IQ Level 2 Certificate in Understanding Nutrition and ... · IQ Level 2 Certificate in...

Quality Management System 601/5437/8 Specification

of 31 IQB/0.2/302 | Version 1.0 | 09/01/2015 | Author AW

IQ Level 2 Certificate in Understanding Nutrition and Health (QCF)

Specification Regulation No: 601/5437/8



Contents Page

Industry Qualifications ......................................................................................................................................................... 3

Introduction ......................................................................................................................................................................... 3

About this Qualification (Description, Objectives, Aims, Purpose) ...................................................................................... 4

Sector .................................................................................................................................................................................. 4

Structure (Credit, Rules of Combination, Guided Learning Hours) ..................................................................................... 4

Delivery ............................................................................................................................................................................... 4

Assessment ......................................................................................................................................................................... 4

Age range and Geographical Coverage .............................................................................................................................. 5

Learner entry requirements ................................................................................................................................................. 5

Tutor requirements .............................................................................................................................................................. 5

Centre Requirements .......................................................................................................................................................... 5

Centres must be approved by IQ in order to offer this qualification. .................................................................................... 5

Unit 1: Explore principles of healthy eating R/505/2204 ...................................................................................................... 6

Unit 1 Guidance on Delivery and Assessment .................................................................................................................. 10

Unit 2: Consider nutritional needs of a variety of individuals J/601/2535 .......................................................................... 11


Unit 3: Use food and nutrition information to plan a healthy diet M/601/2545 ................................................................... 17


Unit 4: The principles of weight management L/505/2203 ................................................................................................ 21


Unit 5: Understanding eating disorders D/506/2928 ...................................................................................................... 24


Unit 6: Principles of food safety for the home environment T/506/3146 ........................................................................... 27


Resources ......................................................................................................................................................................... 31



Industry Qualifications

IQ is approved by the UK’s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site www.industryqualifications.org.uk

Introduction

This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ’s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: www.industryqualifications.org.uk) Enquiries: 01952 457452

Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number.

http://www.industryqualifications.com/

http://www.industryqualifications.com/



About this Qualification (Description, Objectives, Aims, Purpose)

The IQ Level 2 Certificate in Understanding Nutrition and Health (QCF) develops the learner’s knowledge and understanding of the principles of healthy eating, weight management and food safety in the home. The nutritional needs of a variety of individuals will be considered and the food and nutrition information used to plan a healthy diet. Learners will also develop their understanding of eating disorders. The qualification is aimed at individuals who wish to improve their knowledge and understanding of healthy nutrition for their own wellbeing, to apply within a current job role or as part of progression to further qualifications and employment specialising in nutrition. The purposes of the qualification are: giving learners personal growth and engagement in learning and preparing learners to progress to a qualification in the same subject area but at a higher level or requiring more specific knowledge, skills and understanding. Sector 1.3 Health and Social Care. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve this qualification learners must complete all 6 units, a total of 15 credits.

Unit Level Credit Guided Learning Hours

1 Explore principles of healthy eating R/505/2204 Equivalent unit: Explore principles of healthy eating K/601/2530

2 5 38

2 Consider nutritional needs of a variety of individuals J/601/2535

2 4 35

3 Use food and nutrition information to plan a healthy diet M/601/2545

2 3 25

4 The principles of weight management L/505/2203 2 1 8

5 Understanding eating disorders D/506/2928 2 1 10

6 Principles of food safety for the home environment T/506/3146

2 1 10

Total 15 126

Delivery Guided learning hours are126. It is the responsibility of training centres to decide the appropriate course duration, based on their learners’ ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners.

Assessment This qualification is not graded, successful learners achieve a pass. All the units in this qualification are knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ).



An Achievement Record for this qualification is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes in this qualification (or relevant unit) must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:

Question and answer test

Multiple choice questions

Question and answer verbal (ensure records are kept)

Essay

Other Age range and Geographical Coverage This qualification is approved for learners14 plus in England, Wales and Northern Ireland. Learner entry requirements There are no formal entry requirements. However, learners should be able to work at level 1 or above. Progression Successful learners can progress to other qualifications such as:

Level 2 qualifications in Hospitality and Catering

Level 2 and 3 qualifications in Exercise and Fitness

Level 3 qualifications in Health Promotion

Level 2 and 3 qualifications in Sport and Active Leisure

Level 2 Diploma in Working in Care Services (QCF)

Level 2 Certificate Introducing Caring for Children and Young People (QCF) Tutor requirements All trainers delivering this qualification must have

Appropriate teaching qualification e.g. PTLLS , L3 /4 Education and Training

Relevant sector knowledge

Centre Requirements Centres must be approved by IQ in order to offer this qualification.



Unit 1: Explore principles of healthy eating R/505/2204 Guided Learning Hours: Unit Level: Unit Credit:

38 2 5

Unit grid: Learning outcomes/Assessment Criteria/Content

Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents:

1. Understand how diet is linked to

health

1.1 Define the term ‘healthy diet’ Healthy diet: Amount/ range of foods which contain all required components in correct proportions, maintains and promotes functioning of the body; amounts depend upon lifestyle, age, level of activity etc.

