GROW WELL CHOICES · Eatwell Plate – Class could produce a weekly ‘eatwell’ plate to be put up on the wall. Pupils to correctly place foods they have been eating on the plate

NHS Grampian Grow Well Choices Teacher’s Pack December 2012

GROW WELL CHOICES

Teacher’s Pack


Contents

Section 1 .........................................................................................................................................................3

Welcome to the Grow Well Choices teacher’s pack.... .....................................................................................3

Section 2 .........................................................................................................................................................3

Grow Well choices Curriculum for Excellence mapping document.......................................... ......................3

Week 8 Quiz........................................ ...............................................................................................................20

Section 3 .......................................................................................................................................................24

Suggestions for further activities ................. ...................................................................................................24

Section 4 .......................................................................................................................................................28

Further resources and web sites.................... .................................................................................................28


Section 1 – Programme overview Welcome to the Grow Well Choices teacher’s pack This pack provides information to support the delivery of Grow Well Choices (GWC) in your school. It contains:

• An outline of the Grow Well Choices programme • Lesson plan summaries containing learning intentions and success criteria • Suggestions for extending the learning to the classroom • Information about NHS Grampian resources

Please note that Grow Well Choices is an NHS Grampi an programme and this resource is intended to suppo rt it. There may be variations on the way the programme will have been delivered across different areas. Grow Well Choices Overview The Grow Well Choices programme has been developed to help tackle the increasing issue of children who are not maintaining a healthy weight. The programme is run over eight weeks with one session per week each lasting one hour and the sessions are run entirely in a gym or games hall. The programme aims to educate children about healthier lifestyle choices and the importance of being healthy through activities and games sessions. The objectives are:

• Children learn the importance of leading a healthy lifestyle and the benefits associated with making informed healthy choices • Children and families learn about the importance of 60 minutes a day – the recommended minimum amount of time children should

participate in moderately intense physical activity • Children are encouraged to be more active • Children are re-introduced to the concept of the ‘Eatwell plate’, energy balance and healthy snacks • Children learn about hidden sugars and fats in food and drinks • Children receive an information/ work booklet that requires to be completed weekly, either at home or as a classroom activity.

NHS Grampian Grow Well Choices Teacher’s Pack November 2012

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The programme relies on teacher involvement and enthusiastic participation both during the sessions and in class time. ‘Grow Well Choices’ has clear links with the Curriculum for Excellence (CfE) Health and Wellbeing framework (see section 2). Learning intentions and success criteria have been developed using experiences and outcomes linked to each session. The programme aims to support development of children’s ability to make positive choices and changes in relation to their health behaviours. Following completion of the programme, there will be a 6 month follow-up session where the children will have their measurements re-taken. The definition of moderately intense physical activity is one that makes you breathe harder than normal, raises your heart rate and makes you feel warmer. The recommendation for children is to be active for 60 minutes each day every day of the week. This can be spread across the whole day or as one 60 minute block. The activities and games each week are designed to support and re-enforce the learning from each lesson. A separate Games Pack to support the programme is also available.


Lesson Plans Grow Well Choices

Week 1 – Introduction Aims - Introduce the programme and the coaches to the class.

- Speak about healthy choices and introduce ‘Grow Well Choices’ booklets.

- Record basic information (height and weight).

Curriculum for Excellence: Related health and wellb eing experiences and outcomes

HWB 2-27a I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and

activity

Learning Intentions

• Understand and evaluate the benefits of making healthier choices.

• Understand why it is important to be active on a daily basis by having 60 minutes of physical activity.

• Understand how we can become more active.

• Understand the importance of involving our family and carers.

Success criteria

• I can explain and give examples of healthier choices.

• I can select healthier choices and make judgements about the benefits of these.

• I am able to discuss why it is important to be active.

• I am able to give reasoned argument on a range of healthier choices.


