© BRITISH NUTRITION FOUNDATION 2015 Nutrition and Food Choice Roy Ballam and Frances Meek British Nutrition Foundation – making nutrition science accessible

© BRITISH NUTRITION FOUNDATION 2015

Nutrition and Food ChoiceRoy Ballam and Frances Meek

British Nutrition Foundation – making nutrition science accessible to all


Activity

Facts behind the headlines

•Read through the newspaper articles.

•What impact might stories such as these have on young people?

•Where would you find information to confirm or refute the content of newspaper articles?


Overview

Brief overview of the nutritional status of the UK, including sources of information.

Focus on the application of nutrition in the curriculum

•What is driving food education?•What about the adult population and future food needs?•Strategies for applying nutrition in theory and practical lessons•Resources to enhance food teaching


Children and Adolescents• The latest official population data

for England, the National Child Measurement Programme 2012/13 (NCMP), estimates 22% of children in reception (aged 4-5 years) and 33% of children in year 6 (aged 10-11 years) are overweight or obese.

• In reception, 9% of children are estimated to be obese compared to 19% of children in year 6.


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

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

Data source: National Child Measurement Programme 2012/13

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


Adults•The latest official population data, collected in 2012 by Public Health England, estimates 62% of adults in England (aged 16 and above) are overweight or obese, with 2.4% being severely obese.

•Men and women have a similar prevalence of obesity (25% men and 26% women) but men are more likely to be overweight (42% men and 32% women).

•A higher percentage of women are severely obese compared to men (1.5% men and 3.5% women).


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

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

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

Data source: Health Survey for England 2012


Not just a matter of eating less

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

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

Low status

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

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

Riboflavin

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

Vitamin D

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

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

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

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

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

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

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

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


Sugars

Headlines based on evidence reviewed in SACN report:•higher consumption of sugars and sugars containing food is associated with a greater risk of tooth decay;•increasing or decreasing total energy (calorie) intake from sugars leads to a corresponding increase or decrease in energy intake;•consumption of sugars-sweetened drinks* results in greater weight gain and increases in BMI in children and adolescents;•greater consumption of sugars-sweetened drinks is associated with increased risk of type 2 diabetes.


This led to the following recommendations:Average intake across the UK population of free sugars should not exceed 5% of total dietary energy intake for age groups from 2 years upwards;

The consumption of sugars-sweetened drinks should be minimised in children and adults.


What are free sugars?All sugars added to foods by the manufacturer, cook or consumer, plus sugars naturally present in honey, syrups and unsweetened fruit juice.

What sugars do not count as free sugar?

Lactose (the sugar in milk) when naturally present in milk and milk products and the sugars contained within the cellular structure of foods (e.g. fruit and vegetables).




FibreFibre •SACN also recommended an increase in the population’s fibre intake to an average of 30g per day for adults.•For children, the recommended intakes are: 15g/day (age 2-5); 20g/day (age 5-11); 25g/day (age 11- 16); 30g/day (age 16-18). •The previous recommendation was equivalent to 23-24g/day AOAC fibre.

Why do we need to increase our fibre intake?Evidence from the SACN report indicated:•diets rich in fibre (cereal fibre and wholegrains) are associated with lower incidence of CVD, type 2 diabetes & colorectal cancer •diets rich in fibre decrease intestinal transit times and increase faecal mass.


What does 30g a day look like?

Saturday Monday ThursdayBreakfast Scrambled eggs and tomato on

wholemeal toastWhite tea 4.6g fibre

Wheat biscuits with milk and chopped bananaSmall skinny latte 5.3g fibre

MuesliPlain low fat yogurt RaspberriesOrange juice6.9g fibre

Lunch Vegetable pizza with a side saladFruit salad9.4g fibre

Tuna jacket potato with sweetcorn and spring onions served with a side saladOrange juice7.4g fibre

Tomato soupHam and salad sandwich (brown)Banana 8.9g fibre

Evening meal Vegetable soup Wholewheat spaghetti bolognaise 17.5g fibre

Chicken and vegetable curry with brown rice - with plain yogurt8.0g fibre

Salmon served with new potatoes and vegetablesFruit salad9.7g fibre

Additional foods and drinks

Plain low fat yogurt with berries and pumpkin seedsGlass of red wine3.7g fibre

Hummus, carrot and wholemeal pitta 6.8g fibreCrisps 2.5g fibre

Mixed nuts & dried apricots 4.7g fibreReduced fat cheese and cream crackers & apple 1.7g fibre

Total fibre 35.2g fibre 30.0g fibre 31.9g fibre


The eatwell plate


Nutrition line-up•Discussion … immediate use

100 8070 67 55

45

15


Active learning

•Nutritional analysis

•Menu planning

•Recipe analysis

•Nutrition line up

•Photographs

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


Strategies for applying nutrition in theory and practical lessons – active learning!