1.2 Describe the difference between healthy diets of adults

and children

Difference between healthy diets of adults and children: E.g. children need additional nutrients to support rapid growth and development, higher levels of fat than adults (but still unsaturated); required levels of iron vary (high in toddlers, similar to adult men in older children), adult women need more until the menopause; calcium requirements vary at different ages etc.

1.3 Outline the lifestyle diseases associated with an unhealthy

diet

Lifestyle diseases associated with an unhealthy diet: E.g. obesity, type 2 diabetes, high blood pressure, coronary heart disease, dental disease, osteoporosis etc.

1.4 Identify the sources of energy from food Sources of energy from food: Carbohydrates; sugars (from fruit, desserts, cakes, sweetened drinks, processed foods); starches (from potatoes, bread, cakes, pasta, rice, pastry products); fats (from meat and poultry, processed foods, butter, oil, pastry products, cakes, dairy products, nuts, fish) etc.

1.5 Identify the amounts of energy supplied by each source Energy supplied by each source: Covering: energy values of different foods in kilojoules or kilocalories, portion sizes, contributions to daily diet etc.

1.6 Estimate own Basal Metabolic Rate (BMR) Estimation of Basal Metabolic Rate (BMR): Understanding of what BMR is i.e. the number of kilojoules needed to stay alive each day without any activity, calculation using height, weight and age using for example http://www.bmi-calculator.net/bmr-calculator etc.

http://www.bmi-calculator.net/bmr-calculator



1.7 Estimate own Physical Activity Level (PAL) Estimation of PAL: Understanding of what PAL is i.e. the number of kilojoules needed to fuel physical activity; guidelines for adults, definitions of activity intensity, e.g. http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-adults.aspx etc.

1.8 Use findings from BMR and PAL estimates to determine

own energy requirements

Estimation of energy requirements: Using PAL and BMR to estimate energy requirements to maintain, increase or decrease weight (BMR + PAL = daily energy requirement).

1.9 Identify factors affecting a person’s energy requirements Factors affecting a person’s energy requirements: Age, gender, height, weight, level of activity, type of work done etc.

1.10 Outline the relationship between energy intake, energy

expenditure and weight

Relationship between energy intake, energy expenditure and weight: If intake exceeds expenditure, weight will increase (and vice versa), therefore to lose weight intake must be less than expenditure etc.

1.11 Explain why it is important to control salt intake Importance of controlling salt intake: Link between high salt intake and high blood pressure, stomach cancer, osteoporosis, obesity, kidney stones, kidney disease, vascular dementia and water retention; salt can also exacerbate the symptoms of asthma, Ménière's disease and diabetes. See: http://www.actiononsalt.org.uk/less/Health/#sthash.4dfw11lH.dpuf

2.Understand the components of a

healthy diet

2.1 Identify the 5 food groups

5 food groups: Vegetables (should contribute about 6% of daily calories); fruits (should contribute about 6% of daily calories); dairy (should contribute about 20% of daily calories); grains (should contribute about 40% of daily calories); protein (should contribute about 20% of daily calories) etc.

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-adults.aspx

http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-adults.aspx



2.2 Identify foods belonging to each of the 5 food groups Foods belonging to the 5 food groups: Vegetables: E.g. dark green, red and orange vegetables, beans and peas (also part of the protein group) broccoli, carrots, green beans, potatoes, spinach, squash, tomatoes; Fruits: E.g. apples, apricots, bananas, dates, grapes, oranges, grapefruit, mangoes, melons, peaches, pineapples, raisins, strawberries, tangerines, and 100% fruit juice. Grains: Whole grains and refined grains; whole grains should make up at least 50% of grain eaten, e.g. whole-wheat bread, whole-grain cereals and crackers, oatmeal, brown rice etc.; refined grains include white bread, white rice, enriched pasta, flour tortillas and most noodles. Dairy: Fat-free or low-fat milk and milk products e.g. milk, cheese and yogurt, lactose-free and lactose-reduced products and soy products; foods made from milk but containing little or no calcium are not included in this group, such as butter, cream, sour cream and cream cheese. Protein foods: E.g. lean meats and poultry, seafood, beans and peas, eggs, processed soy products, unsalted nuts and seeds.

2.3 Give examples of current healthy eating advice Examples of current healthy eating advice: Covering: a range of current advice e.g. starchy foods should make up around one third foods eaten; at least five portions of different types of fruit and veg a day; at least two portions of fish a week, including at least one portion of oily fish; reduce intake of saturated fat , sugar and salt ; drink about 1.2 litres of fluid every day

2.4 Describe the importance of eating a wide variety of foods

to provide a healthy diet

Importance of eating a wide variety of foods: Variety necessary to ensure that nutritional requirements are met; importance for health of the digestive system; appetite; enjoyment; maintaining a healthy body weight; enhancing general wellbeing; reducing the risk of diseases including heart disease, stroke, cancer, diabetes and osteoporosis etc.

3. Know the nutrients in food and their

role in maintaining health

3.1 Define the term nutrients Definition of nutrients: The components of foods which are necessary for an individual to survive and grow.