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Summary of Session

Benefits of a healthy lifestyle The first week’s discussion outlines what a healthy lifestyle is, how to achieve it and what everyday changes can be made to feel the benefits of being healthier. The benefits from leading a healthy lifestyle are both mental and physical. Being active leads to feelings of wellbeing both physically and mentally and aids weight management. By encouraging children to make healthier food choices and to be aware of portion sizes, they will acquire the knowledge and ability to limit foods which are high in fat, sugar or salt leading to healthier and more balanced diets. Physical activity games will vary and challenge intensity levels

Curricular suggestion

Healthy Choices – Once a week, split class into groups and hold a healthy eating quiz around the pupil’s packs and any other related class lessons; discuss the answers as a class - fun and interactive, but emphasis on refreshing knowledge. Although NHSG staff will take height and weight measurements, there will be no requirement for teaching staff to do this as part of any school based activities. Week 2 – Eatwell Plate Aims - Identify and explain the different food groups.

- Explain the need for balance and variety in daily diet.


HWB 2-30a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan

Learning Intentions

• Remember the 5 different food groups that make up the ‘eatwell’ plate, in accordance with current healthy eating advice.

• Understand which foods belong to each food group and how these foods can contribute to a healthy eating plan.


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Success criteria

• I am able to recognise the different food groups that make up the ‘eatwell’ plate.

• I can give examples of which foods belong to the different food groups.

• I can explain how much of what I eat should come from each food group.

• I can explain why it is important to eat a healthy diet.

Summary of lesson

The ‘eatwell’ plate is fundamental to the programme as it is referred to throughout the sessions. We gauge how much the children know about it before discussing the 5 different food groups and how they relate to what they should be eating more of, and what they should be attempting to limit in their diets. As the ‘eatwell’ plate is used as a resource in a lot of schools, the children can relate to it easily. Their knowledge of it is drawn upon in Week 2 in order to illustrate what foods could be classed as healthy or not so healthy choices and why. The activities in Week 2 are games which require a bit more effort than the previous week so the children learn that being a bit hotter or breathing a bit deeper is actually beneficial and that is a sign that we are doing more vigorous activity.

Curricular Suggestions

Eatwell Plate – Class could produce a weekly ‘eatwell’ plate to be put up on the wall. Pupils to correctly place foods they have been eating on the plate each day. Week 3 – Energy Balance Aims: Pupils are able to identify the choices required to balance the energy taken in through food with the energy expended through physical activity.


HWB 2-28a I can explain the links between the energy I use while being active, the food I eat and my health and well-being


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Learning Intentions

• Understand the link between energy output and energy input and how this affects my health and well being.

• Remember why it is important to be physically active.

• Recognise different types of physical activity.

• Understand that physical activity is accumulated over the course of a day.

• Understand the physical and emotional benefits to my health and wellbeing of being physically active

• Apply my knowledge of physical activity, the food I eat and my health and wellbeing to create a plan for lifestyle changes.

Success criteria

• I can discuss how energy imbalance can lead to weight gain/loss.

• I can explain why it is important to be physically active and how this will benefit my health and wellbeing.

• I am able to produce a plan of small lifestyle changes which I can share with my family.

Summary of session Following on from the ‘eatwell plate’ in Week 2, the importance of energy balance is discussed in the first part of Week 3. Energy balance is vital for weight management. Energy in = energy out: weight stays the same. Energy in > Energy out: weight increases. Energy in < Energy out: weight decreases. Energy in comes from the foods we eat. Energy out is the amount of calories we use to live, be active and at rest. The balance between energy in and out does not have to equate everyday; it is the balance over time that leads to a healthy weight.


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Curricular Suggestion Energy Balance - For one week, each pupil should keep food and activity diaries which record their daily intake of food as well as their activity levels. When complete, discuss the relationship between the type and amount of food consumed and the resulting energy levels.

Note: The ‘eatwell plate’ is always referred to when speaking about the foods which give us more energy than others and how being active for longer will be of benefit.


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Week 4 – Sugars Aims: Identify the sugar content in a variety of foods.

