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Revised Entry LevelScheme of WorkHome EconomicsThis is an exemplar scheme of work whichsupports the teaching and learning of theEntry Level Home Economics specification

Updated April 2018

Updated April 2018

Contents Page

Unit 1: Basic Food Preparation (Mandatory Unit) – Learning Outcomes 1–4 5

Unit 2: Safety and Hygiene in the Kitchen – Learning Outcomes 1–4 15

Unit 3: Using Cooking Equipment – Learning Outcomes 1–2 25

Unit 4: Food Safety and Storage – Learning Outcomes 1–3 31

Unit 5: Healthy Eating – Learning Outcomes 1–4 41

Unit 6: Following a Recipe – Learning Outcomes 1–2 53

Unit 7: Making a Simple Meal Learning Outcomes 1–2 61

Unit 8: Planning and Preparing Food for a Special Occasion or Event – Learning Outcomes 1–2

69

Unit 9: Fast Food – Learning Outcomes 1–4 77

Unit 10: Foods Around the World – Learning Outcomes 1–4 87

Unit 11: Learning through Play (Mandatory Unit) – Learning Outcomes 1–3 99

Unit 12: Child Development (0–5 years) – Learning Outcomes 1–4 109

Unit 13: Keeping a Young Child Safe – Learning Outcomes 1–4 121

Unit 14: Living in a Family – Learning Outcomes 1–3 131

Unit 15: Managing my Money (Mandatory Unit) – Learning Outcomes 1–4

141

Unit 16: What’s on a Label? – Learning Outcomes 1–3 151

Unit 17: Shopping Options – Learning Outcomes 1–4 161

Unit 18: Reduce, Reuse, Recycle (3 ‘R’s) – Learning Outcomes 1–4 173

Updated April 2018

Updated April 2018

CCEA Exemplar Scheme of Work: Entry Level Home Economics

Introduction

CCEA has developed new Entry Level specifications for first teaching from September 2015. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that learners need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your learners.

I hope you find this support useful in your teaching.

Best wishes

Dorothee WagnerSubject OfficerHome Economics

E-mail [email protected] 028 9026 1200 (ext: 2218)

CCEA Exemplar Scheme of Work: Entry Level Home Economics

CCEA Exemplar Scheme of Work: Home Economics

CCEA Exemplar Scheme of Work:

ELQ Home Economics

3Updated April 2018


4Updated April 2018


Entry Level 1–3Unit 1:

Basic Food Preparation (Mandatory Unit)-

Learning Outcomes 1–4

5Updated April 2018


6Updated April 2018


Entry Level 1–3 Unit 1: Basic Food Preparation (Mandatory Unit)

Learning Outcome 1

Specification Content

Learning Outcomes

Assessment Criteria Suggested Evidence

The learner will:

The learner can:

Level 1 1 Know the basic hygiene rules of the kitchen;

1.1 wash their hands before food preparation; and

1.2 carry out simple, single-step instructions to keep the environment clean.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. identify the routine carried out before each practical class

Level 2 1.1 identify three personal hygiene rules with limited support;

1.2 identify three ways of handling food safely with limited support; and

1.3 follow simple instructions to clean work areas and equipment safely and hygienically.

Witness statement – direct observationOral feedback formPhotographic evidencePractical observation recordWritten evidence, e.g. a worksheet whereby learners identify hygiene and safety rules in the kitchen

Level 3 1.1 identify four personal hygiene rules;

1.2 identify four ways of

Oral feedback form.Photographic evidencePractical observation recordWritten evidence, e.g. a worksheet whereby

7Updated April 2018


handling food safely; and

1.3 clean work areas and equipment safely and hygienically during and after food preparation.

learners identify hygiene and safety rules in the kitchen

8Updated April 2018



Learning Outcome 1

Suggested Learning and Teaching Activities for accessing Level 1-3

Resources

C - learners discuss how they prepare themselves for practical lessons;

complete worksheet ‘Get ready to cook’; C - class discussion – personal hygiene rules; C - class discussion – safety and hygiene rules in the

kitchen; distribute the worksheet – ‘Hygiene and safety rules’

and ask learners to match each one to the action taking place;

demonstrate how to clean work areas and equipment safely and hygienically; and

discuss possible dangers in the kitchen. Learners could complete the worksheet ‘Dangers in the kitchen’ to circle hazards and write down how to deal with these should they happen.

CCEA resources:Get ready to cookPersonal hygiene rulesHygiene and safety rulesDangers in the kitchen

www.kidsandcooking.co.uk/teachingkidsfoodhygiene.html

www.healthykids.nsw.gov.au/recipes/food-safety-and-hygiene.aspx

9Updated April 2018

http://www.healthykids.nsw.gov.au/recipes/food-safety-and-hygiene.aspx

http://www.healthykids.nsw.gov.au/recipes/food-safety-and-hygiene.aspx

http://www.kidsandcooking.co.uk/teachingkidsfoodhygiene.html

http://www.kidsandcooking.co.uk/teachingkidsfoodhygiene.html



Learning Outcome 2


Learning Outcomes


The learner will:

The leaner can:

Level 1 2 Know how to use basic equipment safely;

2.1 identify three items of basic equipment and know how to use these safely with help.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learners choose items of equipment from worksheet and discuss how to use these safely

Level 2 2.1 choose and use the correct equipment for a practical task safely and hygienically with limited support.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet which shows items of equipment whereby learners identify each one and use these to choose items needed to complete a given task with help safely and hygienically

Level 3 2.1 choose and use the correct equipment for a practical task safely and hygienically.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet which shows items of equipment whereby learners identify each one and use these to choose items needed to independently complete a

10Updated April 2018


given task safely and hygienically




Learning Outcome 2

Suggested learning and teaching activities for accessing Levels 1–3

Resources

learners name pieces of equipment on worksheet and use these photos to identify what is needed to carry out the chosen practical task;

show items of equipment and learners choose which are appropriate for the given task;

C - discuss how to use of this equipment safely and hygienically; and

learners demonstrate how to use the equipment safely and hygienically to complete a given task.

CCEA resources:Kitchen equipment

www.cookeryonline.com/Resource/Kitchen%20Health%20&%20Safety.htm

www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/safetyfirst.pdf

www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307


http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307


http://www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/safetyfirst.pdf

http://www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/safetyfirst.pdf

http://www.cookeryonline.com/Resource/Kitchen%20Health%20&%20Safety.htm

http://www.cookeryonline.com/Resource/Kitchen%20Health%20&%20Safety.htm



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Be able to prepare a range of ingredients; and

3.1 demonstrate two skills used in preparing ingredients with help.

Photographic evidenceWitness statement direct observationWritten evidence, e.g. learners list the skills used in class

Level 2 3.1 demonstrate three skills used in preparing ingredients with limited support.

Photographic evidenceWitness statement direct observationWritten evidence, e.g. learners list the skills used in class

Level 3 3.1 demonstrate four skills used in preparing ingredients.

Photographic evidenceWitness statement direct observationWritten evidence, e.g. learners list these four skills used in class and how well they carried out this activity




Learning Outcome 3


Resources

C - class discussion on food preparation and skills needed to complete practical work in class;

demonstration of food preparation and identification of skills used;

learners complete skills worksheet, identifying those cooking skills used in practical task; and

show video clips showing skills used in practical task.

CCEA resources:Cooking skills;Knife skills; andSkills used in cooking

www.bbcgoodfood.com/howto/guide/guide-cookery-skills-age

www.foodafactoflife.org.uk/sheet.aspx?siteId=14&sectionId=62&contentId=137


http://www.foodafactoflife.org.uk/sheet.aspx?siteId=14&sectionId=62&contentId=137


http://www.bbcgoodfood.com/howto/guide/guide-cookery-skills-age



Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Be able to select and prepare ingredients to make a simple dish.

4.1 participate in an activity to select and prepare ingredients needed to make a simple dish, for example, lentil soup; and

4.2 participate in a group activity to identify what went well during the practical activity and what they could have improved.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence Learner evaluation sheet

Level 2 4.1 select and prepare ingredients for three simple dishes with limited support, for example, fruit salad, apple crumble or vegetable soup; and

4.2 identify one example of what went well during the practical activity and one example of what they could

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence Learner evaluation sheet



have improved.

Level 3 4.1 select and prepare the ingredients for four simple dishes, for example, apple tart or cupcakes; and

4.2 evaluate their chosen recipe and practical activity and make suggestions for improvements.

Witness statement – direct observation Oral feedback formPhotographic evidenceWritten evidence Learner evaluation sheet


Learning Outcome 4


Resources

learners match piece of equipment with practical task;

choose ingredients needed to complete task;

following a simple recipe;

revision of completed worksheets;

C - discuss strengths/ weaknesses of the task - consider areas for improvement; and

ICT - encourage learners to access the assessment tools in My Cooking Counts (see resources).

CCEA resources:Kitchen EquipmentGet ready to cookUsing knives safelyPersonal hygiene rulesCooking skillsHygiene and safety rulesLearner Evaluation Record

www.foodafactoflife.org.uk

My Cooking Counts available from:

www.meatandeducation.com


http://www.meatandeducation.com/

http://www.foodafactoflife.org.uk/



Safety and Hygiene in the Kitchen-




Entry Level 1–3 Unit 2: Safety and Hygiene in the Kitchen

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know why it is important to be safe and hygienic in the kitchen;

1.1 state a main safety and hygiene danger area in the kitchen;

1.2 identify a safety rule for using a knife; and

1.3 identify a potential hazard when using electrical equipment in the kitchen.

Witness statement direct observationPhotographic evidence

Written evidence, e.g. worksheet identifying safety rules for use of knives and electrical equipment in the kitchen

Level 2 1.1 describe three safety and hygiene danger areas in the kitchen;

1.2 list two safety rules for using knives; and

1.3 describe the potential dangers of using electrical equipment in the kitchen.



Level 3 1.1 identify and explain four safety and hygiene danger




areas are in the kitchen;

1.2 list three safety rules for using knives; and

1.3 explain how to use electrical equipment safely in the kitchen.





Learning Outcome 1


Resources

group work:– identify hazards and how to avoid them;– know the differences between hygiene and safety

rules; and– be able to safely use knives in the kitchen;

ask the learners what could happen if safety and hygiene rules in the kitchen were not followed;

C - group discussion on why it is important to follow safety and hygiene rules in the kitchen; and

ICT - interactive games – see resources.

www.foodlink.org.uk for interactive games on food safety and hygiene

www.foodafactoflife.org.uk for safe ways to handle knives in the kitchen



http://www.foodlink.org.uk/



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Be able to recognise possible safety and hygiene dangers in the kitchen;

2.1 participate in a group activity to identify potential safety and hygiene dangers in a given scenario;

2.2 discuss why these situations are dangerous; and

2.3 indicate what they could do to avoid these dangers.


Written evidence, e.g. a worksheet to identify potential hazards in the kitchen

Level 2 2.1 describe the potential safety and hygiene dangers in a given scenario;

2.2 identify what may happen next in the scenario; and

2.3 describe how to avoid each danger in the scenario.


Written evidence, e.g. a worksheet to show potential hazards in the kitchen and state what may happen next

Level 3 2.1 identify and explain the potential safety and hygiene




dangers in a given scenario; and

2.2 explain how to avoid each danger in the given scenario.