3.2 Describe nutrients needed by the body Nutrients needed by the body: Carbohydrates, proteins, fats, vitamins, minerals and trace elements, dietary fibre, water; why each group is needed e.g. energy, growth, repair, metabolic functions etc.



3.3 Identify foods that are a good source of each nutrient Foods that are a good source of each nutrient: Examples for each group including sources of a range of vitamins and minerals; relating to Assessment Criteria 2.1; sources of vitamins A, B group, C, D, E; minerals including calcium, iron etc.

3.4 Describe the role of nutrients in maintaining health Role of nutrients in maintaining health: Functions of each nutrient group; sugars, fats, amino acids, main vitamins and minerals including energy from sugars; amino acids role in growth, repair, formation of enzymes etc.; calcium and vitamin D role in bone formation, growth and repair; role of iron in haemoglobin and in carrying oxygen.

3.5 Describe the factors that influence how much of each

nutrient a person needs

Factors that influence how much of each nutrient a person needs: Age, gender, rate of growth; in women - demands of menstruation, pregnancy, lactation, lifestyle, level of activity etc.

3.6 Explain the importance of adequate fluid intake Importance of adequate fluid intake: Helping prevent constipation and regulate body temperature; dehydration can lead to headaches and irritability etc.

4. Understand the principles of healthy

food preparation

4.1 Identify factors to be considered when planning healthy meals

Factors to be considered when planning healthy meals: Age, gender and lifestyle, level of activity, availability of foods, cost, cooking methods; other factors such as intolerances (e.g. lactose, gluten), allergies (e.g. milk, eggs, peanuts, shellfish), cultural or other restrictions (e.g. vegetarianism, veganism etc.), planning menus including preparation methods etc.

4.2 Explain how a variety of cooking methods affects the nutritional values of foods

How cooking method affects the nutritional values of foods: Loss of vitamins during boiling; addition of oil or fat by frying - increases calorific value; raw vegetables retain vitamins and minerals but can be less digestible; steaming reduces vitamin loss; baking retains nutrients as no water is used and no oil/fat added etc.

4.3 Identify healthy food preparation methods for a range of types of food

Healthy food preparation methods for a range of types of food: E.g. grilling; roasting/ microwaving meat and fish; baking potatoes; steaming vegetables; eating raw vegetables and fruit; avoiding frying or adding salt and sugar; trimming fat and skin from meat and poultry etc.



Unit 1 Guidance on Delivery and Assessment

Delivery This unit develops the learner’s knowledge and understanding of how diet is linked to health; the five food groups that are components of a healthy diet; the nutrients in food and their role in maintaining health. The principles of healthy food preparation are also covered. Assessment This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay

Other Links This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.



Unit 2: Consider nutritional needs of a variety of individuals J/601/2535 Guided Learning Hours: Unit Level: Unit Credit:

35 2 4



1. Know the nutritional needs of children and young people 1.1 Plan balanced meals and snacks for a day for a chosen age group

Planning balanced meals and snacks for a day for a chosen age group: Choices/menus for individuals of a chosen age group (children or young people); meeting guidelines for recommended daily intakes of major food groups; lifestyle requirements, individual preferences; taking account of any allergies or intolerances.

1.2 Explain why the meals and snacks chosen are appropriate

Appropriateness of meals and snacks chosen: Justifying choices; identifying different energy/nutrient needs etc.

1.3 Describe factors influencing eating patterns of various different age groups

Factors influencing eating patterns of various different age groups: Levels of activity; types of activity; lifestyle; practical aspects (work, school, college); level of cooking skills; proximity to retail outlets; peer pressure; food availability; trends etc.

1.4 Identify energy requirements of various different age groups

Energy requirements of different age groups: Dependent upon: level of activity, rate of growth, use different sources to identify estimates for different ages, gender etc.

1.5 Identify the consequences of a diet lacking in iron Consequences of a diet lacking in iron: Short and long-term effects of diets short in iron for different age groups; anaemia symptoms: fatigue, weakness, headaches, apathy, pallor, poor resistance to cold, pale skin, reduced resistance to infection, work productivity and physical fitness, impaired cognitive functions, reduced learning ability, increased distractibility, impaired reactivity and coordination.



1.6 Outline the importance of calcium and vitamin D for bone development

Importance of calcium and vitamin D for bone development: Both necessary for healthy development, growth and maintenance of bones; short and long-term effects of diets short in calcium and vitamin D associated with low bone mass and high fracture rates, osteoporosis etc.

1.7 Identify good food sources of key nutrients for children and young people

Good food sources of key nutrients for children and young people: Examples of sources of a variety of key nutrients including calcium and iron e.g. calcium: sardines, cheese, yogurt, milk; iron: meat, beans, nuts, dark green vegetables etc.

1.8 Outline nutritional recommendations for children and young people

Nutritional recommendations for children and young people: Recommended intakes of nutrients for healthy growth and development: five portions of fruit and vegetables per day, two portions of oily fish per week, starchy foods rather than sugar; salt: children aged 7 to 10 years – no more than 5 g a day; children aged 11 or above – no more than 6 g a day etc.