Understand how to reduce sugar intake by making healthier choices.

In this week we look at the amount of sugar in various food and drinks ranging from fizzy juice, to sweets to cereals. The sugar quiz is very visual and it shows the children the quantity of sugar in different foods. The aim of the game is to make them aware of what they are consuming when they have a can or fizzy drinks or a chocolate bar. This can help children to make more informed choices in relation to such foods. It is emphasised that sugar only has calories with no other nutritional value, and also has a negative effect on oral health.


HWB 2-28a I can explain the links between the energy I use while being physically active, the food I eat and my health and wellbeing


Learning Intentions

• Understand how sugar is measured in terms of energy in the food that I eat

• Evaluate the sugar content of a range of foods that I eat

• Understand why it is important not to eat too much sugar

• Recognise ways of making healthier food choices to reduce the risk of weight gain and poor oral health

Success Criteria

• I can explain how sugar is measured.

• I can make judgments about a range of foods in terms of their sugar content.

• I am able to share my knowledge around foods which are high in sugar and present information on healthier food choices and oral

health to my family.


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Summary of Session

Week 4 identifies the amount of sugar in various food and drinks ranging from fizzy juice, to sweets to cereals. The hidden sugar quiz is very visual and it shows the children the quantity of sugar in different foods. The aim of the game is to make them aware of what they are consuming when they have a can or fizzy drinks or a chocolate bar. They then associate these kinds of foods as being unhealthy and choose a healthier option more often. It is emphasized that sugar is basically empty calories and has no nutritional value, and also has a negative effect on oral health.

Curricular Suggestion

Hidden Sugars – Twice a month, pupils could bring in a variety of empty cans, tins and packets and examine the sugar content of the products and discuss whether they are high, medium or low in sugar. Sugar Quiz:

Try to guess how many teaspoons of sugar are in each of the products listed below. (Score out the numbers as you use them). ¼, 2, 3, 5½, 6, 7¼, 8, 10½, 10½, 13, 17, 18 Food Item Tsps of Sugar Mars Bar (regular) ……………………………………………… (8) Fun Fruits (100g)………………………………………………… (18) Strawberry Flavour Pencils (100g)…………………………….. (13) Starburst (1pk45g)……………………………………………… (5½) 1Bowl Coco Pops (30g)………………………………………… (2) 1Bowl Cornflakes (17g)………………………………………… (¼) 1Portion Ice Cream and Jelly…………………………………… (7 ¼) Muller Crunch Corner………………………………………….. (6) Strawberry Petit Filous…………………………………………. (3) Bottle of Coke (500ml)…………………………………………. (10½) Bottle of Lucozade (500ml)……………………………………. (17) Bottle of Ribena (500ml)………………………………………. (10½)


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Examples of foods which are used in this lesson are listed below:

Sugars Packaging Snacks

Desserts

Cereal

Biscuits

Drinks

Raisins and apricot box Mini jelly beans Rowntrees sweets Fruit stars Special K mini breaks Pancakes

Bakewell tarts Sunny raisins Rolo yoghurt Activia yoghurt Fruit pot jelly

Shreddies Rice Krispies Cheerio’s Coco pops Frosties

Medley bar Hobnobs Mini Maryland cookies Custard creams Jaffa cakes

Yazoo Ribena Lucozade Tropicana Water Capri sun

Week 5 - Snacks Aims: Identify snacks that are healthier options.

Identify which snacks should be limited to reduce energy intake.


HWB 2-30a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan.

Learning intentions

• Apply my knowledge and understanding of the ‘eatwell’ plate to consider a range of snacks (and where these would fit into the plate)

• Evaluate a range of snacks in relation to current healthy eating advice

• Evaluate the snacks I eat in relation to current healthy eating advice


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Success Criteria

• Sort snacks into different food groups.

• Make judgments about which snacks we should eat more/less of.

• Decide which snacks I should eat more/less of.