Activities in groups:•How to teach nutrition theory relating to water soluble vitamins;•Macro and micro nutrient treasure hunt;•Food group / diet game;•Awareness of portion sizes – breakfast cereals;•Portion size problems;•BMR and PAL and their importance in determining energy requirements.

10 minutes for each activity!

•Consider how you could use the activity. What would you change? Why?


Resources and approaches

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


Active learning cards 2015

BNF has launched these new active learning games to support healthy eating and nutrition in schools. They comprise:

•The eatwell plate - a blank version, perfect for placing foods into the correct food groups;•The meal planner - a blank planner for a day, showing breakfast, lunch, dinner and snacks;•Food cards - 128 food cards (which show the name, image, energy provided and portion size of different foods).


Menu planning

•Consider diet for the day – based on energy

•Use food cards to build diet – practice

•Compare against energy

•Compare to eatwell, 5 A Day, Drinks …

•Compare and contrast

•Cooking method



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

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

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


Energy density Which of the following would your rather eat?

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

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

Both desserts contain 215 calories

Both desserts contain 215 calories

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


Resources to demonstrate knowledge and understanding of the major diet related health risks.

Seven pupil worksheets to challenge and encourage independent thinking:

•Obesity mind map;•Cardiovascular disease brace map;•Bone health circle map;•Dental health circle map;•Iron deficiency anaemia circle map;•Diabetes (type 1 & 2) Venn diagram;•Ignorance logging worksheet.


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

Explore Food – a free nutritional analysis tool from BNF. Teachers notes and student worksheets available too.

New – front and back of pack labelling!

Explore food

Modifying a recipe worksheet

Nutrition labels worksheet

Allergen labelling

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

Explore Food – a free nutritional analysis tool from BNF. Teachers notes and student worksheets available too.

New – front and back of pack labelling!

Explore food

Modifying a recipe worksheet

Nutrition labels worksheet

Allergen labelling


Food route resources


My Cooking Counts

•New resource for secondary school students and their teachers.

•Focus on cooking skills and techniques, recipe repertoire and food commodity use.

•Helps teachers track student cooking habits, skills, recipe choice and commodity usage. Helps with reviews and planning.


My Cooking Counts available now …

Free to use – for you and your students.

Register at: www.meatandeducation.com


BNF schemes of work and support for the new GCSE

Schemes of work to support planning for the new (2014) KS3 cooking and nutrition curriculum are available from the food a fact of life website: http://bit.ly/1Ennyl8

Planning sheets to help with writing schemes of work for the Food Preparation and Nutrition GCSE are also available from the food a fact of life website: http://bit.ly/1jPvtwu


Need help with planning for KS3 and KS4?

How do you decide on what your students will make?

•Skills?•Knowledge?•Progression?•Because you or they like the recipe?

Learning objectives should be linked practical outcomes.

Do your recipes support knowledge, skill development and progression AND reflect the key nutrition messages?

Planning resources available on www.foodafactoflife.org.uk


A wide variety of other resources are available on the website to support the teaching of nutrition including:

•Multi-purpose activity (nutrition game);•Active learning images;•CommNet is an EU project that communicates food, fisheries, agriculture and biotechnology research to young people: http://commnet.eu/


Thank you for listening!

•Resources: www.foodafactoflife.org.uk

•SoW and lesson plans for NC KS3

•Planning sheets for new GCSE

•Free online nutritional analysis

•Monthly email update – free to join

•Teacher CPD – keep in touch

•Food Techer Professional Portfolio


British Nutrition FoundationImperial House15-19 KingswayLondon WC2B 6UN

Telephone: 020 7557 7930Email: [email protected]: www.nutrition.org.uk www.foodafactoflife.org.uk

Documents

© BRITISH NUTRITION FOUNDATION 2015 Nutrition and Food Choice Roy Ballam and Frances Meek British Nutrition Foundation – making nutrition science accessible