2. Know the nutritional needs of older people 2.1 Plan balanced meals and snacks for a day for an older person

Planning balanced meals and snacks for a day for an older person: Choices/menus for individuals which meet requirements of an older person; meeting guidelines for recommended daily intakes of major food groups; lifestyle requirements, individual preferences; taking account of any allergies or intolerances.

2.2 Explain how the meals and snacks chosen are appropriate for the person

Appropriateness of meals and snacks chosen: Justifying choices; identifying different energy/nutrient needs etc.

2.3 Describe factors influencing energy requirements of older people

Energy requirements of different age groups: Dependent upon level of activity; using different sources to identify estimates for different ages, genders, weights, lifestyles etc.



2.4 Describe reasons why older people may be at risk of malnutrition

Reasons why older people may be at risk of malnutrition: Health reasons: Conditions which cause lack of appetite e.g. cancer, liver disease; mental health problems e.g. depression, schizophrenia, dementia; digestive problems e.g. colitis, persistent diarrhoea. Physical factors: teeth in poor condition, badly fitting dentures, loss of smell or taste, physical disabilities/ impairments: Social factors: reduced mobility, social isolation, poverty, alcohol or drug dependency, limited knowledge of nutrition or cooking.

2.5 Outline nutritional recommendations for older people

Nutritional recommendations for older people: Same general nutrient requirements and healthy eating guidelines apply to older people; energy requirements fall as BMR and level of activity decreases; skin becomes less able to synthesise vitamin D therefore recommended to take supplement of 10μg of vitamin D daily as well as regularly eating good food sources etc.

3. Understand special dietary requirements 3.1 Explain why people have specific dietary requirements

Why people have specific dietary requirements: Requirements of different cultures, religions; allergies and intolerances e.g. coeliac disease; choices e.g. vegetarian, vegan; health requirements e.g. low-fat and dairy, wheat and meat-free; diabetes etc.



3.2 Identify the special dietary requirements of 2 religious or ethnic groups

Special dietary requirements of religious or ethnic groups: Hindus: Mostly vegetarian, no beef etc. Jews: No pork or shellfish, meat must be kosher, meat and dairy foods not consumed together, only fish with fins and scales etc. Muslims: No pork or shellfish, meat must be halal, no alcohol etc. Rastafarians: No animal products except milk, no canned or processed food, no added salt, coffee etc. Sikhs: No beef etc. Buddhists: Mostly vegetarian. South Asian tradition: Eating large amounts of starchy foods, fruit, vegetables, beans and pulses, rice, breads, meat, seafood etc. African-Caribbean tradition: Starchy foods; rice, plantains, cassava, yam and corn, large variety of vegetables, meat, tropical fruits, fresh green leaves e.g. spinach etc.

3.3 Describe different types of vegetarian diet Dietary requirements of a range of vegetarian diets: Lacto-ovo-vegetarians eat dairy products and eggs; Lacto-vegetarians eat dairy products but not eggs; Vegans do not eat products derived from animals.

3.4 Describe precautions to take when preparing food for a person with specific dietary requirements

Precautions when preparing food for a person with specific dietary requirements: Labelling foods "Safe" or "Not Safe", storage on designated shelves or cabinets, washing hands before touching non-allergenic foods, ensuring allergen-covered utensils do not contaminate "safe" foods, following correct food handling procedures, ensuring other areas do not become contaminated with allergenic food residue, washing hands after eating or touching something allergenic and ensuring visitors do likewise, ensuring foods are not contaminated during cooking or serving, preparing the non-allergenic foods before allergenic, ensuring all allergen-contaminated utensils are put directly into the sink or the dishwasher immediately after use and washed thoroughly etc.



4. Understand barriers to healthy eating 4.1 Outline how public confusion over healthy eating may prevent people from choosing a balanced diet

How public confusion over healthy eating may prevent people from choosing a balanced diet: E.g. perception that advice keeps changing; misleading food labelling; misconceptions on cost; advertising etc.

4.2 Identify how costs may prevent people from choosing a balanced diet

How costs may prevent people from choosing a balanced diet: Low intakes of fruit and vegetables may be due to real/ perceived additional costs, individuals may resist buying new foods in case they are rejected, lack of knowledge and cooking skills of how to prepare cheaper ingredients, preparation costs e.g. may be wary of cheap cuts of meat which require longer cooking etc.

4.3 Describe how accessibility may prevent people from choosing a balanced diet

How accessibility may prevent people from choosing a balanced diet: Proximity/choice of retail outlets; time available for shopping; availability of transport to cheaper sources of food e.g. markets; trend away from high streets to out of town shopping; cooking facilities available etc.

4.4 Describe how pre-prepared and convenience foods may prevent people from choosing a balanced diet

How pre-prepared and convenience foods may prevent people from choosing a balanced diet: Quicker and require less effort, easier to estimate portion size, little cooking skills required; may be high in salt and/or fat, deficient in vitamins and minerals, fibre; attractive packaging and advertising; little budget left for fresh items such as fruit, vegetables, salads etc.

