Your views from our Nutrition Program Survey 2017

Q What do you like about the Nutrition Program?

A The Nutrition Program is easy for students to use and it develops their knowledge and understanding of nutrition, recipe modification and product analysis.
It’s simple to use and can be used by students of all ages.
A great program which is student-friendly, easy to use and does the job it is intended to do. It saves hours trawling websites to find out portion sizes and costs. The function of being about to create sensory profiles was a good addition and makes it easier than having to create this elsewhere. Good to see the breakdown of the nutrient values when each ingredient or component is looked at, not just at the end of analysing a product. The designers listen to your requests and updates and improvements have been made over the years, hence the reason we continue to keep its services.

It is easy to use and to navigate around, plus a new food or ingredient can be added at any time as the team always respond immediately to requests.

Wide range of foods included
I can use the program with KS3 and KS4, its multi purpose use covers the requirements for GCSE. The program can also be used for cover work, developing independence.
Students can access resources online. Easy to complete a range of tasks. Responsive to changes in exam specifications.

The nutrition program allows all of students regardless of ability to access detailed analysis of healthy eating guidelines and then the power to critically analyse their dishes to modify and adapt them depending on the brief at hand. With minimal instruction, our students are able to input recipes, create nutritional and cost data and to access their work remotely at home or at school to make productive use of learning time.
It is very quick to use once you are in the habit and the information is very clearly displayed and easy for students to use in their coursework.
Easy to use. Clear tables and charts showing nutrients and costing. Clear comparison to DRVs
Very useful and easy to use resource.
It is quick and easy for students of all abilities to use. There are number of great features including cost analysis and the creation of labels.
Its quick and easy to use and good for all abilities.
That it is so easy to use and so detailed
Easy to use – data is up to date students like using it
Ease of use, huge data base of ingredients.
Easy to use and lots of usable features to input into other documents e.g. star profile, nutrition tables and costings.
ease of use, number of foods available
Easy to use for both staff and students, updated regularly, able to use in school and at home, can modify existing recipes once uploaded. Gives you costing, labels and sensory charts to download

I find the Nutrition Program to be an invaluable tool when teaching any type of GCSE Food course. It is well laid out and easy for pupils to navigate. It covers many elements of planning, pricing and nutrition which is important for any pupil undertaking a practical food course.

The program is well worth the financial investment, students find it easy to use and the task sheets are excellent to support learning. Use it for year 10-13.

Ease of use

Easy to use, very accessible for students

Ease of use. Students can save time doing the costs, it is easy to use and navigate.

Simplistic functionality easy to use

The program is well worth the financial investment, students find it easy to use and the task sheets are excellent to support learning. Use it for year 10-13.

Clear instructions and steps for students to use and follow. A program which they can access at home and in school. Detailed nutritional analysis on outcomes and individual ingredients which help with all key stages of food knowledge learners.

Q In your school, what subjects use the Program?
A Food Preparation and Nutrition 27, Child development 3, Catering 8, Food technology 7, HE 2
We occasionally use it in Science and to work out nutrients for the coca-cola challenge
Health and social care
KS3 Food studies 5 L3 Food Science and Nutrition

Food science and Nutrition level 3, level 3 hospitality diploma and gcse food technology

Easy for students to log into and easy to clear accounts at the end of the year. Macro-nutients, amounts compared to RIs

NCFE V.Cert Food & Cookery 2 VCERT FOod and Cookery

Q What improvements would you like made to the Program?
Slightly more user friendly for pupils

1.More words split into taste, texture, appearance, nutrition,
2. Add the word preparation and method
3. Add an example or an explanation of how to analyse the star profile.
4. Is it possible to download a pictures to the recipe sheet.

It would be useful to have a tab which students can name themselves and recipes could be stored in that specific area so do not have to look through their list of my recipes e.g. “development low sugar recipes” this could be within my recipes?

It could be easier to export and print work.

Continual updates of food. We have a wide range of students and Polish students in particular are needing to substitute ingredients they cant find listed.
Include international ingredients available at the supermarket. An option to save work, there have been occasions when students complete the stages of making on the recipe section to find when they log on the work is not there. They then have to repeat the task.
I need to review the most up to date changes made recently but more resources linked to the new NEAs

I do not see much value in the ‘show 4’ tab as information is too basic, but perhaps a user defined tab which would allow teachers to design a tab focusing on the nutritional headings required, rather than filtering through reams of ‘show all’ in the nutrition tab
Easy to use. Clear tables and charts showing nutrients and costing. Clear comparison to DRVs.
Complete details of ingredients particularly the micronutrient contents.
Suggestions on how to analyse the results, an A3 layout to help with evaluations for coursework.
With the traffic lights – if it told you where the most salt / sugar / fat came from in your recipe.
To make it easier to save information rather than having to download to a spreadsheet
Equating sugar to cubes as per the current campaign (try and included current healthy eating campaigns or news that is going on about current foods e.g. bird flu affecting egg and poultry production new blue labels etc.
Accuracy some nutritional analysis seem inaccurate.Able to delete / clear more than one account at a timeIf alternative, healthier ingredients, could be suggested when nutrition outcomes are very high.