Summary of Session

The majority of pupils will have a snack at school. Healthier snack options will be discussed as opposed to crisps, chocolate, ice cream etc. The children will be encouraged to choose fruit whenever they feel hungry between meals but alternatives which they may not have tried before. There will also be discussion about the colour coding of snacks – red for rarely, yellow for every now and again and green for often.


Healthy Snacks – Teacher to raise a discussion once a week on what children had for snacks. Areas of discussion could include comparing snacks during the week compared to weekends. Note on Snacks Snack items are discussed in relation to snacks at home and school. Many pupils will have a snack at school and local policy is taken into account. Alternative to crisps, chocolate or sweets as snack options will be discussed. The children will be encouraged to try new foods or choose fruit whenever they feel hungry between meals. There will also be discussion about the colour coding of snacks – green for often (Super Snacks), yellow for every now and again (So-So) and red for rarely (Only so often). Foods used as part of the lesson plan are listed below: Red snacks Pepperami (mini), Vegetable crisps 100g, Quavers 30g, Curly Wurly 26g, Jaffa cake (mini lunchbox pack), Rice Krispie square 20g, Fruitella 41g, Fruit winders, Milk chocolate peanut and raisins 100g, Mr Kipling caramel cake bar, Strawberry refresher bar, Fibre plus bar, Mini jelly babies 100g, Hobnobs, Poppets, Orangutangys, School bars, Mars bar, Coco pops cereal bar 20g. *You could also use pictures of: Ice cream, Fairy cake, Toffee popcorn, Peanut butter and jam white bread sandwich, Cola, Box of chocolates Jordan frusli bar (30g).


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Orange snacks , Mixed nuts, Alpen lite bar 21g, Special k mini breaks, Cereals multipack varieties 23-30g, Raisins 40g, Plain or fruit scone or pancake with low fat spread, Frube 40g, Dairylea dunker with breadsticks 25g, Plain pancakes, Cheese string 21g, Weetabix oaty cereal bar 23g, Bagels. *You could also use pictures of: Sandwich made with wholemeal bread and a non mayonnaise filling, Cheese. *You could also use packets of lower fat crisps. These could be a healthier choice; however they still contain a lot of salt. Green snacks Pictures of peppers, cucumber, tomatoes, apples, bananas, satsumas, plums, milk, plain yoghurt, sweet corn, carrots, strawberries, plain popcorn and rice cakes Tesco pre packed fresh fruit snack pack 100g, French toast, Oatcakes, Breadsticks, Ryvita thins, Week 6 - Fats Aims: Identify the fat content in a variety of foods.

To reduce fat intake by making healthier choices.


HWB 2-28a I can explain the links between the energy I use while being physically active, the food I eat and my health and wellbeing


Learning Intentions

• Understand how fat is measured in terms of energy in the food that I eat.

• Evaluate the fat content of a range of foods that I eat.

• Understand why it is important not to eat too much fat.

• Recognise ways of making healthier food choices to reduce fat intake.

• Apply knowledge of how to reduce intake of fat to identify healthier choices.

Success criteria


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• I can give examples of different levels of fat content from food labels.

• I can make judgments about a range of foods in terms of their fat content (i.e. high and low).

• I am able to demonstrate my knowledge around foods which are high in fat and present information on healthier food choices to my

family.

• I am able to discuss the benefits for health and wellbeing of not eating too much fat.

Resources required

This week’s session looks at food high in fat not only in terms of how much fat they contain but also in terms of how they are cooked. The session also provides information about low fat alternatives to foods. The fat content of foods is demonstrated by using plastic butter packs or test tubes filled with wax in the same way as the Sugar Quiz. This is a very visual activity that demonstrates well the fat content of different foods.