4.5 Give examples of how individual lifestyle choices may prevent people from choosing a balanced diet

How individual lifestyle choices may prevent people from choosing a balanced diet: Working long hours/ travelling limiting time for food shopping/preparation; limited cooking facilities; trend towards eating out, using takeaways etc.




Delivery This unit develops the learner’s knowledge and understanding of how nutritional needs vary with age by looking at the needs of children and young people and older people. Learners will gain an understanding of the special dietary requirements of different groups of people and gain an insight into the barriers to healthy eating. Assessment This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay




Unit 3: Use food and nutrition information to plan a healthy diet M/601/2545 Guided Learning Hours: Unit Level: Unit Credit:

25 2 3



1. Understand food labelling 1.1 Identify nutritional information which must be provided on

food labels

Nutritional information which must be provided on food labels: Manufacturers are required by law to give nutritional information if making a nutrition claim such as "low fat", or a health claim such as "calcium helps build strong bones", or if vitamins or minerals have been added to the product; some manufacturers give nutrition information voluntarily on other products; from December 2016 new EU rules require that the information is given whether or not a nutrition or health claim has been made or vitamins or minerals added. The minimum nutrition information given must show the amount of each of the following per 100g or 100ml of the food:

energy (kJ and kcal) fat ( g) saturated fat ( g) carbohydrate ( g) sugars (g) protein (g) salt (g) the amount of any nutrient for which a claim has been made

1.2 Identify the guideline daily amounts of fat, sugar and salt

in an adult diet

Current advice on maximum daily intake of fat, salt and sugar: Male: fat: 95g; saturated fat: 30g; salt: 6g; sugars: 120 g etc. Female: fat: 70g; saturated fat: 20g; salt: 6g; sugars 90 g etc.

1.3 Use nutritional information from food labels to determine

if each of the foods is high, low or neither in terms of fat,

Use nutritional information from food labels to determine if each of the foods is high, low or neither in terms of fat, sugar and salt content: Examination of labels from a range of foods showing the levels of fat,



sugar and salt content sugar and salt in each food, ranking each as high, low or neither.

1.4 Use nutritional information from food labels to calculate

the energy provided by fat, protein and carbohydrate in

each food

Use nutritional information from food labels to calculate the energy provided by fat, protein and carbohydrate in each food: Examination of labels from a range of foods showing energy provided by protein, fat and carbohydrate.

1.5 Outline ways in which food label claims and descriptions

may be misleading

Ways in which food label claims and descriptions may be misleading: Examples of claims made and misleading descriptions e.g. boosting the immune system, lowering cholesterol, fat-free but high in sugars, sugar-free but high in calories, from sugar alcohols etc.

2. Understand food additives 2.1 Define the term food additives Definition of the term food additives: Defined in legislation as: "any substance not normally consumed as a food in itself and not normally used as a characteristic ingredient of food, whether or not it has nutritive value, the intentional addition of which to food for a technological purpose in the manufacture, processing, preparation, treatment, packaging, transport or storage of such food results, or may be reasonably expected to result, in it or its by-products becoming directly or indirectly a component of such foods”.

2.2 Describe the main groups of additives and their functions Main groups of additives and their functions: Colourings: used to replace the natural colours lost during processing/ make food products look more attractive. Flavourings: used to replace tastes lost in processing/ enhance bland products. Sweeteners: natural sugars added to make these foods sweeter; artificial sweeteners used to sweeten ‘diet’ versions of foods such as cola and yoghurt. Emulsifiers: allow substances to mix which do not normally e.g. vegetable oil and water in margarine; stabilisers prevent them separating. Preservatives: prevent spoilage of foods by the growth of microbes during storage therefore extend ‘shelf life’ e.g. sulphur dioxide in dried fruit and nitrites in ham. Antioxidants: prevent deterioration of foods due to the reaction of chemicals in the food with oxygen in the air e.g. rancidity of fats which gives an unpleasant taste.



2.3 Explain the benefits of food additives Benefits of food additives: Extending shelf life, enhancing flavour and appearance to make foods more appetising; production of low calorie, low fat foods; foods available for extended periods of the year; wider choice etc.

2.4 Give examples of legislation surrounding the use of food

additives

Examples of legislation surrounding the use of food additives: Sweeteners in Food Regulations 1995, as amended by the Sweeteners in Food (Amendment) Regulations 1996, 1997, 1999, 2001 and 2002. Colours in Food Regulations 1995, as amended by the Colours in Food (Amendment) Regulations 2000 and 2001. Miscellaneous Food Additives Regulations 1995, as amended by the Miscellaneous Food Additives (Amendment) Regulations 1997, 1999, 2001 and 2001 (No. 2) etc.

3. Apply principles of healthy eating 3.1 Record own food and drink intake for one week Record of food and drink intake for one week: Learners to keep diary of all food and drink consumed during a week, including portion sizes.

3.2 Compare own food and drink intake against current

healthy eating advice

Food and drink intake compared against current healthy eating advice: Using information from Assessment Criteria 3.2, analysis against current healthy eating guidelines and outline how diet could be improved.