Written evidence, e.g. a worksheet to show potential hazards in the kitchen, explaining how to avoid them


Learning Outcome 2

Suggested Learning and Teaching Activities for accessing Level 1–3

Resources

C - group work:– identify hazards in a given scenario and how to avoid

them; and– know the differences between hygiene and safety rules;

ask learners what would happen if these rules were not followed;

learners should know how to avoid a similar situation happening in the future this could be a discussion followed by completion of written material; and

ICT - interactive games – see resources.


www.foodafactoflife.org.uk for safe ways to handle knives in the kitchen






Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know how to work safely in the kitchen; and

3.1 participate in a group activity to identify three safety rules in the kitchen.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learners circle potential hazards in picture of unsafe kitchen

Level 2 3.1 list three ways to work safely in the kitchen; and

3.2 state one reason why safety in the kitchen is important.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learners identify potential hazards and give one reason why safety is important

Level 3 3.1 list four safety rules in the kitchen; and

3.2 explain two reasons why safety in the kitchen is important.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence e.g. learners identify potential hazards in the kitchen and give two reasons why safety is important




Learning Outcome 3


Resources

C - group work: – identify safety rules in the kitchen – these could be

displayed in the classroom on a poster;

learners should know why safety in the kitchen is important – this could be a discussion followed by completion of written material

web links to basic rules of kitchen safety – see resources

www.foodlink.org.uk

www.dummies.com/how-to/content/basic-rules-of-kitchen-safety.html


http://www.dummies.com/how-to/content/basic-rules-of-kitchen-safety.html

http://www.dummies.com/how-to/content/basic-rules-of-kitchen-safety.html




Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Know how to work hygienically in the kitchen.

4.1 identify three hygiene rules in the kitchen.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence e.g. learners identify hygiene rules from list on worksheet

Level 2 4.1 list three ways to work hygienically in the kitchen; and

4.2 state one reason why hygiene in the kitchen is important.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence e.g. learners identify hygiene rules from list on worksheet and give one reason why it is important in the kitchen

Level 3 4.1 list four ways to work hygienically in the kitchen; and

4.2 explain two reasons why hygiene in the kitchen is important.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence e.g. learners identify hygiene rules from list on worksheet and give two reasons why it is important in the kitchen




Learning Outcome 4


Resources

C - group work: – identify areas in the kitchen which should be kept clean;– know how to keep these areas clean; and– show how to clean areas in the kitchen; and

ICT - interactive games – see link.


www.wyhoc.org.uk/docs/FoodHygieneandKitchenSafety.pdf


http://www.wyhoc.org.uk/docs/FoodHygieneandKitchenSafety.pdf

http://www.wyhoc.org.uk/docs/FoodHygieneandKitchenSafety.pdf




Using Cooking Equipment-Learning Outcomes 1–2



Entry Level 1–3 Unit 3: Using Cooking Equipment

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Be able to select appropriate cooking equipment; and

1.1 select appropriate cooking equipment for two tasks, with help.

Written evidence, e.g. matching activity ‘cut and stick’Witness statement direct observationOral feedback formPhotographic evidence

Level 2 1.1 select the correct cooking equipment for three tasks, with limited support.

Written evidence, e.g. selecting cooking equipment for three tasksWitness statement direct observationOral feedback formPhotographic evidence

Level 3 1.1 select a range of cooking equipment for four tasks, deciding which is the most suitable.

Written evidence, e.g. selecting cooking equipment for four tasksWitness statement direct observationOral feedback formPhotographic evidence




Learning Outcome 1


Resources

C - class discussion:– give the learners a selection of visual images of a wide

range of cooking equipment and discuss the function of each one; and

– encourage learners to consider health and safety issues while using each piece of equipment;

group work:– learners should match equipment to task using visual aids,

and either draw arrows to match, cut and stick or record answers;

– learners may be given recipe sheets and have to select the appropriate cooking equipment for the task; and

– there are excellent resources for this activity at:www.foodafactoflife.org.uk/sheet.aspx?siteId=20&sectionId=82&contentId=276 .

Photographs of cooking equipment from Food - a Fact of Life:

www.foodafactoflife.org.uk/attachments/89b80afb-0b77-444369903563.pdf

Hygiene and safety check list

Recipes, ingredients and equipment

Video clips available from YouTube


http://www.foodafactoflife.org.uk/attachments/89b80afb-0b77-444369903563.pdf

http://www.foodafactoflife.org.uk/attachments/89b80afb-0b77-444369903563.pdf





Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Be able to use a variety of basic cooking equipment safely.

2.1 participate in two group activities using two different types of basic cooking equipment; and

2.2 follow health and safety guidelines when using basic cooking equipment, with help.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. results of ‘Mind Map’ activityLearner evaluation sheet

Level 2 2.1 use three types of basic cooking equipment, with limited support; and

2.2 follow health and safety guidelines for using cooking equipment, with limited support.

Hygiene and safety check listWitness statement direct observationOral feedback formPhotographic evidenceLearner evaluation sheet

Level 3 2.1 demonstrate a sound knowledge of using four types of cooking equipment;

Witness statement direct observationOral feedback formPhotographic evidence



and

2.2 state three safety guidelines when using cooking equipment.

Written evidence, e.g. state three safety guidelines for using Cooking equipmentLearner evaluation sheet




Learning Outcome 2


Resources

C - view and discuss video clips of ‘using cooking equipment’– Suggested websites:


www.jamieshomecookingskills.com/skills.php

C - group work:– ‘mind map’ – learners to work together to produce a list of

the hygiene and safety rules which they already know; and– use a ‘card ranking’ activity to get learners to think about

and discuss the importance of health and safety rules;

N - practical activity:– learners will be given recipes and must select the

appropriate cooking equipment to complete the task (either from a selection of cooking equipment or laminated photograph cards);

– learners should experience weighing and measuring of ingredients;

– learners will follow health and safety guidelines while carrying out practical cookery task;

– teacher will complete a ‘Hygiene and Safety’ check list for

Recipes, ingredients, equipment

Video clips

CCEA Learner Evaluation Record (from Unit 1)

www.sensoryworld.org/kitchen_safety.html

www.tes.co.uk/teaching-resource/kitchen-safety-6425535


http://www.tes.co.uk/teaching-resource/kitchen-safety-6425535

http://www.tes.co.uk/teaching-resource/kitchen-safety-6425535

http://www.sensoryworld.org/kitchen_safety.html

http://www.jamieshomecookingskills.com/skills.php




each learner; and– learners will complete self-assessments using the Learner

Evaluation Record sheets.




Food Safety and Storage-Learning Outcomes 1–3



Entry Level 1–3 Unit 4: Food Safety and Storage

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know about basic food safety and storage;

1.1 participate in a group activity to recognise why food safety and storage are important; and

1.2 identify two ways to know that food is fresh.


Level 2 1.1 state a reason why food safety and storage are important; and

1.2 list three ways to know that food is fresh.

Witness statement direct observationOral feedback formWritten evidence, e.g. worksheet – matching food in correct storage areas

Level 3 1.1 explain why food safety and storage are important; and

1.2 describe four ways to know that food is fresh.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. worksheet to explain why food safety and storage are important




Learning Outcome 1


Resources

C - active learning:– matching exercise with foods and their storage areas; and– identifying fresh and spoiled foods from the examples;

and

C - group discussion on the reasons why food spoils.

YouTube clip on food safetyPhotos of spoiled foods – Google imagesExamples of tinned, fresh and frozen food itemswww.foodafactoflife.org.uk/attachments/b2cdfa46-8d38-4c8e695062b1.pdf


http://www.foodafactoflife.org.uk/attachments/b2cdfa46-8d38-4c8e695062b1.pdf

http://www.foodafactoflife.org.uk/attachments/b2cdfa46-8d38-4c8e695062b1.pdf



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know where food should be stored safely; and

2.1 participate in a group activity to identify storage areas in the kitchen;

2.2 identify tinned, fresh and frozen foods;

2.3 match these different foods to appropriate storage areas; and

2.4 identify a sell-by date or a use-by date.

Witness statement direct observation

Oral feedback form

Photographic evidence

Level 2 2.1 describe where food should be stored in the kitchen;

2.2 classify a range of foods as tinned, fresh or frozen;

2.3 identify where to store these different foods in the kitchen; and


Written evidence – e.g. worksheet with matching activity to identify frozen, tinned or fresh foods



2.4 describe the terms sell-by date and use-by date.




Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 3 Know where food should be stored safely; and

2.1 demonstrate where to store food safely in the kitchen;

2.2 classify a range of food as tinned, fresh or frozen;

2.3 explain why these foods should be stored in these areas; and

2.4 explain the difference between a sell-by date and a use-by date.



Written evidence, e.g. worksheet with matching activity to identify frozen, tinned and fresh food and an explanation of how these should be stored safely




Learning Outcome 2


Resources

C - class discussion on where food should be stored in the kitchen;

C - distribute examples of food and ask learners to decide which ones are best-before date or use-by date; and

learners to show where food examples should be safely stored in the kitchen.

www.foodafactoflife.org.uk

PowerPoint on food spoilage and food labelsImages of food storage areas – Google imagesImages of tinned, fresh, frozen foods – Google images

www.fotosearch.com/photos-images/food-items.html

Food items


http://www.fotosearch.com/photos-images/food-items.html

http://www.fotosearch.com/photos-images/food-items.html




Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know the 4 ‘C’s of food safety:– cooking;– chilling;– cleanliness;

and– cross-

contamination.

3.1 participate in a group activity to identify the 4 ‘C’s of food safety; and

3.2 give an example of each of the 4 ‘C’s in food preparation.

Witness statement direct observationOral feedback formWritten evidence, e.g. choose the correct four ‘C’s in a worksheet

Level 2 3.1 describe the importance of the 4 ‘C’s of food safety in food preparation; and

3.2 give two examples of the 4 ‘C’s in food preparation.

Witness statement direct observationWritten evidence, e.g. worksheet which shows the learner knows the importance of the 4 ‘C’s of food safety, giving two examples of eachPhotographic evidence

Level 3 3.1 explain the importance of the 4 ‘C’s of food safety; and

3.2 give three examples of the 4 ‘C’s in food preparation.

Witness statement direct observationWritten evidence, e.g. worksheet on which the learner explains the importance of the 4 ‘C’s of food safety, giving three examples of each




Learning Outcome 3


Resources

N - select a range of activities in food preparation and match these to the appropriate ‘C’ of food safety, e.g. chicken and vegetable kebabs – chopping vegetables and chicken using separate chopping boards to avoid cross – contamination;

C - peer assessment of how well each learner was able to identify the 4 ‘C’s of food safety;

C - discussion on what the consequences could be if the 4 ‘C’s of food safety are not followed; and

learners complete written work to show their understanding of the importance of the 4 ‘C’s of food safety.

www.foodafactoflife.org.uk/attachments/ee34af3f-2bca-46e0eb49473d.ppt


http://www.foodafactoflife.org.uk/attachments/ee34af3f-2bca-46e0eb49473d.ppt

http://www.foodafactoflife.org.uk/attachments/ee34af3f-2bca-46e0eb49473d.ppt



Healthy Eating-Learning Outcomes 1–4



Entry Level 1–3 Unit 5: Healthy Eating

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand the importance of the Eatwell Guide;

1.1 participate in a group activity to label the five sections of the Eatwell Guide;

1.2 identify a nutrient found in each section, with guidance;

1.3 recognise the largest and smallest sections of the Eatwell Guide and understand why some sections are larger than others; and

1.4 state a reason why the Eatwell Guide is important.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with the Eatwell Guide labelled

Level 2 1.1 label the five sections of the Eatwell Guide and give an example of a food associated with each section;

1.2 identify a nutrient found in each section;

1.3 recognise the contribution each food group makes towards a healthy diet and

Written evidence, e.g. labelled Eatwell Guide. A matching activity worksheet to help learners identify the relevant nutrients from each section

Matching activity reasons why each food group is important matched to the correct section of the Eatwell Guide. Two reasons provided about why the Eatwell Guide is importantWitness statement



explain the differences in the size of each group; and

1.4 give two reasons why the Eatwell Guide is important.




Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 3 1 Understand the importance of the Eatwell Guide;

1.1 label the five sections of the Eatwell Guide and give food examples associated with each section;

1.2 identify the relevant nutrients found in each section;

1.3 explain the contribution each food group makes towards a healthy diet and justify the differences in the size of each group; and

1.4 explain the importance of the Eatwell Guide.

Written evidence e.g: labelled Eatwell Guide with nutrients

identified; a table to show an explanation of how each

group contributes to a healthy diet; and an explanation of the importance of the

Eatwell Guide.




Learning Outcome 1


Resources

C - class discussion label the sections of the Eatwell Guide;

distribute examples of different foods or food cards amongst the class and ask them to place the products or foods in the appropriate section of the Eatwell Guide;

encourage learners to match the nutrient to the appropriate section of the Eatwell Guide:– protein, fat, carbohydrate, vitamins (C and D) and

minerals (calcium and iron);

C - discuss the reasons why the Eatwell Guide is important. Consider positive, negative and interesting points; and

N - to recap, learners could play Eatwell Guide bingo.

Eatwell Guide:

www.nhs.uk/Livewell/Goodfood/Documents/The-Eatwell-Guide-2016.pdf

Food cards, available from: www.foodafactoflife.org.uk/attachments/b40fb784-eb68-4c0eae60bedd.pdf

Examples of food products

Eatwell bingo, available from: www.foodafactoflife.org.uk

Make a balanced plate activity, available from: www.foodafactoflife.org.uk/Activity.aspx?contentId=55


http://www.foodafactoflife.org.uk/Activity.aspx?contentId=55


http://www.foodafactoflife.org.uk/attachments/b40fb784-eb68-4c0eae60bedd.pdf

http://www.foodafactoflife.org.uk/attachments/b40fb784-eb68-4c0eae60bedd.pdf

http://www.nhs.uk/Livewell/Goodfood/Documents/The-Eatwell-Guide-2016.pdf

http://www.nhs.uk/Livewell/Goodfood/Documents/The-Eatwell-Guide-2016.pdf



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know the main healthy eating messages;

2.1 participate in a group activity to identify key healthy eating messages related to the eight tips for healthy eating.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet where learners agree or disagree with tips/statements related to healthy eating

Level 2 2.1 identify four of the eight tips for healthy eating; and

2.2 state why each tip is important.

Written evidence, e.g. select four correct tips from a list that includes a mixture of tips/statements

Level 3 2.1 list the eight tips for healthy eating; and

2.2 explain the importance of each tip and an example of how they could achieve them.

Written evidence, e.g. a list of the 8 tips and an explanation of the importance of each tip with an example of how the tip could be achieved




Learning Outcome 2


Resources

share the 8 tips with learners, use visual resources to stimulate discussion;

discuss reasons why each tip is important and what happens if we do not achieve each tip;

C - food diary activity encourage learners to reflect on what tip(s) they feel they achieve regularly and what tip(s) they do not achieve; and

agony aunt activity the class could get into the role of an agony aunt and provide advice and tips for people who do not achieve some of the tips.

Leaflet published by the Food Standards Agency: ‘Eatwell – Your guide to healthy eating – 8 tips for making healthier choices’: www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/eatwell0708.pdf

Visual aids to reflect 8 tips, for example images of fruit and vegetables, breakfast, water, and starchy foods


http://www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/eatwell0708.pdf



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Plan a meal that reflects healthy eating advice; and

3.1 participate in a group activity to choose a recipe that reflects healthy eating advice; and

3.2 state a reason why their chosen recipe is healthy.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet where the learner has to identify reasons why their recipe is healthy using key words provided

Level 2 3.1 choose a recipe that reflects healthy eating advice, with guidance; and

3.2 explain two reasons for choosing this recipe.

Witness statementWritten evidence, e.g. a worksheet where the learner refers to the Eatwell Guide and 8 tips within their reason for their chosen recipe

Level 3 3.1 choose a recipe that reflects healthy eating advice; and

3.2 justify reasons for choosing this recipe.

Written evidence, e.g. a worksheet where the learner refers to the Eatwell Guide and 8 tips within their justification of their chosen recipe




Learning Outcome 3


Resources

share a range of recipes with the class, e.g. sweet potato chips, fruit smoothies, fruit kebabs or rainbow rice; and

encourage learners to evaluate and discuss how healthy each recipe is. Learners could use the Eatwell Guide and 8 tips as a ‘checklist’ for evaluating their recipes.

RecipesList of 8 tips available from: www.food.gov.uk

Eatwell Guide available from: www.food.gov.uk


http://www.food.gov.uk/

http://www.food.gov.uk/



Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Prepare a meal that reflects healthy eating advice.

4.1 prepare a healthy dish with help; and


Witness statement direct observationPhotographic evidenceWritten evidence, e.g. learners evaluation record

Level 2 4.1 prepare a healthy dish, with limited support; and

4.2 identify one example of what went well during the practical activity and one example of what they could have improved.


Level 3 4.1 prepare a healthy dish independently; and

4.2 evaluate the practical




activity and make suggestions for improvements.




Learning Outcome 4


Resources

demonstrate the steps involved in preparing the chosen recipes;

share video clips or visual images of practical skills involved in the chosen recipes; and


Video clips available from YouTube and Food a fact of life


http://meatandeducation.redmeatinfo.com/resources/107







Following a Recipe-Learning Outcomes 1–2



Entry Level 1–3 Unit 6: Following a Recipe

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know the parts of a recipe:

ingredients list;

equipment list; and

method

1.1 participate in a group activity to identify the parts of a recipe;

1.2 identify the ingredients needed to prepare the recipe;

1.3 weigh and prepare basic ingredients with help; and

1.4 select the appropriate equipment required to make the recipe with help.


Level 2 1.1 understand that a recipe is made up of different parts;

1.2 select information from a recipe to identify ingredients, method and oven temperature;

1.3 weigh and prepare basic ingredients with limited

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. matching activity for selecting equipmentLearner and teacher evaluation record



support; and

1.4 select appropriate equipment for the task with limited support.




Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 3 1 Know the parts of a recipe:

ingredients list;

equipment list; and

method

1.1 recognise that a recipe can be made up of different parts;

1.2 demonstrate where to find information in a recipe;

1.3 weigh and prepare ingredients independently; and

1.4 select appropriate equipment for the task independently.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. ICT task ‘following instructions’ andLearner evaluation sheet




Learning Outcome 1


Resources

N - give the learners a simple recipe which is clearly broken down into ingredients, equipment and method. Matching activity – ask learners to identify (sort) the ingredients and the equipment and to put the method in order;

provide learners with a recipe which clearly has parts missing and ask them to identify which important pieces of information have been removed, and to consider the consequences of following a recipe which is incomplete;

choices – learners are shown photographs (or actual equipment) and have to choose the most appropriate piece of weighing/measuring equipment for a selection of recipes; and

ICT - incorporate the MEBOT activity as an ICT task, which highlights the importance of giving and following clear instructions. The website gives five short videos to provide learners with an overview of how software code is used in the world around us. The accompanying classroom exercise and worksheets support an understanding of code as a simple set of instructions. Participants put what they learn into practice by creating simple instructions for friends and classmates to act out.

Recipes

MEBOT activity sheets available from:

www.myscienceshorts.com/

Teacher assessment record

Selection of kitchen equipment



http://www.myscienceshorts.com/



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Be able to follow a method to prepare a recipe safely and hygienically.

2.1 complete a basic recipe in simple steps with the help of visual aids;

2.2 follow safety and hygiene rules with supervision;

2.3 request support when appropriate; and

2.4 serve the completed dish with help.

Witness statement direct observationOral feedback formPhotographic evidenceHealth & Safety checklist

Level 2 2.1 follow instructions to prepare a recipe with limited support;

2.2 follow safety and hygiene rules with limited supervision;

2.3 request support, if required;

2.4 be aware of oven timing; and

2.5 serve the completed dish with limited support.

Witness statement direct observationPhotographic evidenceLearner evaluation sheetHealth & Safety checklist



Level 3 2.1 follow instructions to prepare a recipe independently;

2.2 follow safety and hygiene rules;

2.3 follow recommended oven timings, if appropriate; and

2.4 serve the completed dish.

Witness statement direct observationPhotographic evidenceLearner evaluation recordHealth & Safety checklist




Learning Outcome 2


Resources

teacher-led demonstration, highlighting hygiene and safety;

practical activity – learners will follow a recipe, considering health and safety, oven timings and serve the completed dish; and

complete a ‘Hygiene and Safety’ checklist for each learner.

Recipes, ingredients, kitchen equipment

Teacher assessment record





Making a Simple Meal-Learning Outcomes 1–2



Entry Level 1–3 Unit 7: Making a Simple Meal

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Safely and hygienically prepare a simple two-course meal; and

1.1 participate in a group activity to identify the steps involved in preparing the chosen recipes;

1.2 follow a basic recipe, for example beans on toast, with help;


1.4 select the relevant equipment needed for the chosen meal with help; and

1.5 select and prepare the required ingredients with help.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with visual images of relevant ingredients and equipment or a written listHygiene and Safety checklist

Level 2 1.1 follow recipes, for example for pasta bake, identify the steps involved in the chosen recipe and identify the critical times or action points;

1.2 follow safety and hygiene

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with visual images of relevant ingredients and equipment or a written list



rules, with limited supervision;

1.3 select the appropriate equipment needed for the chosen meal; and

1.4 follow instructions and guidance to select and prepare ingredients safely.

Hygiene and Safety checklist




Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 3 1 Safely and hygienically prepare a simple two-course meal; and

1.1 follow recipes, for example pasta with sauce, and create an individual method or time plan with a sequence of relevant action points and reminders;

1.2 follow hygiene and safety rules independently;

1.3 select and justify their choice of equipment for the chosen meal; and

1.4 select and prepare the required ingredients safely and independently.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with visual images of relevant ingredients and equipment or a written listHygiene and Safety checklist




Learning Outcome 1


Resources

encourage learners to select appropriate equipment from a visual or a written list;

encourage learners to select appropriate ingredients from a visual or a written list;

C - discussion about health and safety rules and the potential risks associated with this practical activity;

demonstrate the steps involved in preparing the chosen recipes; and

share video clips or visual images of practical skills involved in chosen recipe.

Video clips of practical skills available from YouTube or Food a fact of life websiteVisual images of a range of equipmentVisual images of a range of ingredientsImages available to download from: www.foodafactoflife.org.uk




Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Be able to serve a two course meal.

2.1 produce a meal to a competent standard with help;

2.2 serve the meal with help; and


Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learner evaluation record

Level 2 2.1 produce a meal to a highly competent standard;

2.2 serve the meal with limited support; and


Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learner evaluation record

Level 3 2.1 produce a meal to an excellent standard;

Witness statement direct observationOral feedback form



2.2 serve the meal independently; and

2.3 evaluate the process: the planning, work during the practical and the final outcome, making suggestions for improvements.