Hidden Fats – Similar to hidden sugars, once a month pupils could bring in various food labels to study the fat content and separate them into amounts of high, medium or low. Note on Fats This week’s session looks at food high in fat not only in terms of how much fat they contain but also in terms of how they are cooked. The session also provides information about low fat alternatives to some foods. The fat content of foods is demonstrated by using visual aids such as test tubes filled with wax to represent 5 and 10g of fat. Foods used as part of this lesson are listed below:


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BREAKFAST

Snacks

Lunch

Supper/tea

PUDDING

Spares

Coco Shreddies, Frosties, Belvita biscuits, Porridge oats, Butter croissants, Bacon Roll.

Lunchables Snack a jacks Baked crisps Walker’s crisps normal Doritos Oaty bakes Cheese strings Sunbites Walker’s lights Breadsticks

Pot noodle Egg and cress sandwich Sausage roll Chicken wrap Beans on toast Pasta in a pot Lunchables, Roast chicken sandwich, Cajun chicken wrap, Chicken noodle salad, BLT sandwich, Sausage roll.

Rustler’s burger Macaroni Pizza Lasagne Fish fingers Chicken korma Steak pie, Beans on toast, Individual pizza, Chicken korma ready meal, Lasagne ready meal, Macaroni ready meal

Chocolate birthday cake, Shape yoghurt, Muller light yoghurt, Buttons chocolate pudding, Rice pudding, Butterscotch delight

Jelly tots Butterkist popcorn Curly wurly Fudge Low fat yoghurt Go ahead bar Mini fingers Nesquik cereal Chocolate digestives

Week 7 – Eating Out Aims: Explore fast food and identify fat content.

Explore the issue of portion sizes in relation to fast food. Identify healthier fast food options.


HWB 2-28a I can explain the links between the energy I use while being physically active, the food I eat, and my health and wellbeing HWB 2-30a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan HWB 2-37a I can understand how advertising and the media are used to influence consumers.


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Learning intentions

• Understand what we mean by fast food and how this fits in with current healthy eating advice.

• Apply my knowledge and understanding of current healthy eating guidelines to assess the nutritional content of a variety of fast foods.

• Evaluate how marketing/advertising is used to influence people to eat fast food.

• Create a plan of small lifestyle changes to reduce intake of less healthy fast food options.

Success criteria

• I can explain what is meant by a ‘fast food’ and give examples of how they can contradict current healthy eating advice.

• I can make decisions about choosing fast food based on comparisons against healthy eating guidelines.

• I am able to discuss why it is important to be active to burn off energy eaten through fast foods.

• I am able to assess how fast foods are marketed / advertised to successfully influence consumers.

• I am able to make a plan to limit less healthy fast food choices which I can share with my family.

Resources required

This week’s discussion examines eating out in fast food outlets, which are convenient and popular; restaurants, takeaways etc. Once again it’s all about choices. Even though these establishments are associated with foods which are high in fat and salt, there are healthier alternatives such as not ‘going large’, choosing water rather than a fizzy drink or having a salad as opposed to a burger or chips. The discussion also includes portion sizes and relates to the energy balance section in Week 3.


Fast Food – Create an energy ladder and compare the energy content of a variety of foods from a range of fast food outlets. Pupils to select what they normally chose if they were to eat out in these establishments. The Ladder illustrates how much energy is contained in particular foods.


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Note on Eating out This week’s discussion examines eating out and focuses mainly on fast food outlets. Once again it’s all about choices. Even though these types of restaurant are associated with foods which are high in fat and salt, suggestions are made for healthier alternatives, for example not ‘going large’, choosing water rather than a fizzy drink or having a salad as opposed to a burger or chips. The discussion also includes portion sizes and relates to the energy balance section in Week 3. Examples of food packaging used tin this week are listed below: Small fish and chip box (unbranded) Mayonnaise and ketchup sachets McDonald’s- small, medium and large fries Happy meal Chicken sandwich Big tasty Medium and large drink cups 7” Pizza box (unbranded) Week 8 - Review and quiz Aims: Review all the previous lessons.

Record heights and weights.

