a nd nutrition

1. and nutrition ICT in food, cooking

2. Objectives This session will: support the new curriculum and your planning; investigate and apply numeracy through food technology lessons; focus on how appropriate aspects of food, cooking and nutrition can be supported via ICT templates and nutritional analysis; undertake activities to: > communicate their ideas through mathematical modelling and computer- based tools; > test, evaluate and refine their ideas; > apply principles of nutrition and health; > utilise sensory evaluation.

3. New D&T – KS3 As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

4. New D&T – KS3 understand and apply the principles of nutrition and health cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet become competent in a range of cooking techniques[for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] understand the source, seasonality and characteristics of a broad range of ingredients

5. Focus on … MORE practical work than some schools are currently doing NO statutory number of hours, although there is an expectation that this will be regular, probably every week Greater FOCUS on healthier recipes, supporting better food choices and LESS paper based designing or research activities. Dishes appropriate to their CULTURE and values, that meet NUTRITIONAL GUIDELINES and help them to feed themselves within a budget and are useful to them now and in later life.

6. Numeracy through food technology lessons

7. Numeracy through food technology lessons Support attainment in maths and its real life application OfSTED Cross-curricular links SoW and lesson plans – flag up, do not assume

8. Numeracy through D&T Name six ways numeracy is already integrated into food technology. 2. 3. 4. 5. 6.

9. Numeracy through D&T Examples from primary …

10. Numeracy through D&T Weighing (weight, portion size) Measuring (counting, length, volume – ml/cups/portion size, temperature) Costing (£), including profit Scaling / Ratios Timings (hours:mins:sec) and time management Calculating/modelling energy and nutrients provided

11. Numeracy through D&T Ratings/% for closed questions (survey) Sensory evaluation data (rating, ranking, scoring) Shapes (cut in triangles, circles ...) Presenting figures in lists and labels Decimals (0.1mg) Fractions Percentages

12. Supporting appropriate aspects of food, cooking and nutrition via ICT Templates Save time Help direct and support learning Support differentiation Help make sense of data Communicate their ideas through mathematical modelling and computer-based tools Test, evaluate and refine their ideas Looking at: Costs (basic, ingredients used, portions) Weight to percentage (specifications, labelling) DRVs (% contribution) Sensory data

13. Supporting appropriate aspects of food, cooking and nutrition via ICT Costing ingredients Visiting shops Going online

14. Supporting appropriate aspects of food, cooking and nutrition via ICT Basic cost Basic costs, with portions Costing the ingredients Support decisions Refine ideas Modelling – what if?

15. Supporting appropriate aspects of food, cooking and nutrition via ICT Weight to percentages Percentages to weight Ingredient lists (QUID) - % of ingredients Specifications

16. Supporting appropriate aspects of food, cooking and nutrition via ICT Star diagram/chart – example Hedonic scale – example Triangle test – example Support decisions Refine ideas Sensory evaluation support http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=308

17. Supporting appropriate aspects of food, cooking and nutrition via ICT Diet and nutritional analysis Save time Help direct and support learning Support differentiation Help make sense of data Looking at: Proportion of different food groups provided by the diet, as well as 5 A Day, at least 2 fish per week Energy and nutrients provided by recipe or diet Contribution of food/drink at different meal occasions/snacking Modelling the affect of portion size Contribution of diet to DRVs

18. Supporting appropriate aspects of food, cooking and nutrition via ICT mywellbeing analyse diet against The eatwell plate and 8 tips for healthy eating review physical activity level provides feedback encourage pledges – support behaviour change Click here to launch

19. Supporting appropriate aspects of food, cooking and nutrition via ICT Explore food calculate the energy and nutrients provided by a recipe or diet; compare the energy and nutrients provided by different food and drinks; model different portion sizes for a recipe; compare a  diet for a day to UK Dietary Reference Values (DRVs); model different DRVs to a diet; save work to continue another time (saved as a file); export work to a spreadsheet file for further analysis or graph production. Click here to launch

20. Supporting appropriate aspects of food, cooking and nutrition via ICT Modify a recipe – an example Diet diary analysis – foundation Diet diary analysis – extension Click here to launch

21. Thank you for participating! Remember, BNF/Food – a fact of life provides support via: Monthly emails Printed newsletters (poster) Food – a fact of life website (food, farming, cooking and healthy eating) Coming soon: Updated competences SoW and lesson plans for Years 1-9 Training Teacher survey www.foodafactoflife.org.uk