Photographic evidenceWritten evidence, e.g. learner evaluation record




Learning Outcome 2


Resources

C - discussion about health and safety rules and the potential risks involved in making and serving a meal;

opportunity for peer assessment to help stimulate discussion about learners’ strengths, weaknesses and areas for improvement; and



My Cooking Counts available from: http://meatandeducation.redmeatinfo.com/resources/107






Planning and Preparing Food for a Special Occasion or

Event-Learning Outcomes 1–2



Entry Level 1–3 Unit 8: Planning and Preparing Food for a Special Occasion or Event

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Plan food for a special occasion or event; and

1.1 participate in a group activity to plan food suitable for a special event or occasion, for example a school fundraising event.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record of the learner’s ideas and suggestions – screenshot of whiteboard or photographic record

Level 2 1.1 plan a menu for a special occasion or event, for example a birthday party or school fundraising event, with supervision; and

1.2 organise a sequence of activities to prepare and serve food with limited support.

Written evidence, e.g. record of menu planning and research sourcesWitness statement direct observationOral feedback formPhotographic evidence

Level 3 1.1 plan a menu for a special occasion or event, for example a birthday party or school fundraising event,

Written evidence, e.g. record of the learner ideas, may include a tally chart to select most popular choiceWitness statement direct observation



with limited support; and1.2 plan a sequence of

activities to prepare and serve the food.





Learning Outcome 1


Resources

C - class discussion- Ideas for special events and suggested suitable foods to prepare and serve.

when selecting foods for the special occasion teachers should include healthy eating messages on foods which are high in sugar, salt and fat;

learners could be encouraged to draw and label foods eaten on special occasions:– extension activity - learners could research foods from

different religions and cultures;

distribute examples (e.g. ‘Job Role’ cards) of different activities necessary to prepare and serve the food and ask learners to sequence them; and

ICT - opportunity for incorporating ICT task – use Prezi to encourage learners to produce a PowerPoint presentation which will show the necessary sequence of events to prepare and serve the foods.

Recipes from a selection of sources

Video clips available from YouTube (food for special occasions)




Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Prepare food for a special occasion or event safely and hygienically.


2.2 participate in a group activity and share tasks to produce a variety of foods, for example sandwiches or biscuits, for a special occasion or event;

2.3 help to serve the prepared foods; and


Witness statement direct observationPhotographic evidenceWritten evidence, e.g. record how the tasks were shared among learnersHealth & Safety checklistLearner evaluation sheet



Entry Level 1–3 Unit 8: Planning and Preparing Food for a Special Occasion or EventLearning Outcome 2Specification Content

Learning Outcomes


The learner will:

The learner can:

Level 2 2 Prepare food for a special occasion or event safely and hygienically.

2.1 follow basic safety rules with limited supervision to ensure food preparation is safe;

2.2 work as part of a team to produce a variety of foods, for example scones or cakes, suitable for the occasion or event;

2.3 request support when appropriate;

2.4 serve the prepared foods, with limited support; and

2.5 identify one example of what went well in the process of planning, preparing and serving the food and one example of what they could have improved.

Witness statement direct observationPhotographic evidenceWritten evidence, e.g. evaluation sheet recording one example each of what went well and what could be improvedHealth & Safety checklistLearner evaluation sheet

Level 3 2.1 follow safety and hygiene rules to ensure food




preparation is safe;2.2 work as part of a team to

produce a variety of foods suitable for a special occasion or event independently;

2.3 serve the prepared food independently; and

2.4 evaluate the process: the planning, work during the practical and the final outcome, making suggestions for improvement.

Written evidence, e.g. evaluation of the processHealth & Safety checklistLearner evaluation sheet


Learning Outcome 2


Resources

C - encourage learners to work as a team to share the tasks required to complete the activity. It may be necessary to have the roles and responsibilities on laminated card to give to learners a clear understanding of what is required of each of them;

practical - learners to work as a team to produce and serve the food;

opportunity for photographic evidence to be used to record a visual timeline of events and a clear depiction of each

Health & Safety checklist

Serving utensils/plates/table accessories




learner’s role; and

C - assessment – learner and teacher evaluations will be required at each level. If the event is used as a fundraising/school activity learners could prepare an evaluation sheet and ask invited guests to complete it.




Fast Food-Learning Outcomes 1–4



Entry Level 1–3 Unit 9: Fast Food

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand reasons why fast food is so popular;

1.1 participate in a group activity to list reasons why fast food is so popular.

Witness statement direct observation of group discussion about the reasons why fast food is so popularOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with suggested words or related visual images

Level 2 1.1 explain two reasons why fast food is popular.

Written evidence, e.g. a worksheet explaining two reasons why fast food is so popular

Level 3 1.1 discuss reasons why fast food is popular.

Written evidence, e.g. reasons discussing the popularity of fast food




Learning Outcome 1


Resources

N - class survey- Ask the learners who have eaten fast food recently what fast food outlet is their favourite. Record results and discuss findings; and

C - share visual images of different fast food options and stimulate discussion about why fast food is so popular.

Fast food trends and statistics from around the world available from: www.euromonitor.com/fast-food


http://www.euromonitor.com/fast-food



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Understand the effects some fast food has on our health;

2.1 participate in a group activity to understand the effects some fast food has on our health; and

2.2 recognise the levels (high, medium and low) of fat, salt, sugar and fibre found in fast food.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with suggested words or related visual images

Level 2 2.1 explain the effects some fast food has on our health; and

2.2 comment on the nutritional content of some fast food.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a newspaper/magazine article highlighting the consequences of eating too much fast food

Level 3 2.1 explain the effects some fast food has on our health; and

2.2 analyse the nutritional

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a newspaper article highlighting the consequences of eating too



content of fast food. much fast food




Learning Outcome 2


Resources

N/ICT - McDonald’s nutrition calculator activity encourage learners to visit the McDonald’s website and ‘build’ their own meal;

C - learners could then discuss their findings and reflect on the nutritional content of a range of popular fast food items;

ICT - encourage learners to visit the Fast Food Nutrition Facts website to explore a wider range of fast food options to discover their nutritional content; and

C - newspaper report learners could be encouraged to write a news report advising people about the consequences of eating too much fast food.

www.fastfoodnutrition.org

www.mcdonalds.co.uk

Supersize me – documentary available from YouTube.


http://www.mcdonalds.co.uk/

http://www.fastfoodnutrition.org/



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know healthy fast food alternatives; and

3.1 participate in a group activity to list healthier alternatives to popular fast food.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with suggested words or related visual images

Level 2 3.1 list healthier alternatives to popular fast food and give reasons why they are healthier.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet- table listing healthier alternatives to popular fast foods with reasons why they are healthier

Level 3 3.1 list healthier alternatives to popular fast food and justify reasons why they are healthier.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet- table listing healthier alternatives to popular fast foods with justification




Learning Outcome 3


Resources

N/ICT - create a table with three columns:– list of popular fast food items;– list of healthier alternatives; and– reasons why the healthier alternative is healthier; and

C - taste testing – learners could taste and compare a fast food burger compared to a homemade burger. Using a word bank the learners could consider quality, flavour, price and nutritional value.

23 copycat recipes for your favourite fast food recipes available from:

www.buzzfeed.com/candacelowry/fast-food-favorites-you-can-easily-make-at-home#.qYgKxk60


http://www.buzzfeed.com/candacelowry/fast-food-favorites-you-can-easily-make-at-home#.qYgKxk60





Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Plan and prepare a healthy fast food alternative.

4.1 participate in a group activity to select and prepare a dish from a list of healthy fast food alternatives; and

4.2 state a reason why the chosen dish is healthier than the fast food version.

Witness statement direct observationPhotographic evidenceWritten evidence, e.g. learner evaluation record

Level 2 4.1 select and prepare a dish from a list of healthy fast food alternatives, with limited support; and

4.2 explain how their chosen dish is healthier than the fast food version.


Level 3 4.1 select and prepare a healthy fast food alternative; and




4.2 justify reasons why their chosen fast food alternative is healthier than the fast food version.




Learning Outcome 4


Resources

share a range of recipes that could be healthier alternatives to some popular fast foods. Recipes could include: healthy burger, sweet chilli chicken wrap, sweet potato wedges, baked chicken nuggets or fish fingers;

demonstrate the steps involved in preparing recipes chosen;

share video clips or visual images of practical skills involved in chosen recipe; and

N/ICT - encourage learners to access the assessment tools in My Cooking Counts (see resources).

23 copycat recipes for your favourite fast food recipes available from:

www.buzzfeed.com/candacelowry/fast-food-favorites-you-can-easily-make-at-home#.qYgKxk60


http://meatandeducation.redmeatinfo.com/



http://meatandeducation.redmeatinfo.com/





Foods Around the World-Learning Outcomes 1–4



Entry Level 1–3 Unit 10: Foods Around the World

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know where different foods come from;

1.1 participate in a group activity to give three examples of foods that come from other countries;

1.2 locate these countries on a map with help; and

1.3 state how these foods get to our shops.

Written evidence, e.g. worksheet which states how foods across the globe get to our shopsObservation record

Level 2 1.1 match three different foods to their countries of origin;

1.2 label these countries on a map; and

1.3 describe how these foods get to our shops.

Written evidence worksheetsPhotographic evidenceObservation record

Level 3 1.1 identify four foods that come from other countries;

Written evidence worksheetsObservation record



1.2 name these countries on a map; and

1.3 explain how these foods get to our shops.




Learning Outcome 1


Resources

Group work:– matching names of countries to areas of the world;– identifying foods with countries of origin, for example ‘pin

the tail’; and– draw food miles routes on map of world pin and string; and

N - Calculate food miles.

Video clip on food miles:

www.youtube.com/watch?v=b7rn5hH5XN8

www.parkfieldict.co.uk/infant/environment/miles.html

www.bbc.co.uk/education/guides/zf6fr82/revision


http://www.bbc.co.uk/education/guides/zf6fr82/revision

http://www.parkfieldict.co.uk/infant/environment/miles.html

http://www.parkfieldict.co.uk/infant/environment/miles.html

http://www.youtube.com/watch?v=b7rn5hH5XN8



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know traditional dishes from different countries;

2.1 participate in a group activity to give three examples of foods traditionally eaten in other countries; and

2.2 indicate how many in the group eat foods or dishes from other countries.

Written evidence, e.g. worksheets to show foods from different countries and who in the class eats them – could be a tally chartOral feedback formObservation record

Level 2 2.1 list three dishes that are traditionally eaten in other countries; and

2.2 establish how many of these foods their peers eat.

Written evidence, e.g. worksheets to show foods from different countries and who in the class eats them could be a tally chartOral feedback form

Level 3 2.1 list four dishes traditionally eaten in other countries; and

2.2 conduct a class survey to establish the popularity of foods or dishes from other countries.

Written evidence, e.g. worksheets to show foods from different countries and who in the class eats them could be shown as a graphOral feedback formPhotographic evidence




Learning Outcome 2


Resources

C - group work to match foods from other countries with country of origin;

N - class survey to find out who eats foods from other countries; and

ICT - matching game see resources.

www.foodafactoflife.org.uk/sheet.aspx?siteId=15&sectionId=64&contentId=49 http://survley.com/start/match-the-food-to-the-country-of-origin.html


http://survley.com/start/match-the-food-to-the-country-of-origin.html

http://survley.com/start/match-the-food-to-the-country-of-origin.html





Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Develop an awareness of how culture influences eating habits

3.1 participate in a group activity to identify our local eating habits.

Written evidence, e.g. from various pictures of food items identify those which are eaten locallyPhotographic evidenceObservation record

Level 2 3.1 describe our local customs and traditions; and

3.2 outline our local eating habits.

Written evidence, give an outline of our local eating habits using various pictures of local customs and traditionsObservation record

Level 3 3.1 describe our local eating habits;

3.2 explain what is meant by the term ‘culture’; and

3.3 explain how culture influences our eating habits.

