Significant Aspect of Learning 4 Developing skills, attributes and capabilities to apply safe and hygienic practices to everyday routines, based on knowledge and understanding of their importance to health and wellbeing. Learning Statement(s) Experiences and Outcomes Health and Wellbeing: Food and Health 1 st Level Understand the importance of, and take responsibility for, basic hygiene routines. HWB 1-33a I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth. (Curriculum Area: Health and wellbeing > Food and health > Safe and hygienic practices) Secondary Organisers LIT 1-02a When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect. ENG 1-17a To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. LIT 1-24a I can present my writing in a way that will make it legible and attractive for my reader, combining words, images and other features.
Investigating and Understanding Learning Intentions Pupils will understand why good hand hygiene is important and be able to explain how this links to daily routines. I can actively listening to advice about handwashing procedures The workshops provided children with an opportunity to learn from their peers. The children are able to listen to and observe information about hygienic practices and then apply this to their everyday routines, including when eating and preparing food. Knowledge & Understanding and Skills development: Participation in handwashing workshop led by Primary 7 children. Participation in hand-washing workshop, led by Primary 7 children. Reflecting upon learning Comments from Pupils: Applying knowledge gained in workshop when washing own hands Acting upon formative feedback received from peer tutors. The workshops were fun and we learned about germs. You can t see germs. There are more germs on your hands than any other parts of your body. Engaging in practical demonstrations of how easily germs are spread The chicken game involved a rubber chicken being passed around and the children providing facts about hand hygiene. When used with a UV light machine this demonstrated to the children that germs are not visible to the naked eye but are easily spread, as every child who had touched the chicken had UV gel on their hands. The children can verbally express an understanding of the importance of basic hygiene routines. They understand ways in which to take responsibility for their own hygiene. Always wash before you eat. Wash before and after cooking. You have to wash your hands for two minutes. You can sing Happy Birthday twice before you finish rubbing the soap in. A good change that I can make is to wash my hands longer.
I can explain the importance of good hygiene to health and wellbeing. After the initial hand-washing workshop, the children were asked to apply the skills they had learned in different contexts. Evaluations of learning It should take you at least 3 minutes to wash your hands properly. There are 5 steps to washing your hands. I can identify ways to establish and maintain good hygiene routines. In practical situations the children apply their knowledge and understanding about the importance of basic hygiene routines. I learned that everything has germs. Washing hands before preparing food.
When to wash your hands: Before any meal After being outside When they are dirty Wash your hands before you eat. Wash your hands with soap. Posters and leaflets highlighting the key messages learned. sic
Applying my Learning in Different Situations Key Question: What routines does the chef adopt to ensure that food is prepared hygienically? Learning Intentions Pupils will understand some of the hygiene routines that keep us safe when preparing food. Knowledge & Understanding and Skills development: Observation Peer discussions Sorting and classifying Application of skills when preparing food. I can listen to information about safety and hygiene procedures in a kitchen area. I can assimilate this information and make relevant links to my own daily routines. A Master-class with two chefs from a local college provided the stimulus for the children to learn more about hygiene when preparing and consuming food. After observing the chefs during the Master-class, various activities consolidated learning before these skills and knowledge were transferred to new and unfamiliar contexts.
Hair net to keep hair off the food. Mask to keep diseases away. Gloves to keep the germs away. Labelling the important items of clothing that chefs wear with explanations as to why each item is chosen shows that the children have an understanding of how you can take responsibility for good hygiene in the kitchen.
I am able to identify some risks to health and well-being that can occur when hygiene standards are not maintained. Previous knowledge about the importance of hand-washing and how germs spread is consolidated and adapted to new situations. Skills gained during Chefs Master-classes are developed further through practical application. A sandwich making activity highlights how food can be contaminated by germs if good hygiene routines are not followed. Peer discussions support the identification of risks and possible solutions. What would you do if you cut yourself while you were cooking? Put the stuff down and turn off the cooker. Tell the teacher and get a blue plaster. What would you do if some of the foods you were working with fell on the floor? Pick it up and put it in the bin.
Pupils will know that it is important to store food hygienically and can identify some ways to do this. The children collaborated with peers to explain decisions and reach consensus about the most appropriate ways to store food safely. The opportunity to apply their knowledge is provided by practical activities when purchasing and storing food for cooking activities.