fc 6

1. Unit 1.1 Support healthy
lifestyles for children through the
provision of food and nutrition

2. Learning outcomes
• Plan an activity to support healthy eating in
own setting
• Implement an activity to support healthy
eating in own setting
• Reflect on own role when supporting healthy
eating in own setting
• Make recommendations for healthy eating in
own setting

3. LO6. Be able to support healthy eating in own setting 6.1
Starter Activity
In pairs, share your weekly food diary from Lesson 1.
• Discuss how healthy you think each person’s weekly diet is.
• How could you improve your weekly diet?
• Would it be a healthy diet for a young child?
• Why is healthy eating important for young children?

4. LO6. Be able to support healthy eating in own setting [AC 6.1, 6.3]
Time: 15 mins
Share your ideas on why you think healthy eating is important
for young children.
• Consider the role of the practitioner. Why should practitioners
promote a healthy lifestyle for children?
• List at least five reasons.

5. LO6. Be able to support healthy eating in own setting [AC 6.1, 6.3]
Time: 15 mins
In your group, discuss:
• What do we mean by ‘equality’ and why is it important for the
practitioner to be aware of it?
• What is meant by ‘diversity’ and how can you as a practitioner
plan for it?
• How can you cover equality and diversity in your activity plan?
Design a poster to show definitions of both and provide
examples from practice.

6. LO6. Be able to support healthy eating in own setting [AC 6.1]
When planning an activity, students/practitioners need to
understand why they are teaching healthy eating. They need to
be aware of the legislation which supports healthy lifestyles:
UNCRC
• Article 6 – All children have the right to life.
• Article 24 – All children have the right to the enjoyment of the
highest attainable standard of health.
Points to be aware of when planning an activity

7. LO6. Be able to support healthy eating in own setting [AC 6.1]
The Early Years Foundation Stage (EYFS) 2012
Under the Early Learning Goals, one of the prime areas is
physical development and this includes health and self-
care, and states that ‘Children should know the importance
of a healthy diet.’
Points to be aware of when planning an activity (continued)

8. LO6. Be able to support healthy eating in own setting 6.1
Points to be aware of when planning an activity (continued)
• Does the setting have a particular format for lesson planning?
• Are you aware of children’s interests and abilities?
• Does the activity cover the different learning styles?
• If it is a cooking activity, ensure that you are aware of any
allergies.

9. LO6. Be able to support healthy eating in own setting 6.2
Time: 15 mins
• You are going to plan an activity to support healthy eating.
• It does not necessarily have to be a cooking activity – but
should encourage and teach children about healthy eating.

10. LO6. Be able to support healthy eating in own setting [AC 6.2]
Time: 15 mins
Points to consider:
• Is the activity age appropriate?
• Is it appealing to children, for example is it attractive, colourful?
• What will they learn from this? For example, social skills?
• Are there any children that you may have to make modifications for
(differentiation)?
• Refer to the worksheet ‘Planning an activity for a group of children’.
You should:
• Demonstrate an understanding of the practitioner’s role.
• Show how you have considered equality and diversity.
• Implement the activity in your setting.

11. LO6. Be able to support healthy eating in own setting [AC 6.3]
The practitioner has a number of roles and responsibilities when caring
for children:
• The welfare of children is paramount and they must be aware of
relevant legislation.
• They should enable holistic development – encouraging
independence and children making their own informed choices.
• They should consider how children learn – VAK – and plan
accordingly.
• Staff should be aware of current government initiatives , e.g. the
School Fruit and Vegetable Scheme (SFVS).
• What others can you think of?
The importance of the role of the practitioner

12. LO6. Be able to support healthy eating in own setting [AC 6.3]
Time: 15 mins
• Research the Gibbs Reflective Cycle.
• Complete the worksheet to reflect on your activity.
• Research advice on how to reflect on your own practice –
refer to your textbook.
• Identify three ways of improving your own performance.

13. LO6. Be able to support healthy eating in own setting [AC 6.3]
Reflective practice is learning from experience. It allows the practitioner to
learn about, evaluate, develop and plan next steps.
Skills needed to reflect on your own practice:
• Self-awareness
• Ability to view situations from a number of perspectives
• Ability to critically analyse and seek for alternatives
• Ability to use evidence in supporting and evaluating a decision or position.
Why reflect on your own practice?
• To identify your strengths and weaknesses
• Plan next steps
• Problem-solving
• Professional development.
The importance of the reflective role

14. LO6. Be able to support healthy eating in own setting [AC 6.4]
• In making recommendations it is important to be objective in
your observations. You could write a checklist of points you
are looking for in your observations.
• You will need to be sensitive in making your feedback. It is
always important to start with positive points and then
discuss areas for improvement.
• If you have identified areas for improvement you should
always be able to make recommendations. Your
recommendations should be positive, practical and
achievable.
Recommendations for healthy eating in own setting

15. LO6. Be able to support healthy eating in own setting [AC 6.1,
6.3, 6.4]
Time: 15 mins
• Consider settings where you have worked and list all the
healthy eating related activities that you have observed.
• Having implemented your activity, what recommendations
would you make on how you could support healthy eating in
your setting?
• Use the planning sheet to record activities and
recommendations.

16. LO6. Be able to support healthy eating in own setting [AC 6.2]
Time: 15 mins
• What does a healthy diet for young children look like?
• Research ‘The eatwell plate’ and design a day’s menu for a
young child – state their age.

17. Learning outcomes
• Plan an activity to support healthy eating in
own setting
• Implement an activity to support healthy
eating in own setting
• Reflect on own role when supporting healthy
eating in own setting
• Make recommendations for healthy eating in
own setting

18. Summary: plenary activities
1. Name two reasons why healthy eating is important for very young children
2. Identify two pieces of legislation we have discussed today and explain why
they are important.
3. Share your activity plans with a partner and provide constructive criticism
to each other.
4. List three things that a practitioner should bear in mind when planning an
activity.
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