Written evidence, e.g. explain culture and how it influences our eating habitsObservation record




Learning Outcome 3


Resources

C - look at video clips of other cultures and discuss how these vary from our own;

C - group work:– define local eating habits;– define other cultures’ influences; and– identify local foreign restaurants; and

matching game – identify fast food logos.

YouTube clips on other cultures and foods around the world

Labels/logos from fast food outlets Google images

www.foodafactoflife.org.uk/sheet.aspx?siteId=15&sectionId=64&contentId=49






Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Plan and prepare a dish to reflect a chosen country.

4.1 participate in a group activity to list examples of dishes from other countries that the class could prepare;

4.2 choose a dish to make and give a reason for choosing it with help;

4.3 prepare the chosen dish safely and hygienically with help; and


Written evidence worksheetPhotographic evidenceOral feedback formWitness statement practicalObservation record

Level 2 4.1 list three dishes from other countries that the class could prepare;

4.2 choose a dish to make and explain two reasons for choosing it;

Written evidence worksheetPhotographic evidenceOral feedback formWitness statement practicalObservation record



4.3 plan and prepare the chosen dish safely and hygienically with limited support; and





Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 3 4 Plan and prepare a dish to reflect a chosen country.

4.1 list four dishes from other countries that the class could prepare;

4.2 choose a dish to make and explain three reasons for choosing it;

4.3 plan and prepare the chosen dish safely and hygienically; and

4.4 evaluate the practical activity and make suggestions for improvements.

Written evidence, e.g. worksheet which lists dishes from other countriesPhotographic evidenceOral feedback formWitness statement practical observation record




Learning Outcome 4

Learning and Teaching Activities suggested for accessing Level 1-3

Resources

hygiene and safety rules revised before practical activity;

practical learners produce and serve a dish originating from another culture;

photographic evidence to show learner’s role in performing this practical activity;

N/ICT - encourage learners to access the assessment tools in My Cooking Counts (see resources); and

C - assessment learner evaluation.

CCEA resources:Hygiene and safety rulesLearner Evaluation Record (from Unit 1)

Ingredients to make foreign dishLearner evaluation My Cooking Counts from: http://meatandeducation.redmeatinfo.com/resources/107

Picture of food miles (numeracy):www.nicurriculum.org.uk

Learning for Life and Work Integrated Activity Food Miles


http://www.nicurriculum.org.uk/





Learning through Play-Learning Outcomes 1–3



Entry Level 1–3 Unit 11: Learning through Play

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand why play is important for a child’s development;

1.1 participate in a group activity to identify why play is important for early childhood development.

Witness statement Direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record of learner contribution to the group activity

Level 2 1.1 state one reason why play is important for early childhood development.

Witness statement Direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. state one reason why play is important

Level 3 1.1 explain two reasons why play is important for early childhood development.

Witness statement Direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. explain two reasons why play is important




Learning Outcome 1


Resources

C/ICT - to prompt class discussion show learners the video clips as detailed in ‘Resources’, or use others available at BBC Broadband clips or YouTube. Ask learners to complete worksheet ‘What is play? 1’ Record learners’ responses to the class discussion and complete worksheet ‘What is play? 2’, ensuring that all learners are given an opportunity to contribute;

invite a guest speaker (for example a nursery teacher, early years advisor or social worker) to talk to the learners and explain the importance of play; and

C - give the learners the worksheet ‘Why is play important?’ to complete, either as group work or by recording individual responses, and with relevant detail, according to Level.

Teacher support resources:

www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf)

www.tes.co.uk/teaching-resource/teachers-tv-play-to-learn-6038932

www.nicurriculum.org.uk/docs/key_stages_1_and_2/learning_through_play_ks1.pdf

Video clips to watch and discuss:

www.bbc.co.uk/cbeebies/grownups/why-should-children-play-outside

CCEA resources:What is play? 1What is play? 2Why is play important?


http://www.bbc.co.uk/cbeebies/grownups/why-should-children-play-outside

http://www.bbc.co.uk/cbeebies/grownups/why-should-children-play-outside

http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/learning_through_play_ks1.pdf



http://www.tes.co.uk/teaching-resource/teachers-tv-play-to-learn-6038932

http://www.tes.co.uk/teaching-resource/teachers-tv-play-to-learn-6038932

http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf

http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Understand the different types of play;

2.1 Participate in a group activity to suggest the different types of play.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record of learner contribution to group activity

Level 2 2.1 list three different types of play.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. list three different types of play

Level 3 2.1 explain with examples three different types of play.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. explain with examples three different types of play




Learning Outcome 2


Resources

C - provide learners with very basic descriptions of two different types of play:– structured play;– spontaneous play;Use these to stimulate group discussion. Using the worksheet ‘Types of play’ ask learners to record examples of these types of play;

C - provide learners with information sheets listing suitable toys for different stages of a child’s development and encourage learners to discuss why the toys are appropriate and also prompt a group discussion on which are the learners’ favourite toys from their childhood;

C - practical activity –split the learners into three groups and give each group an age-group description card:– birth-two years;– two and three years;– four and five years;Ask the groups to write a list of toys which are suitable for their age group and record how each can help a child’s development;

C - give each learner a toy, game or book and ask them to complete the ‘Toy review’ worksheet. Encourage the learners to consider how it will help development. This activity will

CCEA resources:Types of playBaby toysChild toysEducational toysToys for different stagesAge group description cardsSuitable toysToy review

Magazines and leaflets from toy shops



prepare the learners for the practical task for Outcome 3; and

ICT - as a group activity use a selection of images from magazines, leaflets, and the internet to produce a collage of toys/games for each area of development (birth-2, 2-3 and 4-5).


Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Create a practical resource to help interaction with a young child and encourage learning through play.

3.1 choose and make a simple item, with help and support, to encourage a young child to learn through play; and

3.2 identify one positive aspect of the final outcome, with support and guidanceidentify an aspect they could have improved.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. evaluation identify one positive aspect and one which could have been improved

Level 2 3.1 research, choose and make, with limited support, an item to stimulate and encourage a young child to learn through play; and

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. evaluation identify one positive aspect and one which could have been



3.2 identify one positive aspect of the final outcome and an aspect that they could improve.

improved

Level 3 3.1 research, choose and make an item independently to stimulate and encourage a young child to learn through play; and

3.2 give a simple written evaluation of the task with suggestions for improvement.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. evaluation of the task with suggestions for improvement




Learning Outcome 3


Resources

if possible organise a class outing for research prior to practical activity. Suggestions would include a visit to local library or a talk by librarian or a visit to an appropriate toy shop, e.g. Early Learning Centre. A visit to local nursery would be extremely helpful for both looking at the range of toys available for different age groups and asking the staff questions such as ‘which toys do you feel are most practical/educational?’, ‘which toys do the children prefer?’ or ‘can you suggest a toy which be useful for development?’;

ICT - as an introduction to the task project, the class could work together to make a talking book or story sack suitable for a young child and evaluate its effectiveness; and

C - TASK create a practical resource – this provides an opportunity to collaborate with the Art or Technology and Design department. Prior to choosing the toy for their task, learners should be encouraged to consider safety. Provide the class with the worksheet ‘Toy safety symbols.’ This resource can be adapted as a ‘matching activity’ for learners and the extension Toy safety worksheet can be offered to learners working at a higher level;

CCEA worksheetsToy safety symbols worksheetToy safety – extension worksheet Toy task ideasToy making task – teachers notesMy toy design planning templateToy making evaluation sheet

How to create a Talking Book:www.nwtliteracy.ca/resources/famlit/howtokit/talking/talking.pdf

How to create a story sack:www.literacytrust.org.uk/resources/practical_resources_info/1751_story_sack_guide


http://www.literacytrust.org.uk/resources/practical_resources_info/1751_story_sack_guide

http://www.literacytrust.org.uk/resources/practical_resources_info/1751_story_sack_guide

http://www.nwtliteracy.ca/resources/famlit/howtokit/talking/talking.pdf

http://www.nwtliteracy.ca/resources/famlit/howtokit/talking/talking.pdf



Learning Outcome 3


Resources

C - use the ‘Toy task ideas’ worksheet to encourage learners to consider what type of toy they would like to make (individually or in their pair or group). Ask the learners to complete the worksheet ‘My toy design.’ Keep a photographic record of the task in progress. Learners should complete the ‘Toy making evaluation sheet.’ Record the success of the task with a classroom or corridor display or an assembly for the whole school.

Visual ideas available:www.kiwicrate.com/themes/Toys-to-Make/10

www.thecraftycrow.net/2012/07/12-homemade-toy-ideas.html

Ideas for a homemade jigsaw:www.howcast.com/videos/167-How-to-Make-a-Jigsaw-Puzzle

Ideas for a homemade rattle:www.inhabitots.com/how-to-make-a-recycled-rain-stick-and-baby-rattle/

www.makesewbaby.com/homemade-baby-toys.html

Ideas for a homemade shape sorter:www.ourmontessorihome.com/2012/02/homemade-imbucare-box-shape-sorter/

Teacher support (toy safety)

http://www.toyretailersassociation.co.uk/toy-safety


http://www.toyretailersassociation.co.uk/toy-safety

http://www.ourmontessorihome.com/2012/02/homemade-imbucare-box-shape-sorter/

http://www.ourmontessorihome.com/2012/02/homemade-imbucare-box-shape-sorter/

http://www.makesewbaby.com/homemade-baby-toys.html

http://www.makesewbaby.com/homemade-baby-toys.html

http://www.inhabitots.com/how-to-make-a-recycled-rain-stick-and-baby-rattle/

http://www.inhabitots.com/how-to-make-a-recycled-rain-stick-and-baby-rattle/

http://www.howcast.com/videos/167-How-to-Make-a-Jigsaw-Puzzle

http://www.howcast.com/videos/167-How-to-Make-a-Jigsaw-Puzzle

http://www.thecraftycrow.net/2012/07/12-homemade-toy-ideas.html

http://www.thecraftycrow.net/2012/07/12-homemade-toy-ideas.html

http://www.kiwicrate.com/themes/Toys-to-Make/10



Child Development (0–5 years)-




Entry Level 1–3 Unit 12: Child Development (0–5 years)

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand the areas of human development:

Physical; Intellectual; Emotional;

and Social;

1.1 participate in a group activity to identify the different areas of human development; and

1.2 participate in a group activity to identify a range of needs under the appropriate area of development.

Witness statementDirect ObservationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with suggested words or related visual images

Level 2 1.1 list the four areas of human development and give examples; and

1.2 list four different needs under the appropriate area of development.

Photographic evidenceWritten evidence, e.g. a worksheet with a table identifying the four areas of human development and 8 examples of needs under each heading

Level 3 1.1 explain the four areas of human development and give examples; and

Photographic evidenceWritten evidence, e.g. a worksheet with a table identifying the four areas of human development and 8 examples of needs under



1.2 categorise eight different needs under the appropriate area of development.

each heading




Learning Outcome 1


Resources

learners could bring in photos of themselves or their family/friends at different stages of the life cycle;

encourage learners to discuss and share how they have changed from when they were born. Visual images of people throughout different life stages may help to stimulate discussion;

explain the four different areas of human development to the class; and

learners could then be encouraged to think about how they have developed under each area of development. Following this they could consider the needs they have under each heading.

Child Development textbook Pamela Minett




Learning Outcome 2Specification Content

Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know what influences a child’s development;

2.1 participate in a group activity to identify the factors that influence a child’s development.

Witness statementdirect observation of group activity where learners discuss the factors that influence a child’s developmentOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet with suggested words or related visual images

Level 2 2.1 list three factors that influence a child’s development;

2.2 describe one positive influence on a child’s development; and

2.3 describe one negative influence on a child’s development.