The focus of this final session concentrates on the level of improvement from Week 1. The children’s height and weight measurement will be taken again and recorded only for monitoring purposes


HWB 2-27a I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity HWB 2-30a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan


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Learning intentions

Evaluate the benefits of making healthier choices around the food that I eat and the physical activities I participate in.

Justify why it is important to be active on a daily basis by having 60 minutes of physical activity

Evaluate the range of healthy food and lifestyle choices made during the 8 week programme

Success criteria

I can explain and give examples of healthier choices which I have decided to make.

I can select healthier choices and make judgments about the benefits of these.

I am able to give reasoned argument around why it is important to eat healthily.

I am able to give reasoned argument around why it is important to be active.

I am able to give reasoned argument on a range of healthier choices for my family.

Summary of Session

The final week is a review of Grow Well Choices. The visual and interactive nature of all the sessions ensures maximum delivery of the key messages. The focus of this final session concentrates on the level of improvement from Week 1.


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Week 8 Quiz – could be done as a run around True/ F alse Quiz 1. You should do 60 minutes of P/A per day to help you stay healthy T/F

T

2. The following are healthier snack choices: An apple A bag of salt and vinegar crisps A bag of pom bears A slice of bread

T/F T/F T/F T/F

T F F T

3. The following snacks should only be eaten very occasionally: Wine Gums Carrot sticks Flapjack Monster munch

T/F T/F T/F T/F

T F T T

4. These sports activities will raise your heart rate: Darts Skateboarding Swimming Running Snooker

T/F T/F T/F T/F T/F

F T T T F

5. A can of Irn Bru has 2 teaspoons of sugar in it

T/F F

6. It is recommended that you should eat 4 pieces of fruit and vegetables in one day

T/F F

7. It is recommended that you should eat 2 portions of oily fish in 1 week

T/F T

8. The largest section on the eatwell plate represents Proteins

T/F F

9. The smallest section on the eatwell plate represents starchy foods

T/F F

10. If you eat more energy from food than you burn off through exercise and your metabolism you will lose weight

T/F T

11. Running with a weight such as a backpack would use up most energy?

T/F T

12. Exercise produces feel good chemicals called endorphins? T/F T


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Section 2 Over to You It is hoped the children will enjoy the programme and gain a great deal from the GWC sessions. Below are some of the main messages for the children to take with them throughout their life and put into practice at school as well as at home. Children need to be active for at least 60 minutes a day

• This can be broken down to 6 x 10 or 3 x 20 minute sessions or a similar combination, adding up to at least 60 mins • This can take the form of walking to school; going for a walk as a family or playing in the back garden • Swimming and cycling are great fun ways for children to exercise

TIP Encourage the children to keep a diary of how active they are and help them identify ways in which they could increase their activity to

meet the 60 minute recommendation.

Encouraging at least 5 pieces of fruit and/or veget ables a day

• A small glass of fruit juice counts as one portion (at meal time) and is a great start to the day • At least one piece of fruit or vegetable at every meal.

In order to maximise the benefit of the programme for the pupils, below are some suggestions as to how the content can be enhanced during class time. One hour a week for eight weeks is enough to deliver the information about healthy lifestyles to the young people, but in order for their knowledge and awareness to grow, more time is needed. The aim is to regularly refresh knowledge and experiences to ensure as much information is retained as possible. Here are some suggested activities you may wish to consider.


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Week 1 Healthy Choices – split class into groups and hold a healthy eating quiz around GWC or other related class lessons. Discuss the answers as a class with the emphasis on refreshing knowledge. Week 2 Eatwell Plate – produce an ‘eatwell plate’ to be put up on the wall. Pupils to correctly place foods they have been eating on the plate each day. Week 3 Energy Balance - pupils could keep food and activity diaries in which they record their daily intake of food as well as their activity levels. Discuss the relationship between the type and amount of food consumed and energy used up. Week 4 Sugars – pupils could bring in a variety of empty cans, tins and packets and examine the sugar content of the products and discuss whether they are high, medium or low in sugar. Remember a lot of sugar is 15g or more of sugar per 100g of food and a little sugar is 5g or less per 100g of food. Week 5 Healthy Snacks – discuss what class have had for snacks. Include comparing snacks during the week compared to weekends. Week 6 Fats – Similar to sugars, pupils could bring in various food labels to study the fat content and separate them into amounts of high, medium or low fat. Remember that high fat is 20g of fat or more per 100g food and low fat is 3g or less per 100g food. Week 7 Eating out– Create a ladder of fat and sugar consumed in popular places and calculate the amount of fat and sugar from a range of fast food outlets for a variety of foods. Pupils to select what they normally have if/when attending such places. Ladder illustrates how much fat and sugar is in particular foods.