3.3 Outline the steps that could be taken to make their diet

more healthy

Steps that could be taken to make their diet healthier: Action plan/recommendations to make improvements to diet. Recommendations such as reducing fat intake especially saturates, reducing intake of sugars and salt, substituting calorific snacks for healthier ones such as fruit.; increasing starchy foods to one third of foods; at least five portions of fruit and vegetables; two portions of fish per week.




Delivery This unit develops the learner’s knowledge and understanding of food labelling and food additives and how to apply principles of healthy eating including using information on food labels. Learners will analyse and evaluate their own diet and make recommendations for improvement. Assessment This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay




Unit 4: The principles of weight management L/505/2203 Guided Learning Hours: Unit Level: Unit Credit:

8 2 1



1. Know the risks associated with

ineffective weight management

1.1 Define the terms: Obese Emaciated Malnourished

Definitions of terms: Obese: very overweight with large amount of fat; BMI 30-39.9; emaciated: low body weight, very thin with very little body fat resulting from illness or starvation; malnourished: poor health due to diet which does not contain adequate levels of nutrients, is poorly balanced, can be caused by problems with absorption of nutrients etc.

1.2 Describe the health risks associated with obesity Health risks associated with obesity: E.g. coronary heart disease, Type 2 diabetes, breast cancer, bowel cancer, strokes etc.

1.3 Describe the health risks associated with emaciation Health risks associated with emaciation: E.g. anaemia, poor growth, female infertility, poor immunity, osteoporosis; in the elderly: poor memory, osteoporosis, hypothermia etc.

1.4 Identify the signs and symptoms of malnourishment Signs and symptoms of malnourishment: Unplanned weight loss, muscle weakness, persistent tiredness, low mood, increased susceptibility to illnesses or infections; in children: low growth rate, changes in behaviour such as appearing unusually irritable, sluggish or anxious etc.

2. Understand how body image may

influence weight management

2.1 Explain what is meant by ‘body image’ Body image: Perception of own body and how it appears to others, attractiveness, cultural ideals; may cause anxiety and depression.

2.2 Give examples of how media portrayals of body image may impact on an individual’s weight management

Impact of media portrayals of body image: Emphasis on thinness of women and link to physical attractiveness may lead to excessive dieting, use of cosmetic surgery and higher incidence of eating disorders; men may have perceptions around muscle mass and masculinity.



3. Know about effective methods of

weight management

3.1 Describe the role of a balanced diet in weight management The role of a balanced diet in weight management: Adequate levels of all nutrients, energy intake to balance expenditure will maintain weight. Intake needs to be less than use for weight loss.

3.2 Explain the term ‘energy balance’ Energy balance: Energy measured as calories is supplied through food and drink, energy is used by all the body's activities, it needs to be balance between the two.

3.3 Explain the implications of energy balance in weight management

Implications of energy balance in weight management: Energy in terms of calories consumed and energy out as calories used. If these are the same over a period of time weight stays the same; if intake exceeds use weight will be gained; if use exceeds intake weight will be lost.

3.4 Outline lifestyle choices that impact on weight management Lifestyle choices that impact on weight management: Choices such as smoking, alcohol consumption, restricted diets and lack of physical activity will affect weight and ability to manage it.

3.5 List common weight loss myths Common weight loss myths: E.g. starving is a good way to lose weight, lots of physical activity essential for weight loss, benefits of reliance on slimming pills, excessive cost of healthy foods, carbohydrates need to be cut out, snacks must be cut out etc.

3.6 Describe the characteristics of an effective weight management programme

Characteristics of an effective weight management programme: Including moderate exercise, a balanced diet, healthy snacks e.g. fruit, drinking adequate water, eating plenty of fruit and vegetables etc.

4. Be able to plan a short-term weight

management programme for an

individual

4.1 Identify suitable goals for the weight management programme

Suitable goals for the weight management programme: Requirements for programme e.g. weight maintenance, gain or loss, decide target weight

4.2 Collect information to plan a weight management programme Plan a weight management programme: Identifying who it is for; goals: weight loss, gain or maintenance; levels of activity, choices of foods taking preferences into account, physical activity etc.

4.3 Use information collected to plan a short-term weight management programme

Plan a short-term weight management programme: Including menus and physical activities.




Delivery This unit develops the learner’s knowledge of the risks associated with ineffective weight management, how body image may influence weight management and effective methods of weight management. Learners will plan a short-term weight management programme for an individual. Assessment This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:




Essay




Unit 5: Understanding eating disorders D/506/2928 Guided Learning Hours: Unit Level: Unit Credit:

10 2 1



1. Understand the term 'eating disorder' 1.1 Give a definition of the term 'eating disorder' Definition of the term 'eating disorder': Abnormal eating patterns and obsessive behaviour, excessive focus on weight etc.

1.2 Describe possible types of eating disorders Possible types of eating disorders: Anorexia nervosa, bulimia, binge eating etc.