Photographic evidenceWritten evidence, e.g. a worksheet identifying the factors that influence a child’s development and describe one positive and one negative influence on a child’s development

Level 3 2.1 explain four factors that influence a child’s development;

Photographic evidenceWritten evidence, e.g. a worksheet explaining four factors that affect a child’s developmentA diary entry revealing two positive and two



2.2 explain two positive influences on a child’s development; and

2.3 explain two negative influences on a child’s development.

negative influences on a child’s development




Learning Outcome 2


Resources

share visual resources with the class. Key factors include: family, friends, education, housing, health, religion, nutrition and economic background (images should relate to these); and

C - encourage learners to discuss how each factor influences others and whether the factor is positive or negative.

Child Development textbook - Pamela Minett

Visual resources

Interactive timeline - available at:www.nhs.uk/Tools/Pages/birthtofive.aspx?Tag=Interactive+timelines#close




Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know examples of healthy foods that can support growth and development in children; and

3.1 participate in a group activity to identify foods that should be included in a healthy diet for children; and

3.2 identify foods that children should only eat in small amounts.

Witness statementdirect observation of group activity where learners identify foods that children should eat and foods they should only eat in small amountsOral feedback formPhotographic evidence

Level 2 3 Understand the importance of a health diet for young children

3.1 list two nutrients that children need to grow and state why these are necessary.

Written evidence, e.g. a worksheet matching appropriate nutrient to relevant function

Level 3 3.1 list the five nutrients children need to grow and give reasons why these are necessary.

Written evidence, e.g. a list of five nutrients children need to grow with reasons for each nutrient




Learning Outcome 3 for Level 1


Resources

share ideas about what foods children should be encouraged to eat, for example cheese, milk, bread, fruit and vegetables and chicken/meat; and

C - share visual images that will stimulate discussion about foods that should be eaten in small amounts, e.g. foods high in fat, salt or sugar. Images could be an obese adult, a child with tooth decay or a sad cartoon heart.

Child Development textbook – Pamela Minett

Food a fact of life- food cards



Learning Outcome 3 for Level 2 and 3


Resources

recap on where we can source the main nutrients from (protein, fat, carbohydrate, Vitamins C and D, calcium and iron). Show food examples or images;

show visual images of deficiency disorders such as scurvy, rickets and anaemia. Learners could match the deficiency disorders to the appropriate nutrient; and

share visual images or descriptions of functions for protein, fat and carbohydrate. Encourage learners to match image or description to the appropriate nutrient.

Child Development textbook – Pamela Minett

Food a fact of life – food cards




Learning Outcome 4 for Level 2 and 3


Learning Outcomes


The learner will:

The learner can:

Level 2 4 Know examples of healthy foods that can support growth and development in children.

4.1 list three examples of healthy foods that are suitable for children and give reason why; and

4.2 list three examples of foods that children should only eat in small amounts and give reasons why.

Photographic evidenceWritten evidence, e.g. a worksheet where learner list three examples of healthy foods and three examples of unhealthy foods and reasons why

Level 3 4.1 list four healthy foods that are suitable for children and explain the reasons why; and

4.2 list four foods that children should only eat in small amounts and explain the reasons why.

Photographic evidenceWritten evidence, e.g. a worksheet where learner list four examples of healthy foods and four examples of unhealthy foods and reasons why




Learning Outcome 4 for Levels 2 and 3


Resources

share ideas about what foods children should be encouraged to eat, for example cheese, milk, bread, fruit and vegetables and chicken/meat; and

C - share visual images that will stimulate discussion about foods that should be eaten in small amounts, e.g. foods high in fat, salt or sugar. Images could be an obese adult, a child with tooth decay or a sad cartoon heart.

Child Development textbook - Pamela Minett

Food a fact of life - food cards




Keeping a Young Child Safe-Learning Outcomes 1–4



Entry Level 1–3 Unit 13: Keeping a Young Child Safe


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Identify common accidents in the home;

1.1 participate in a group activity to identify the areas in the home where the safety of a young child may be at risk and the potential consequences of these risks.

Witness statementdirect observationOral feedback formPhotographic evidenceWritten evidence, e.g. circling the dangers in a picture of a child in the home

Level 2 1.1 Identify three areas in the home where the safety of a young child is at risk and the potential consequences of these risks.

Witness statementdirect observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet depicting different rooms in the home and learner to record three areas of risk and the potential consequences

Level 3 1.1 identify and explain four areas in the home where the safety of a young child is at risk and the potential consequences of these risks.

Witness statementdirect observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet depicting different rooms in the home and learner to identify four areas of risk and list the potential consequences




Learning Outcome 1


Resources

begin by using video clips and photographs to stimulate class discussion on the potential dangers to young children in the home;

videos available at:

www.rospa.com/homesafety/resources/videos/

www.youtube.com/watch?v=K-h6XAIMDlc

C - provide learners with pictures of the different rooms in the home which can be used to highlight safety risks and which learners can circle, list or list and explain.

Teacher support resources

http://www.rospa.com/home-safety/advice/child-safety/safe-at-home/

Activities and worksheets available at:www.capt.org.uk/get-involved/activities/7-11

www.free-for-kids.com/home-safety-for-children.shtml


http://www.free-for-kids.com/home-safety-for-children.shtml

http://www.free-for-kids.com/home-safety-for-children.shtml

http://www.capt.org.uk/get-involved/activities/7-11



http://www.youtube.com/watch?v=K-h6XAIMDlc

http://www.rospa.com/homesafety/resources/videos/



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know how to prevent such accidents happening in the home;

2.1 participate in a group activity to state how to avoid potential dangers in the home.


Level 2 2.1 identify two ways to avoid potential dangers in each of the areas of the home.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record of two ways to avoid dangers in the home

Level 3 2.1 develop a plan to avoid potential dangers in the home.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. learner work in groups and produce a home safety plan




Learning Outcome 2


Resources

ICT - use the interactive games from any/all of the suggested resource list to stimulate class discussion;

N/ICT - provide learners with home safety statistics regarding accidents in the home (statistics from www.rospa.com ) and ask learners to produce a bar chart;

C - give learners a list of accidents and safety measures and ask learners to match which type of accident can be prevented by which safety measure; and

ICT - learners work in groups to put together a home safety check list for parents of young children. To develop as an ICT task the advice could be produced as a PowerPoint (using Prezi) or as a leaflet (using Publisher).

www.kiddesafetyeurope.co.uk/Documents/Kids%20Education.swf

www.nationwideeducation.co.uk/search?keywords=road+safety&page=1

www.homesafetygame.com/


http://www.homesafetygame.com/

http://www.nationwideeducation.co.uk/search?keywords=road+safety&page=1

http://www.nationwideeducation.co.uk/search?keywords=road+safety&page=1

http://www.kiddesafetyeurope.co.uk/Documents/Kids%20Education.swf

http://www.kiddesafetyeurope.co.uk/Documents/Kids%20Education.swf

http://www.rospa.com/



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Identify common accidents outside the home; and

3.1 participate in a group activity to identify some common accidents outside the home and their potential consequences for a young child.


Level 2 3.1 identify three common accidents outside the home and their potential consequences for a young child.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. completed worksheet which highlights three common accidents and allows learner to match the consequences of each

Level 3 3.1 explain four examples where the dangers are outside the home and their potential consequences for a young child.

Witness statement direct observationOral feedback formPhotographic evidence, e.g. completed worksheet which explains four common accidents and allows learner to describe the consequences of each




Learning Outcome 3


Resources

C - class discussion on outdoor safety, prompt with photographs of potentially dangerous outdoor areas, to include garden, parks, beach, water, roads, cars and pets;

ICT - Videos and activities for the classroom at: www.juniorcitizen.org.uk/kids/

provide learners with an outdoor learning experience, for example take them to an outdoor area (local park/school playground) and get them to photograph potential hazards.

Video clip www.tes.co.uk/teaching-resource/safety-outdoors--roads-and-water-6190677

Photographs

Pictures available at:http://raisingchildren.net.au/articles/pip_safety_outdoors.html/context/570

Teacher resources available at:http://kidshealth.org/kid/watch/#cat116


http://kidshealth.org/kid/watch/#cat116

http://raisingchildren.net.au/articles/pip_safety_outdoors.html/context/570


http://www.tes.co.uk/teaching-resource/safety-outdoors--roads-and-water-6190677

http://www.tes.co.uk/teaching-resource/safety-outdoors--roads-and-water-6190677

http://www.juniorcitizen.org.uk/kids/



Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Know how to prevent such accidents happening outside the home.

4.1 participate in a group activity to state how to avoid potential dangers outside the home.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record of individual learner contribution

Level 2 4.1 describe three ways to avoid potential dangers outside the home.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. completed worksheet which describes three ways to avoid potential dangers

Level 3 4.1 develop a plan to avoid potential dangers outside the home.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. information sheet which provides parents with a plan to avoid potential dangers outside the home




Learning Outcome 4


Resources

C - provide learners with a case study, for example;Stella is a nursery nurse in a day nursery. It is her job to check the climbing frame regularly to make sure nothing is loose, the wood has no splinters and the safety surface underneath is still OK. The nursery has a rule that no more than three children can climb on the climbing frame at any one time.– Why do you think these checks are important?– Why does the nursery have this rule?

C - use Role Play learners take on the role of health and safety officer or child protection officer offering advice to parents on prevention of accidents outside the home; and

learners to work individually or in a group to develop a list or plan for avoiding potential dangers outside of the home.

Case Study

Response sheet/record

Role Play Cards

Resources available at:http://raisingchildren.net.au/articles/pip_safety_outdoors.html/context/570






Living in a Family-Learning Outcomes 1–3



Entry Level 1–3 Unit 14: Living in a Family


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know the roles and responsibilities of different family members;

1.1 participate in a group activity to list the roles and responsibilities people may have in a nuclear family: mother, father and siblings;

1.2 participate in a group activity to list the different roles and responsibilities people may have in an extended family: grandparents, aunts, uncles and cousins; and

1.3 understand how roles can be shared in families.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. a worksheet matching images of roles to different family members

Level 2 1.1 state one example of the roles and responsibilities people may have in a nuclear family: mother, father and siblings;

1.2 state one example of the

Witness statement direct observationOral feedback formWritten evidence, e.g. a worksheet stating one example of roles and responsibilities of different family members. Learner should explain two reasons why it is important to share roles within families



different roles and responsibilities people may have in an extended family: grandparents, aunts, uncles and cousins; and

1.3 explain two reasons why it is important to share roles in families.




Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 3 1 Know the roles and responsibilities of different family members;

1.1 describe the roles and responsibilities people may have in a nuclear family: mother, father and siblings and give two examples;

1.2 describe the different roles and responsibilities people may have in an extended family and give two examples: grandparents, aunts, uncles and cousins;

1.3 define the word stereotype in basic terms; and

1.4 explain three reasons why it is important to share roles in families and give examples.


Oral feedback form

Written evidence, e.g. a worksheet describing the different roles and responsibilities people may have in families. Provide definition of the term stereotyping and explain three reasons why it is important to share roles




Learning Outcome 1


Resources

C - encourage learners to identify roles and responsibilities they have in school and at home. Discuss a range of roles and responsibilities;

C - matching activity share visual images of a range of different jobs and tasks within a family or home. Ask learners to match the job/task to a male or female. Follow up with discussion about stereotyping roles and how roles have changed in recent decades; and

ICT - create a rota- learners could create a class rota together whereby they identify tasks and assign responsibility for each task. This activity could be extended by learners creating a rota for their family to use at home.