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Week 8 Quiz is included in this pack as a reminder. Physical Activity For the physical activity sessions, teachers can deliver some of the activities which the pupils have taken part in during Grow Well Choices. The games vary in intensity and they can relate to them and remember which of them got their hearts and lungs working harder. The Games section included in this pack details the ones that have been used as part of the GWC programme.


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Section 3 Grow Well Choices Curriculum for Excellence Mapping Document PHYSICAL EDUCATION: PHYSICAL ACTIVITY AND SPORT: Ph ysical Activity and Health Health and Wellbeing outcome GW Choices – Pupils will learn Progression Suggested Resources I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. HWB 2-27a

I have learned how physical activity impacts on people’s lifestyles both positively and negatively. I can differentiate between the level of physical activity and how it affects our bodies; during and after the activity. I can understand how physical activity levels will be different depending on a person’s circumstances.

Active Time diaries should be kept to record each pupils level of activity. Vary the demands of physical activity and measure resting heart rate and heart rate post-activity to compare the difference. Analyse individual lifestyles, discussing age, sex, health, occupation and family.

Current affair programmes, online articles/websites. Practical sessions, textbooks, websites, external coach. Visit from health professionals, personal experience.

I can explain the links between the energy I use whilst being physically active, the food I eat, and my health and wellbeing. HWB 2-28a

I understand the relationship between how the amount/type of energy I consume impinges on my level of activity. I am aware of different food groups and how they affect energy levels and weight management. I have learned how my health and

Food and Activity diaries should be kept to examine the relationship between type of food being consumed and amount of activity. Link discussions back to the various food groups and get them to identify the benefits of different foods.

Energy balance, kitchen scales to illustrate a balance/imbalance. Eatwell Plate, hidden fat and sugar games.


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wellbeing can be enhanced through positive lifestyle choices involving food and physical activity.

Examine the problems and health risks associated with a lack of physical activity and unbalanced diet

FOOD AND HEALTH: NUTRITION AND FOOD AND THE CONSUME R Health and Wellbeing Outcome GW Choices –

Pupils should learn Progression Suggested Resources

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

Through Grow Well Choices, pupils will be taught about various issues on healthy eating and physical activity.

Hold a health week for fellow pupils, teachers and family members – incorporating what they have learned and their experiences.

Help from partner organisations (Active schools, NHS, local community groups)

HWB 2-13a I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community.

How sport and physical activity can be fun and not always about competition. That achievement and competition are different experiences and do not have to be related.

Explore ways in which pupils can create their own enjoyment through sports based activities both at school and at home. Pupils should set themselves goals for personal achievement based around sport or physical activity.

Visit’s to/ from local youth/sport clubs and active schools. Charts for personal use/teacher

HWB 2-25a I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my

I understand the benefits of sport and how it can have a positive affect on my life. I have participated in a variety of

Pupils should present to their classmates individual feedback about their investigation as well as their own personal experiences. Continuous development of a

Relevant ICT resources. Active schools, local coaches,


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performance in my place of learning and beyond. HWB 2-26a

sports and physical activities and I am able to recreate these experiences both at home and at school. I am aware of the different ways I can get involved in sport and the opportunities available to me.

range of sport and physical activity at school from various providers. As a class, create a detailed list of sporting opportunities, including local clubs, leisure centres and coaching courses. Literacy Lit 2-26a; ICT: TCH 2-04b

P.E teachers. Internet, newspapers, leaflets, active schools.

