurement Programme 2012/13

One in three children aged 10-11 years in England are overweight or obese


Children and Adolescents• A strong positive relationship has

been found between deprivation and obesity in children.

• Children attending schools in areas classified as the most deprived are more likely to be obese.

• In reception, 12% of children are estimated to be obese in the most deprived areas compared to 6% of children in the least deprived areas.

• Equally in year 6, 24% of children are estimated to be obese in the most deprived areas compared to 13% of children in the least deprived areas.


Proportion of men and women classed as being overweight or obese in England

More than 6 out of 10 men in England are overweight or obese (66.5%)

More than 5 out of 10 women in England are overweight or obese (57.8%)

Data source: Health Survey for England 2012


Trend in adult obesity prevalence in England 1993 - 2012

0%

5%

10%

15%

20%

25%

30%

Prev

alen

ce o

f obe

sity

Women

Men

Data source: Health Survey for England


Not just a matter of eating less

Low intake* Age group with highest proportion of people with intakes below LRNI (%)

Other groups showing evidence of low intakes (% with intakes below LRNI)

Low status

Iron Girls aged 11-18 yrs (46%) Boys 11-18y (7%), Women 19-64y (23%) Iron

Riboflavin Girls aged 11-18 yrs (21%) Boys 11-18y (9%), Men 19-64y (5%), Men 65+ (5%), Women 19-64y (12%)

Riboflavin

Vitamin A Girls aged 11-18 yrs (14%) Boys 4-10y (5%), Boys 11-18y (11%), Men 19-64y (11%), Girls 4-10y (7%), Women 19-64y (5%)

Vitamin D

Folate Girls aged 11-18 yrs (8%) Folate?

Calcium Girls aged 11-18 yrs (19%) Boys 11-18y (8%), Men 19-64y (5%), Women 19-64y (8%)

Magnesium Girls aged 11-18 yrs (53%) Boys 11-18y (28%), Men 19-64y (16%), Men 65+y (19%), Women 19-64y (11%), Women 65+y (8%)

Potassium Girls aged 11-18 yrs (33%) Boys 11-18y (16%), Men 19-64y (11%), Men 65+y (13%), Women 19-64y (23%), Women 65+y(14%)

Zinc Girls aged 11-18 yrs (22%) Boys 4-10y (7%), Boys 11-18y (12%), Men 19-64y (9%), Men 65+y (10%), Girls 4-10y (11%),

Iodine Girls aged 11-18 yrs (22%) Boys 11-18y (9%), Men 19-64y (6%), Women 19-64y (10%),

Selenium Women aged 65 yrs and over (52%) Boys 11-18y (22%), Men 19-64y (26%), Men 65+y (30%), Girls 11-18y (46%), Women 19-64y (51%)

* ‘Low’ defined as intakes less than the Lower Reference Nutrient Intake (LRNI)Source: Derived from summary of findings from the NDNS Rolling Programme, Years 1,2,3 and 4 (combined) (2008/09-2011/12)


• Launched and in place (Jan 2015)

• Poster• Guidance• Checklists (lunch and non-lunch)• Portion sizes and food groups

Consider guidelines in relation tofood cooked in lessons.

Does it reflect the whole school approach?

Audit against teaching?

School Food Standards

Available down to download:www.schoolfoodplan.com/standards


The link between pupil health and wellbeing and attainment

Research evidence shows that education and health are closely linked.

So promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes.

https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment


Key points from the evidence

1. Pupils with better health and wellbeing are likely to achieve better academically.

2. Effective social and emotional competencies are associated with greater health and wellbeing, and better achievement.

3. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their readiness to learn.

4. A positive association exists between academic attainment and physical activity levels of pupils.

https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment


PSHE: a review of impact and effective practice

This evidence summary provides a high level overview of recent reviews of personal wellbeing education and interventions which could be applied during PSHE lessons.

It also provides a short narrative on evidence on economic well-being.


Overview of the Impact of PSHE Education

The evidence shows that personal, social, health and economic (PSHE) education can improve the physical and psychosocial well-being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success.

Taking a whole school approach to health and well-being is linked to pupils’ readiness to learn. A recent review of the link between pupil health and wellbeing and attainment advocated promotion of health and well-being as an essential element of a school’s effectiveness strategy (Public Health England, 2014).


Diet and healthy lifestyle education Programmes which focus on promoting a healthy lifestyle to pupils can have a positive impact on both diet and exercise in the short-term. These programmes are generally more effective for younger pupils (primary school age).

Reviews of child obesity programmes found strong evidence that effective intervention could show a positive effect on children’s (aged 6-12 years) BMI (Lavelle et al., 2012; Waters et al., 2011).


Diet and healthy lifestyle education A broad range of different components were included within these programmes, but evidence from the Waters et al. (2011) review suggests that strategies that include healthy eating, physical activity and body image in the school curriculum allow for increased opportunity for physical exercise, improve the quality of school food and support children eating healthier foods.

Those which included parental engagement were likely to yield the best results. They also noted that teachers should receive training and support to deliver these messages.

A whole school approach is best placed to convince children of the importance of a healthy lifestyle (PHE; 2014; Weichselbaum & Buttriss, 2014).

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/412291/Personal_Social_Health_and_Economic__PSHE__Education_12_3.pdf


OFSTED

It was announced last month that the new Ofsted framework that Inspectors will look for evidence of a culture or ethos of exercise and healthy eating throughout their entire inspection visit, in classrooms as well as in the school canteen.

In a letter written to Sharon Hodgson MP, as chair of the All Party Parliamentary Group on school food, they outline their commitment to school food and healthy eating.