Gender roles and responsibilities questionnaire, available from:www.ark.ac.uk/schools/resources/GenderandFamilyRoles.pdf


http://www.ark.ac.uk/schools/resources/GenderandFamilyRoles.pdf



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Understand sources of problems within families;

2.1 participate in a group activity to identify sources of common problems within families.

Witness statement direct observationOral feedback formWritten evidence, e.g. a record of ideas discussed

Level 2 2.1 describe two sources of common problems within families.

Witness statement direct observationOral feedback formWritten evidence, e.g. a family manual/guidance leaflet

Level 3 2.1 explain three sources of common problems within families.

Witness statement direct observationOral feedback formWritten evidence, e.g. a family manual/guidance leaflet




Learning Outcome 2


Resources

C - discuss a range of problems within families or issues that cause disagreements;

watch related video clips from YouTube to help stimulate discussion on sources of common family problems; and

ICT - create a family manual that identifies sources of problems within families.

Modern family video clip ‘Good cop bad cop’ available from YouTube

www.mediate.com/articles/mercerd7.cfm


http://www.mediate.com/articles/mercerd7.cfm



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know strategies to help deal with problems in the family.

3.1 participate in a group activity to identify ways to deal with problems in a family.

Witness statement direct observationOral feedback formWritten evidence, e.g. a worksheet match suitable strategies to problems

Level 2 3.1 describe two ways to deal with problems in a family.

Witness statement direct observationOral feedback formWritten evidence, e.g. agony aunt reply or role play feedback

Level 3 3.1 explain three ways to deal with problems in a family and suggest potential solutions.

Witness statement direct observationOral feedback formWritten evidence, e.g. agony aunt reply or role play feedback




Learning Outcome 3


Resources

C - role play learners could be encouraged to act out different conflict scenarios. Learners could observe each other and provide feedback about how the problem could be resolved;

C - agony aunt learners could share ideas about what advice they would suggest if they were employed as an agony aunt for a teenage magazine; and

ICT - create a leaflet which could be used to help families to identify sources of problems within families and suggested ideas for solving problems.

Video clip: www.resolutionofconflict.com.au/

www.mediate.com/articles/mercerd7.cfm


http://www.resolutionofconflict.com.au//



Managing my Money (Mandatory Unit)-Learning

Outcomes 1–4



Entry Level 1–3 Unit 15: Managing my Money (Mandatory Unit)


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand the importance of managing money effectively;

1.1 participate in a group activity to list the reasons why it is important to manage money; and

1.2 participate in a group activity to show an understanding of the word ‘budget’.

Witness statement direct observationOral feedback formWritten evidence, e.g. a worksheet where each group member records their ideas and a worksheet with visual images to help define the word ‘budget’Photographic evidence

Level 2 1.1 list two reasons why it is important to manage money; and

1.2 define the word ‘budget’ in basic terms.

Witness statement direct observationOral feedback formWritten evidence, e.g. a worksheet where each group member records their ideas and a worksheet whereby learners define the word ‘budget’Photographic evidence

Level 3 1.1 explain three reasons why it is important to manage their money; and

1.2 define the word ‘budget’.

Oral feedback formWritten evidence, e.g. a worksheet whereby learners define the word ‘budget’ and explain three reasons why it is important to manage their money




Learning Outcome 1


Resources

introduce unit with audio clips such as Abba ‘Money, money, money’ or ‘Money makes the world go round’;

C - encourage discussion about money. Learners could complete money type questionnaire;

C - use visual images to stimulate discussion images could relate to items we spend our money on but also images related to the consequences of not managing money effectively;

ask learners what they spend their money on; ask learners what might happen if we didn’t save our

money?; and N - learners could visit a bank or building society or a local

bank/building society could assist the school in setting up savings accounts for learners.

Responding Responsibly: Thematic Unit Money Matters LLW (SLD) available from: www.nicurriculum.org.uk

Resources available from: Personal Finance Education Group website: www.pfeg.org/resources/details/learning-about-money-primary-classroom

Tes connect website: www.tes.co.uk/teaching-resources/

Money type questionnaire: www.moneyharmony.com/moneyharmony-quiz

CCEA resources:Why money is important to usBudgetingReasons why we should manage our money

Audio clips available from YouTube


http://www.moneyharmony.com/moneyharmony-quiz

http://www.tes.co.uk/teaching-resources/

http://www.pfeg.org/resources/details/learning-about-money-primary-classroom


http://www.nicurriculum.org.uk/



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know the terms income and expenditure;

2.1 participate in a group activity and list examples of income; and

2.2 participate in a group activity and list examples of expenditures.

Oral feedback formWritten evidence, e.g. a worksheet whereby learners stick images associated with income and then expenditurePhotographic evidence

Level 2 2.1 list two examples of income; and

2.2 list four examples of common expenditures.

Written evidence, e.g. a worksheet whereby learners use images provided to help them record key terms

Level 3 2.1 identify three sources of income; and

2.2 identify six examples of common expenditures.

Written evidence, e.g. a worksheet whereby learners have listed required number of examples




Learning Outcome 2


Resources

N - share images of common examples of income, e.g. wages, benefits and winning (Lottery);

share images of common examples of expenditures, e.g. food, clothes, heating and electricity bills, telephone bills and car expenses; and

encourage learners to list their common expenditures, such as clothes, food, mobile, leisure and magazines. Ask learners to identify what their top 3 ‘most important’ expenditures are.

Responding Responsibly: Thematic Unit Money Matters LLW (SLD) available from www.nicurriculum.or.uk


Tes-connect website: www.tes.co.uk/teaching-resources/

CCEA resources:Income and Expenditure





http://www.nicurriculum.or.uk/



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know the difference between needs and wants

3.1 understand the difference between needs and wants; and

3.2 participate in a group activity to rank order and prioritise a range of needs and wants.

Oral feedback formWritten evidence, e.g. a worksheet whereby learner match different words or images to needs or wantsPhotographic evidence

Level 2 3.1 state one difference between needs and wants; and

3.2 rank order two needs and two wants.

Written evidence, e.g. a leaflet stating one difference between needs and wants and an example of a personal list for each

Level 3 3.1 explain with examples the difference between needs and wants; and

3.2 prioritise a personal list of needs and wants.

Written evidence, e.g. a leaflet explaining the difference between needs and wants and an example of a personal list for each




Learning Outcome 3


Resources

encourage learners to think about a range of items they have bought recently or to make a list of items they would put on their ‘Christmas list’;

C - discuss what the words ‘needs’ and ‘wants’ mean; and

ask learners to label each item on their list with either ‘need’ or ‘want’.

Responding Responsibly: Thematic Unit Money Matters LLW (SLD) available from: www.nicurriculum.or.uk



CCEA resources:Needs and wants








Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Know ways to save money.

4.1 participate in a group activity to list ideas about saving money when shopping; and

4.2 suggest a range of ways to save money in the home.

Oral feedback formWritten evidence, e.g. a worksheet using a word bank or visual images to helpPhotographic evidence

Level 2 4.1 identify three ways to save money when shopping; and

4.2 identify three ways to save money in the home.

Written evidence, e.g. a leaflet identifying three ways to save money when shopping and three ways to save money in the home

Level 3 4.1 identify and explain four ways to save money when shopping; and

4.2 identify and explain four ways to save money in the home.

Written evidence, e.g. a leaflet explaining four ways to save money when shopping and four ways to save money in the home




Learning Outcome 4


Resources

N - shopping activity - learners could go shopping and reflect on the amount of money they spent and whether or not they were influenced to spend more. Discuss reasons why and consider ways they could learn from this experience;

discuss the ways people get their money;

share a range of visual images reflecting good (presents, from a bank account, part-time job) and bad (gambling, bullying someone or stealing) ways to get money. Ask learners to circle the good and put an ‘X’ through the bad; and

C - interview an adult to discover their top tips for saving money in the home.

Responding Responsibly: Thematic Unit Money Matters LLW (SLD) available from: www.nicurriculum.or.uk

www.moneysavingexpert.com


CCEA resources:Saving money interviewHow can we save money?



http://www.moneysavingexpert.com/




What’s on a Label?-Learning Outcomes 1–3



Entry Level 1–3 Unit 16: What’s on a Label?

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand why we need labels on products or packaging;

1.1 participate in a group activity to suggest reasons why we need labels on products or packaging.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. record learner contribution to group activity

Level 2 1.1 state reasons why labels are needed on products or packaging.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. state reasons why labels are needed

Level 3 1.1 explain the importance of labels on products that are packaged.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. explain the importance of labels




Learning Outcome 1


Resources

group activity give learners food packages with the labels removed to highlight the importance of food labelling;

ICT - show learners ‘Labelling PowerPoint’ and discuss the importance of labels and the information that can be found on food labels; and

C - provide learners with simple labelling worksheets to support a range of levels, for example labelling simple foods, labelling packaged foods and explaining why labels are important.

Range of food packages with and without labels

Resources available to order from:www.bhf.org.uk/heart-health/preventing-heart-disease/healthy-eating/food-labelling

Labelling PowerPoint and resources at:www.foodafactoflife.org.uk

Interactive food labelling games available at:www.nourishinteractive.com/kids/healthy-games/7-ride-the-food-label-game-nutrient-information

www.familylearning.org.uk/food_labels.html


http://www.familylearning.org.uk/food_labels.html

http://www.nourishinteractive.com/kids/healthy-games/7-ride-the-food-label-game-nutrient-information

http://www.nourishinteractive.com/kids/healthy-games/7-ride-the-food-label-game-nutrient-information


http://www.bhf.org.uk/heart-health/preventing-heart-disease/healthy-eating/food-labelling

http://www.bhf.org.uk/heart-health/preventing-heart-disease/healthy-eating/food-labelling



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know what information is found on food labels; and

2.1 identify the name of the food and the use before or best before date; and

2.2 make a label with help to provide two pieces of information to use when packaging a food for a practical activity of their choice, for example a label for a sandwich.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. worksheet to complete identifying food name and best before date and making a label

Level 2 2.1 identify the name of the food and the use before or best before date and two other pieces of information on the label; and

2.2 make a label to provide four pieces of information to use when packaging a food for a practical activity of their choice, for example a

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. worksheet to complete identifying food name, best before date, two other pieces of information and making a label



label for chocolate truffles.




Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 3 2 Know what information is found on food labels; and

2.1 identify the main sources of information on the label; and

2.2 make a label to provide a six pieces of information on the packaging of a food made in a practical activity of their choice, for example a label for cupcakes.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. worksheet to complete identifying the main sources of information and making a label




Learning Outcome 2


Resources

C/N - provide learners with a worksheet ‘What does a food label tell you?’ and a worksheet ‘Finding information on a food label’. Learners to complete the required level of information;

ICT/N - practical activity making a food label (possible to use shared/collaborative learning and work as a project with the Art Department). Opportunity to create and print food labels on Food a Fact of Life website;

ICT - practical cookery opportunities make a specific product and then produce a label, for example for chocolate truffles or cupcakes; and

N/ICT - encourage learners to access the labelling tools in My Cooking Counts.

Food a fact of life includes a food labelling activity (differentiated learning)


Resources available at:www.tes.co.uk/teaching-resource/understanding-food-labels-6132382


http://www.tes.co.uk/teaching-resource/understanding-food-labels-6132382

http://www.tes.co.uk/teaching-resource/understanding-food-labels-6132382





Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Recognise a range of symbols commonly used in the home.

3.1 recognise two common symbols that show how to care for items in the home, for example washing instructions on clothes.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. matching two common symbols and their descriptions which show how to care for clothes

Level 2 3.1 recognise three common symbols that show how to care for goods in the home, for example washing instructions on clothes.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. matching three common symbols and their descriptors which show how to care for clothes

Level 3 3.1 recognise four common symbols that show how to care for goods in the home, for example washing instructions on clothes.