If alternative, healthier ingredients, could be suggested when nutrition outcomes are very high.

New ingredients such as aquafaba. To be able to pay by invoice.

Include choice of target group for nutritional analysis as well as my diets so we can compare easier

Cheaper More information re RI for specific target groups

costing are not realistic, some prices very low. the ability to select unit of measurement.

when showing limited nutritional content – 4 or 8 could macronutrients/nsp and a basic range of micronutrients be an option? – would be useful for KS3

Ability to change and input ages of clients / target market as at key stage 5 they need to consider nutrition at different life stages

Micro-nutrients compared to a recommended intake Click on a type of person that you are creating the diet for and get an appropriate list of nutrients automatically – eg pregnant women = basic ones plus iron, calcium, folate etc When you go to custom for a list of nutrients to analyse, it would be good if you could save that list so you don’t have to remember it each time – it is also hard to copy once printed because the nutrients are in a different order when printed compared to the list you select from on the website When you download, please can it be a pdf and not a picture? Many students can only print in black and white so a letter next to the traffic light colours would help

Q Would Youtube videos about the Program be useful?
Yes they would. Also nutrition videos. The food prep and food process ones available through the digital books are useful but quality nutrition videos are harder to access.
Yes if there were related to the wider functions such as creating larger projects using the My diet and My meals sections.

Would Youtube videos about the Program be useful?

Yes really handy for students to refer to.
Initally to introduce how to use the program would be useful.
yes for students
Not really, I think the program is fairly self explanatory and I find that for pupils, 30 mins of free playing is enough for them to work out how to navigate it.

Yes I think so. I produce help sheets with step by step screen shots to help

Q For the new Food curriculum how can the Nutrition Program help?
A Provide recipe ideas for students to use.Provide recipe ideas for students to use
Create curriculum mapping to show how the Program can be used for KS3 and 4.

Provide recipe ideas for students to use. Provide recipe ideas for students to use Provide recipe ideas for students to use

My ideas for new curriculum link recipes to nutrients or age age groups. eg have a list of recipes which contain Vitamin A or are good for toddlers.

Can we have some accompaniment recipe ideas and maybe ways to present food products

Nothing – just keep going!
Create curriculum mapping to show how the Program can be used for KS3 and 4.
Provide recipe ideas for students to use

Create curriculum mapping to show how the Program can be used for KS3 and 4.
Greater understanding of food labels and the nutritional content of specific food.
Create curriculum mapping to show how the Program can be used for KS3 and 4.  Create curriculum mapping to show how the Program can be used for KS3 and 4.
Scientific experiments for NEA1 which have links to carb content, fibre etc.Create curriculum mapping to show how the Program can be used for KS3 and 4.
Create curriculum mapping to show how the Program can be used for KS3 and 4. Suggestions for how to analyse recipes.
Nothing – just keep going! Nothing – just keep going!
Link in Food Choice and Food Provenance
I will be teaching BTEC. Functionality to plan for an event with multiple dishes and the opportunity to scale up for 10-200 people would be useful please

Taste testing charts where students can input the tasting results of several people for analysis and target market ages

Create curriculum mapping to show how the Program can be used for KS3 and 4.

Q Describe how your students are developing their knowledge by using the Program
A They develop nutritional knowledge

They are aware of salt, sugar and fat content of dishes they make

By being aware that CAD is an integral part of learning about food, the nutritional importance of food products as well as aesthetic considerations.
Take ownership of what they include in a recipe based on what they find out about it through analysis
Healthier versions, modifying or adapting ingredients to meet healthy eating guidelines mainly.
Using it to evaluate work, compare recipes, produce star profiles and costings.
Increased knowledge of nutrients, sources and how much is needed by different groups. Increased understanding about portion size and cost of ingredients.
Helps to show clearly how foods are broken down into nutrients and allows straight forward understanding of costing.
They are able to compare recipes, for a wide variety of purposes – reduced fat, sugar, higher fibre.
Looking at costing of ingredients, analysis of nutritional information and interpreting recipes.
Enabling them to see the nutritional value of the dishes they make and getting them to think about how they can improve certain areas of dishes.
Easy to understand nutritional profile of the products they make. Also, good presentation of this data
Aware of pricing and nutrition, also helps with final costing including overheads etc.
Knowledge of key nutrients designing foods for specific diets
Awareness of the nutrition and cost compared to shop bought.
Better understanding of ingredients and the importance of accuracy when inputting data. Understanding of budgeting and costing and ways to adapt dishes to make them healthier.