To read the letter, click here.


a) NC to … GCSE

Key stage 3Pupils should be taught to:

GCSE

understand and apply the principles of nutrition and health.

recommended guidelines for a healthy diet. How peoples’ nutritional needs change and how to plan a balanced diet for those life-stages, including for those with specific dietary needs.

the recommended energy provided by protein, fat and carbohydrates (starch, sugars, fibre) and the percentage of daily energy intake the nutrients should contribute. Basal metabolic rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements. How to maintain a healthy body weight throughout life.

the specific functions, main sources, dietary reference values and consequences of malnutrition of macronutrients and micronutrients.

British Nutrition Foundation http://www.nutrition.org.uk/ British Nutrition Foundation http://www.nutrition.org.uk/

Scientific Advisory Committee on Nutrition (SACN) https://www.gov.uk/government/groups/scientific-advisory-committee-on-nutrition

Scientific Advisory Committee on Nutrition (SACN) https://www.gov.uk/government/groups/scientific-advisory-committee-on-nutrition

Food Standards Agency (Allergens) https://www.food.gov.uk/science/allergy-intolerance

Food Standards Agency (Allergens) https://www.food.gov.uk/science/allergy-intolerance

Eatwell NHS Choices http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx

Eatwell NHS Choices http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx

DEFRA Family food statistics (food and drink purchases in the UK) https://www.gov.uk/government/collections/family-food-statistics

DEFRA Family food statistics (food and drink purchases in the UK) https://www.gov.uk/government/collections/family-food-statistics


a) NC to … GCSE


GCSE

understand and apply the principles of nutrition and health.

• how to calculate energy and nutritional values and plan recipes, meals and diets accordingly

• major diet related health risks including obesity, cardiovascular, bone health, dental health, iron deficiency anaemia, diabetes

• the importance of hydration, the function of water in the diet

Nutritional analysis http://www.foodafactoflife.org.uk/section.aspx?t=0&siteId=20&sectionId=115

Nutritional analysis http://www.foodafactoflife.org.uk/section.aspx?t=0&siteId=20&sectionId=115

National Diet and Nutrition Survey (NDNS) https://www.gov.uk/government/statistics/national-diet-and-nutrition-survey-results-from-years-1-to-4-combined-of-the-rolling-programme-for-2008-and-2009-to-2011-and-2012

National Diet and Nutrition Survey (NDNS) https://www.gov.uk/government/statistics/national-diet-and-nutrition-survey-results-from-years-1-to-4-combined-of-the-rolling-programme-for-2008-and-2009-to-2011-and-2012

DEFRA Pocket Book (Food statistics) https://www.gov.uk/government/collections/food-statistics-pocketbook

DEFRA Pocket Book (Food statistics) https://www.gov.uk/government/collections/food-statistics-pocketbook


a) NC to … GCSE


GCSE

cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.

Skills … Consider the nutritional needs and food choices when creating recipes, including when making decisions about the ingredients, processes, cooking methods, and portion sizes

The range of foods and ingredients to be studied in sections B (food provenance and food choice) ) and C (Cooking and food preparation) should come from major commodity groups and reflect the recommended guidelines for a healthy diet. (Broadly reflect The eatwell plate food groups.)

NHS Choices Healthy Eating http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx

NHS Choices Healthy Eating http://www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx


Building blocks …

The eatwell plate and 8 top tips for healthy eating (and drinking)

Energy and nutrients (source, function and amount)

Dietary needs (ages and stages, special diets)

Diet and health

use current healthy eating advice … to choose a varied balanced diet for their needs and those of others


Nutrition knowledge

Cooking knowledge Cooking skills

Plan … (for need, person, context)

Make choices, based on evidence, knowledge & skills …

Justify decisions …


Active learning

•Nutritional analysis

•Menu planning

•Recipe analysis

•Nutrition line up

•Photographs

http://www.kenilworthlearning.co.uk/category/theory/


Nutritional analysis

•Review recipes and menus

•Evidence for decisions (ingredients, cooking method, portion size)

•Get the student to apply their nutrition knowledge (not the IT package)

•Discuss results and apply

http://www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=115


Menu planning

•Consider diet for the day – based on energy

•Use food cards to build diet – practice

•Compare against energy

•Compare to eatwell, 5 A Day, Drinks …

•Comapre and contrast

•Cooking method


Recipe analysis•Review the recipe. Indicate the changes you would make to … reduce total fat and increase fibre content. •Annotate the recipe with your suggestions.

What changes can you make? What could you add/remove?Could the cooking method and/or portion size be changed?What advice would you give others?

Extension task•Explain the health benefits in reducing the total fat and increasing the fibre content of recipes.•Undertake nutritional analysis.


Energy density Which of the following would your rather eat?

Although the two desserts provide the same amount of energy, the one on the left has a much lower energy density than the one on the right.

By choosing foods with a lower energy density, this will help you to feel fuller without consuming too much energy.

Both desserts contain 215 calories

Both desserts contain 215 calories

http://www.nutrition.org.uk/healthyliving/fuller.html


Nutrition line-up•Discussion … immediate use

100 8070 67 55

45

15


Photographs

•Review the photographs.

•Select one.

•Why that one? Describe to someone you don’t know.

•Review the questions. Which could you use?


Supporting your planning

•Food preparation and nutrition GCSE – planning chart

•Food skill, commodity group and recipe planner

•GCSE Food preparation and nutrition – links to information

© british nutrition foundation 2015 nutrition update overview and context national curriculum to...

Documents

proportion of men

england slide

obese slide

british nutrition foundation

proportion of boys

obese data source

deprived areas

nutrition update overview