2. Understand the causes of eating

disorders

2.1 Describe possible causes of eating disorders Possible causes of eating disorders: Peer pressure, media influences, negative body image, social pressure; risk factors: family history, depression, substance misuse, obsessive personality, sexual/ emotional abuse, stress, difficult relationships etc.

3.Understand how an eating disorder

may affect the individual and others

3.1 Give examples of the signs and symptoms associated with eating disorders

Signs and symptoms associated with eating disorders: Missing meals, discomfort/ refusal to eat in public places, repeated claims to have already eaten etc.

3.2 Describe the feelings an individual with an eating disorder may experience

The feelings an individual with an eating disorder may experience: Guilt, disgust, self-loathing, preoccupation with food, feeling of being out of control etc.

3.3 Describe some of the ways an eating disorder may affect the individual and their life

Ways an eating disorder may affect the individual and their life: Limiting social life, leisure activities, self-destructive behaviours e.g. self-mutilation, alcohol/substance abuse, kleptomania. Effects on health: severe medical problems, organ damage, dental damage, anxiety disorders, depression etc.

3.4 Explain how an individual's eating disorder may affect others

How an individual's eating disorder may affect others: Disruption to social contacts/ relationships etc.



4. Understand how a specific eating

disorder may be managed

4.1 Describe different approaches to the treatment of eating disorders

Different approaches to the treatment of eating disorders: Cognitive behavioural therapy (CBT) aims to change perception of a situation so that they change how they act; interpersonal psychotherapy focuses on issues around relationships; dietary counselling to maintain a healthy diet; psychodynamic therapy uses counselling that focuses on how a person’s personality and life experiences influence their current thoughts, feelings, relationships and behaviour; family therapy involves the family in discussions of the effects of the eating disorder; medication may be used e.g. selective serotonin reuptake inhibitors (SSRIs) to treat bulimia nervosa or binge eating etc.

4.2 Explain what others could do to help an individual recover from a specific eating disorder

What others could do to help an individual recover from a specific eating disorder: Talking about the problem, becoming knowledgeable, emphasising unconditional love, avoiding discussions referring to appearance, being patient etc.

4.3 Describe local resources and treatments that would be available to an individual experiencing an eating disorder

Local resources and treatments that would be available to an individual experiencing an eating disorder: E.g. friends, family members, religious leaders, colleagues , eating disorder counsellors, nutritionists, GPs, psychologists, social workers, psychiatrists, hospitals and universities, eating disorder centres and clinics, eating disorder groups, online help for anorexia and bulimia at Internet support groups, chat rooms/ forums; treatments: nutrition counselling, self-help, psychological and psychotherapy, medication, hospital treatment etc.




Delivery This unit develops the learner’s knowledge and understanding of different types of eating disorders, the causes, signs and symptoms, health effects, effects on others and how they may be managed. Assessment This unit is about developing knowledge and understanding and therefore should be assessed by suitable methods such as questions, worksheets, assignments or projects which are internally set and marked by the centre and externally verified. Links This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.



Unit 6: Principles of food safety for the home environment T/506/3146 Guided Learning Hours: Unit Level: Unit Credit:

10 2 1



1. Know the importance of handling food

safely

1.1 Explain why it is important to handle food safely Why it is important to handle food safely: Minimising transmission of microbial, allergenic, physical and chemical contamination to customers and to self; meeting legal and environmental health requirements.

1.2 Identify hazards relating to food safety Hazards relating to food safety: Microbiological: bacteria and viruses, parasites; chemical: cleaning chemical residues, toxins from shellfish or mushrooms, allergens in eggs, peanuts, wheat; physical: foreign bodies such as metal, stones, hair, insects etc.

1.3 Identify ways in which food should be handled safely to avoid contamination during the following operations:

storage preparation cooking serving re-heating

Safe food handling practices: High and low risk foods, time and temperature controls, reducing risk, bacteria, preventing cross contamination, storing food correctly, cleaning and disinfecting equipment and contact surfaces. Storing: Well lit, clean, dry and cool, well ventilated, food off floor, date order, stock rotation, first in first out, cleaning and checking schedules. Freezers: -18°C or below, regular defrosting/cleaning, labelling of foods, checking equipment is in working order, recording temperatures, not putting hot food in/leaving door open/overloading. Refrigerators: Importance of keeping raw and cooked foods separate, where to store different foods, regular defrosting/cleaning, labelling of foods, covering/wrapping foods; importance of not overloading/ putting in hot foods/open tins; checking equipment is in working order. Preparing: Ensuring food is kept at correct temperature/appropriate environment. Cooking: Importance of cooking thoroughly to a core temperature and ensuring large quantities have no cold spots.

http://register.ofqual.gov.uk/Unit/Details/T_506_3146



Reheating: Importance of only re heating once, until it is piping hot steaming all the way through.

2. Know the importance of personal

hygiene when handling food

2.1 Explain ways of maintaining personal hygiene when handling food that helps reduce the risk of contamination

Maintaining personal hygiene when handling food: Importance of frequently and correctly washing hands and when to wash them to prevent cross contamination e.g. raw and cooked foods; importance of not touching hair, face, cuts, clothes etc.