Witness statement direct observationOral feedback formPhotographic evidenceWritten evidence, e.g. ICT task to produce a leaflet showing care symbols found on goods in the home




Learning Outcome 3


Resources

C - provide learners with a visual symbols sheet with matching descriptions. Look at symbols on school aprons, tea cloths and other items in the Home Economics department. Follow up with class discussion on why the labels are needed and consequences of not having them;

N - care label Dominoes a fun game to reinforce learning. Distribute the cards to learners and they need to arrange themselves into a circle or line with the cards in the correct order. Could be played as a whole class activity or in small groups at the table;

matching activity give learner a worksheet to match the symbol to description; and

ICT - activity ask learner to prepare an information leaflet for new parents on care symbols found on goods in the home.

Differentiated care labels worksheets available at:www.tes.co.uk/teaching-resource/care-labels-worksheet-differentiated-6300613

Dominoes sheet available at:www.tes.co.uk/teaching-resource/care-label--dominoes-6205933

Game, puzzle and quiz available at:www.tes.co.uk/teaching-resource/care-labelling-code-key-cards-6094129


http://www.tes.co.uk/teaching-resource/care-labelling-code-key-cards-6094129

http://www.tes.co.uk/teaching-resource/care-labelling-code-key-cards-6094129

http://www.tes.co.uk/teaching-resource/care-label--dominoes-6205933

http://www.tes.co.uk/teaching-resource/care-label--dominoes-6205933

http://www.tes.co.uk/teaching-resource/care-labels-worksheet-differentiated-6300613

http://www.tes.co.uk/teaching-resource/care-labels-worksheet-differentiated-6300613



Shopping Options-Learning Outcomes 1–4



Entry Level 1–3 Unit 17: Shopping Options

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Know what types of shops are available;

1.1 participate in a group activity to identify different types of shops in their town or city;

1.2 state where these shops are locally with help; and

1.3 give two examples of what each shop sells.

Witness statement direct observationWritten evidence, e.g. worksheet to show local shops and two examples of what each one sellsPhotographic evidence to show learners visiting local shops

Level 2 1.1 describe the different types of shops in their town or city;

1.2 identify the location of each shop; and

1.3 describe what each shop sells.

Witness statement direct observationWritten evidence, e.g. worksheet to show local shops and describe what each one sellsPhotographic evidence to show learners visiting local shops




Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 3 1..Know what types of shops are available;

1.1 critically compare the different types of shops in their town or city;

1.2 explain the location of each shop and what is sold in each one; and

1.3 explain two problems small shops may have.

Witness statement direct observationWritten evidence, e.g. comparison of local shops and their merchandisePhotographic evidence to show learners visiting local shops.




Learning Outcome 1


Resources

encourage learners to identify different local shops and what is sold in each one;

matching game match items to the shops that provide them;

C - discussion on locality of shops and why some smaller shops are having difficulty in staying open; and

ICT - learners prepare a leaflet which is a guide to ‘shopping in my local town’.

Images of different types of shops Google images

Images of food items sold in these shops Google imagesMap of local town/city




Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know the advantages and disadvantages of each type of shopping option;

2.1 participate in a group activity to identify shopping options; and

2.2 participate in a group activity to list advantages and disadvantages of each shopping option.

Written evidence, e.g. worksheet to identify two shopping options and indicate one advantage/disadvantage of each method of shoppingWitness statement direct observation

Level 2 2.1 identify two shopping options; and

2.2 state one advantage and one disadvantage of each type of shopping options.

Written evidence, e.g. worksheet to identify three shopping options and one advantage/disadvantage of each method of shoppingOral feedback formWitness statement direct observation

Level 3 2.1 describe three shopping options; and

2.2 explain, with reasons, two advantages and two disadvantages of each type of shopping option.

Written evidence, e.g. worksheet on advantages and disadvantages of each method of shoppingOral feedback formWitness statement direct observation




Learning Outcome 2


Resources

C - discuss possible problems shops may have in relation to location/variety/ costing, as well as the attraction of super/hypermarkets; and

ICT/N - learners tabulate advantages and disadvantages of chosen shopping options.

‘Shopping on line’ Youtube

Images of different types of shops





Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know how to shop safely online; and

3.1 identify two examples of online shopping sites;

3.2 participate in a group activity to state advantages and disadvantages of shopping online; and

3.3 state one way a consumer can shop safely online.

Witness statementObservation recordPhotographic evidencePractical observation recordOral feedback formWritten evidence, e.g. identification of online shopping sites and one way to shop safely online

Level 2 3.1 identify three examples of online shopping sites;

3.2 state one advantage and one disadvantage of shopping online; and

3.3 describe two ways a consumer can shop safely online.

Witness statementObservation recordWritten evidence, e.g. give one advantage/disadvantage of shopping onlinePractical observation record

Level 3 3.1 critically compare four online shopping sites;

3.2 explain two advantages and two disadvantages of shopping online; and

3.3 describe three ways a

Witness statementObservation recordPractical observation recordWritten evidence, e.g. worksheet to list advantages/disadvantages of shopping online



consumer can shop safely online.




Learning Outcome 3


Resources

Work to study:– online shopping sites; and– safety rules for shopping online

ICT - learners have the opportunity to shop on line, using four different shopping sites per group in order to compare and contrast; and

ICT - learners prepare an information sheet for an older person who is new to the internet, giving them advice on shopping safely online.

Images of online shopping sites

Images of items which can be bought online

www.teachingideas.co.uk teaching ideas and resources


http://www.teachingideas.co.uk/



Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Understand the factors that influence consumer choices and decisions.

4.1 participate in a group activity to identify factors that influence consumer choices; and

4.2 identify which of the factors would influence consumers the most when making decisions.

Witness statement direct observationOral feedback formWritten evidence, e.g. worksheet to list factors which influence consumersPhotographic evidence

Level 2 4.1 describe two factors that influence consumer choices; and

4.2 state which of the factors would influence consumers the most when making decisions.

Oral feedback form.Written evidence, e.g. worksheet to list two factors which influence consumers

Level 3 4.1 explain three factors that influence consumer choices; and

Oral feedback formWritten evidence, e.g. worksheet to list and justify three factors which influence consumers



4.2 justify the factors that would influence consumers the most when making decisions.





Learning Outcome 4


Resources

provide learners with a listing of influences on consumer choice;

C - group work to discover what each influence means for the consumer;

discussion on how these factors can influence consumer choice; and

N - learners make table to show each influence.

www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt





http://www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt

http://www.foodafactoflife.org.uk/attachments/62029e59-7833-453add321bf8.ppt



Reduce, Reuse, Recycle (3 ‘R’s)-




Entry Level 1–3 Unit 18: Reduce, Reuse, Recycle (3 ‘R’s)

Learning Outcome 1


Learning Outcomes


The learner will:

The learner can:

Level 1 1 Understand the importance of the 3 ‘R’s;

1.1 participate in a group activity to identify the 3 ‘R’s;

1.2 participate in a group activity to state why each of the 3 ‘R’s is important; and

1.3 identify a possible consequence of not recycling, with help.

Oral feedback formWitness statementPractical observation recordPhotographic evidence

Level 2 1.1 list the 3 ‘R’s;1.2 list why each of the 3 ‘R’s

is important; and1.3 list two possible

consequences of not recycling.

Oral feedback formWitness statementPractical observation recordPhotographic evidence

Level 3 1.1 explain the 3 ‘R’s;1.2 explain the importance of

each of the 3 ‘R’s; and1.3 explain three possible

consequences of not recycling.

Oral feedback formWitness statementPractical observation record




Learning Outcome 1


Resources

C - learners and teacher discussion on the importance of the 3 ‘R’s; and

www.sciencekids.co.nz/science facts / recycling .html

www.factmonster.com/ipka/A0775891.html

www.youtube.com/watch?v=wtoeZ9Nkeqk


http://www.factmonster.com/ipka/A0775891.html

http://www.sciencekids.co.nz/sciencefacts/recycling.html



Learning Outcome 2


Learning Outcomes


The learner will:

The learner can:

Level 1 2 Know which materials can be recycled;

2.1 participate in a group activity to list examples of materials that can be recycled; and

2.2 state two ways materials can be recycled in the home.

Photographic evidenceWritten evidence, e.g. worksheet to state two ways materials can be recycledWitness statement direct observation

Level 2 2.1 identify the materials that can be recycled; and

2.2 describe how two materials can be recycled in the home.

Photographic evidence.Written evidence, e.g. worksheet to describe how two materials can be recycled at homeWitness statement direct observation

Level 3 2.1 categorise the materials that can be recycled; and

2.2 demonstrate how three materials can be recycled inside and outside the home.

Photographic evidenceWritten evidence, e.g. worksheet to show how three materials can be recycled inside and outside the homeWitness statement direct observation




Learning Outcome 2


Resources

C - discussion on how different materials can be recycled;

learners could play a matching game to match recyclable materials with places where they can be recycled; and

ICT - learners could produce a table which matches recycling symbol with correct material to be recycled.

Items which can be recycled Google images

Images of recyclable materials Google images

Images of places for recycling in the home Google images

www.recycling-guide.org.uk/rrr.html


http://www.recycling-guide.org.uk/rrr.html



Learning Outcome 3


Learning Outcomes


The learner will:

The learner can:

Level 1 3 Know how to reduce, reuse and recycle; and

3.1 participate in a group activity to identify ways to reduce, reuse and recycle materials in the home.

Photographic evidenceWitness statement direct observation

Level 2 3.1 describe three ways to reduce, reuse and recycle materials in the home.

Witness statement direct observationWritten evidence, e.g. worksheet which shows description of 3 ways to reduce, reuse and recycle

Level 3 3.1 explain four ways to reduce, reuse and recycle materials in the home.

Witness statement direct observationWritten evidence, e.g. worksheet which shows explanation of 4 ways to reduce, reuse and recycle materials




Learning Outcome 3


Resources

encourage learners to identify materials which can be recycled in the home;

learners allocate three areas and label these: reduce/reuse/recycle. Group activity to match materials with the method each one can be reduced, reused or recycled. Group feedback on activity; and

learners use this activity and recall to complete given worksheets.

www.recyclezone.org.uk

Youtube: 3Rs Reduce, Reuse, Recycle

Images of recyclable materials Google images

www.recycling-guide.org.uk/rrr.html


http://www.recycling-guide.org.uk/rrr.html

http://www.recyclezone.org.uk/



Learning Outcome 4


Learning Outcomes


The learner will:

The learner can:

Level 1 4 Produce an item made from recycled materials.

4.1 produce a basic item from recycled materials.

Photographic evidenceWitness statement direct observationWritten evidence learner evaluation recordPractical observation record

Level 2 4.1 produce a competent item from recycled materials.


Level 3 4.1 produce a highly competent item from recycled materials.





Learning Outcome 4


Resources

demonstrate steps involved in producing the item;

reminder of hygiene and safety rules for practical work; and

C - create a practical resource from recycled material this could be obtained from the Art or Technology & Design department. Prior to choosing the recyclable material for their task, learners should be encouraged to consider safety.

Recycled materials

CCEA resources:Learner Evaluation Record

YouTube clips on recycling items

www.recycling-guide.org.uk/activities.html


http://www.recycling-guide.org.uk/activities.html

ccea.org.uks... · Web viewshare a range of recipes with the class, e.g. sweet potato chips, fruit...

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Transcript of ccea.org.uks... · Web viewshare a range of recipes with the class, e.g. sweet potato chips, fruit...