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

Through Grow Well Choices, pupils will be taught about various issues on healthy eating and physical activity.

Hold a health week for fellow pupils, teachers and family members – incorporating what they have learned and their experiences.

Help from partner organisations (Active schools, NHS, local community groups)

HWB 2-13a By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. HWB 2-30a

I am able to construct various healthy meals based around the Eatwell Plate. I can explain how to lead a healthy lifestyle by eating healthily and sticking to simple tips.

Discuss what makes these meals healthy and link in with other messages such as balanced diet and energy balance. As a class, create a booklet of healthy eating tips for the rest of the school to use. Literacy – Lit: 2-26a ICT – TCH 2-04b

Eatwell Plate, books, visits from chef/food worker. Cook books, relevant websites.

I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods.

I know that my diet may not be the same as everyone else’s as we are all built differently.

Be able to explain why portion size will vary depending on age, occupation, activity levels.

Visit from dietician, school nurse.


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HWB 2-32a

Reasons as to why people may eat, or avoid, certain foods for whatever reason

Children should act out certain scenarios to be made aware of the need for flexibility in diets. Exp Arts – Drama: EXA 2-13a

Information from doctor/nurse/dietician on certain conditions.

PHYSICAL WELLBEING Health and Wellbeing Outcome GW Choices - Pupils should

learn Progression Suggested Resources

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

In order to sustain my wellbeing and health I have to be physically active and eat a balanced diet to maintain and develop my body.

Collectively produce an energy ladder specifying the various amounts of energy needed for different types of people. Emphasising the need to balance consumption with expenditure.

Appropriate websites, stationery, and consultation with relevant partners.

HWB 2-15a I can understand how advertising and the media are used to influence consumers HWB 2-37a

The various ways companies can influence the customer by selective marketing. Raise awareness of key terms used by companies and how to check the merits of these.

Pupils could advertise a product themselves to the rest of the class ending with a Q&A session to discuss techniques used. Using food shopping card, analyse advertiser claims such as low fat, reduced salt, sugar free. Able to clarify that it’s not just one part that’s important.

Various products, company adverts, relevant websites. Food shopping cards, products, visit from community food workers.


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Section 4 Resources available from NHS Grampian

NHS Grampian has a Health Information Resources department which offers a wide range of resources covering a variety of health topics. Grow Well Choices Health Coaches use some of these resources during the programme to deliver the sessions (such as the 'eatwell plate’ mats). The Resources Team is based at Summerfield House in Aberdeen. They offer health information and materials to professionals and the general public throughout Grampian who are working to promote health and healthy lifestyles or are interested in their own health. Leaflets and posters are available free of charge to clients throughout Grampian. Also stocked are a wide range of loan items: DVDs, activity materials, educational games, models, and other resources. In addition to Healthy Eating and Physical Activity, they can also offer support for health events, including the supply of display boards and related resources on a wide variety of topics including: Accident Prevention • Alcohol • Drugs • Mental Health • Sexual Health / Contraception • Tobacco Resources are available to be booked for external use and are an excellent way of reaffirming the messages delivered during the programme. Pupils become more familiar with the different games and equipment which gives them a better chance of retaining and enhancing their knowledge. The online Resources catalogue can be found at: http://www.nhsghpcat.org/HPAC/Index.jsp You can also get more information from: Health Information Resources Service Summerfield House


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2 Eday Road Aberdeen AB15 6RE Tel: 01224 558504 Fax: 01224 558630 Email: [email protected] Further information on web based resources can be f ound in the Grampian Health Promoting Schools pack - Food In Schools, 2010.

GROW WELL CHOICES · Eatwell Plate – Class could produce a weekly ‘eatwell’ plate to be put up on the wall. Pupils to correctly place foods they have been eating on the plate

Documents