2.2 Identify how and when to wash hands How and when to wash hands: Hot water and soap, including backs of hands, between fingers, nails; how to dry hands e.g. not using a dirty towel because it can put bacteria back on hands; when: handling raw and cooked foods, after using toilet, touching hair, face, rubbish, cleaning chemicals, smoking etc.

2.3 Describe potential problems resulting from not maintaining personal hygiene when handling food

Potential problems resulting from not maintaining personal hygiene when handling food: Spread of infection or causing illness in self or others by transfer of microorganisms or other contaminant.

3. Know how to store food safely 3.1 Explain how to store the following types of food correctly to avoid contamination:

fresh convenience high risk low risk

How to store foods correctly to avoid contamination: Keep raw and ready-to-eat food apart at all times, including packaging material for ready-to-eat food, raw food below ready-to-eat food in the fridge, high risk foods such as milk and milk products and fish should be stored in a refrigerator or freezer, foods such as fresh fruit and vegetables last longer when they are kept cold and should be stored in a refrigerator etc.

3.2 Explain why it is important to follow food storage instructions

Why it is important to follow food storage instructions: To maintain condition of foods, maintain safety, minimise spoilage, protect qualities of food such as flavour and appearance etc.

4. Know how food storage can affect the

nutritional value of food

4.1 Outline how storage methods can affect the nutritional value of food

How storage methods can affect the nutritional value of food: Vitamins content may be reduced particularly water-soluble vitamins, starches converted to sugars etc.

5. Know how to keep the food work area

clean

5.1 Describe why it is important to keep the food work area clean, hygienic and disinfected

Importance of keeping the food work area clean, hygienic and disinfected: To minimise/prevent spread of microorganisms that might cause food poisoning or infection, prevent contamination with foreign materials such as pets, hair, soil etc.; to protect health and safety, protect vulnerable individuals from ingredients which they are allergic to/have an intolerance for etc.



5.2 Outline ways of keeping the food work area clean, hygienic and disinfected

Ways of keeping the food work area clean, hygienic and disinfected: Use of hot water, detergents and sanitisers; removing rubbish and waste materials; not allowing pets onto food surfaces etc.

6. Know how to check food is cooked to

the correct temperature

6.1 Describe why it is important to ensure that food is cooked to the correct temperature

Why it is important to ensure that food is cooked to the correct temperature: Essential to ensure that harmful bacteria are killed to prevent food-borne illness; centre must reach 75°C or above or 60°C for a minimum of 45 minutes, 65°C for a minimum of 10 minutes, 70°C for a minimum of 2 minutes etc.

6.2 Give examples of ways to check food is cooked to the correct temperature

Examples of ways to check food is cooked to the correct temperature: Using a temperature probe; keeping foods hot between cooking and serving; using microwaves; following instructions including standing times; for burgers, sausages, chicken and pork, checking that the meat in the middle is no longer pink, the juices run clear and it is steaming; for whole chickens or other birds, piercing the thickest part of the leg to check that there is no pink and that juices are clear i.e. no sign of blood etc.

7. Know how to dispose of food waste

safely

7.1 Describe why it is important to dispose of food waste safely Why it is important to dispose of food waste safely: To reduce chances of contamination leading to illness; discouraging pests e.g. flies, cockroaches, rats, mice; reducing unpleasant odours, reducing risk of accidents e.g. slips, trips and falls etc.

7.2 Outline how to dispose of food waste safely How to dispose of food waste safely: Sealing in a plastic bag or bin, in a suitable waste bin with a close fitting lid; keeping waste bins clean and dry; using foot-operated pedal bins if possible; wrapping up organic food waste etc.




Delivery This unit develops the learner’s knowledge and understanding of the importance of handling food safely, personal hygiene when handling food, how to store food safely, how food storage can affect the nutritional value of food and how to check food is cooked to the correct temperature. It also includes how to keep the food work area clean and how to dispose of food waste safely. Assessment This unit is about developing knowledge and understanding and therefore should be assessed by suitable methods such as questions, worksheets, assignments or projects which are internally set and marked by the centre and externally verified. Links This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.



Resources

Training Resources

Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment.

IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification.

For this qualification IQ has endorsed the following learner support materials:

Resources and Useful websites Health and Safety Executive www.hse.gov.uk The National Archives (For all UK legislation) http://www.legislation.gov.uk Equalities and Human Rights Commissions http://www.equalityhumanrights.com Health and Safety Executive for Northern Ireland http://www.hseni.gov.uk Northern Ireland Office http://www.nio.gov.uk Equality Commission for Northern Ireland http://www.equalityni.org Skills for Health http://www.skillsforhealth.org.uk/

British Nutrition Foundation www.nutrition.org.uk

A guide to the special healthcare needs of ethnic-religious minority communities http://www.diversiton.com/downloads/checkup.pdf

http://www.hse.gov.uk/

http://www.legislation.gov.uk/

http://www.equalityhumanrights.com/

http://www.hseni.gov.uk/

http://www.nio.gov.uk/

http://www.equalityni.org/

IQ Level 2 Certificate in Understanding Nutrition and ... · IQ Level 2 Certificate in...

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