Understanding relation of recipes to Eatwell guide and extending their knowledge of nutrition in line with new GCSE expectations

basic understanding of nutritional breakdown. nutrition info/costing/profile testing easy to access Less time fiddling with input more time to properly analyse. Students are able to link learning, sensory and nutrition. They frequently change ingredients to see the nutritional effect

They are able to evaluate the nutritional content of ingredients and dishes and make changes to improve the health of the dish

Q Any other ideas, comments, offers of help welcome here!

A I would like to do some training CPD with you

Thank you for taking on board my comments about the rather confusing issue of fibre calculations NSP/A0AC. i am happy to trial any new ideas with my students.

More aware of the precise nutrients in the dishes they make, as well as the cost
Calculate the nutritional value of recipes they make. Creating a star profile for evaluation. Uploading photographs of the dishes produced.
A more prominent resources section, as I had been using the program for a year or more before I realised that this function existed.
Its great thank you for a great resource.

Good program, adding in the sensory star diagram was a great bonus.

Less time fiddling with input more time to properly analyse. Students are able to link learning, sensory and nutrition. They frequently change ingredients to see the nutritional effect


Rollovers can have more information in them like recommended amounts.

Big event planning would really be useful. The ability to export data into spreadsheets too. For multiple users to be able to work collaboratively on a project where they can all input with a teacher having master access. A link to seasonally / locally sourced items – perhaps the program could flag food and suggest alternatives for this?


Star Profile / Star diagram for Eduqas Food GCSE

Here’s how you can use the Nutrition Program for new GCSE Eduqas Food Preparation and Nutrition

Assessment 1: The Food Investigation Assessment 15% of total qualification

Task A example: Shortcrust pastry should be crisp to the bite and crumbly in the mouth. It can be prepared
using a range of different ingredients.
Investigate the working characteristics and the functional and chemical properties where
appropriate, of the different ingredients needed to achieve a perfect shortcrust pastry.

Choose fats for pastries – for example, Trex, butter, lard and margarine, lard on its own.

Think of 5 words to describe pastry – crumbly, short, buttery, light, tough.

Make and taste the pastries and put the results on My Recipes, Star Profile.

Star profile for pastry

Pupil Premium – use it to fund the Nutrition Program 2016

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and close the attainment gap between them and their peers.

Schools receive the Pupil Premium each academic year from the government – the amount being determined by the number of students receiving Free School Meals.

pupil premiumThis funding makes sure that students who receive free school meals are not at a disadvantage compared with others.
2015 – 16 £935 per pupil years 7-11 in mainstream schools.

The grant may be spent by maintained schools  for the educational benefit of pupils registered at that school, or for the benefit of pupils registered at other maintained schools.

So if you feel that your pupils need an up to date nutritional analysis program to help with with the new Food GCSE, you can propose a budget to support your schemes of work which could include a Nutrition Program subscription. You need to show how it would improve attainment, motivation, lesson management and their IT skills and MATHS!!

If you are an inner London school with 50% of pupils eligible for PP and have 500 pupils in years 7,8,9 you could ask for £30,000 out of a likely budget of £230,000.

BBC article on research that use of PP has increased

From September 2016, schools will be required to publish their pupil premium strategy on their websites, said the spokeswoman, adding that they should not need to use the money to offset cuts. Funding can be used to

  • help staff provide support before and after school
  • one to one tuition, paired reading, catch up projects
  • provide resources to support learning – including the Nutrition Program
  • resources for revision and immersion sessions linked to final exams – see our Ridgwell Press Revision guides

What about help providing ingredients?
The Food Teachers Centre asked how to fund ingredients for practical lessons

‘We expect schools to find ways to enable all pupils to participate in food preparation and nutrition lessons regardless of their socio-economic
background’.(Nick Gibb Minister).
Ofsted 2006 report calls it ‘social exclusion’ if you charge for national curriculum lessons.

Your Value Added indicator can outline student progress. The benchmark is 1000 for expected progress.

How schools are spending the money

A nutritionist for a lethargic year 5 student (£120)
John’s story: I was always tired by break time and drank sugary drinks to give me energy. Then I couldn’t settle in class and my teeth went orange. The lady from the hospital came to talk to me about what I ate and I started a food diary and noted when I was tired and hyper. Now I have slow-energy-release bars for breakfast and I no more fizzy drinks on school days.

There is an argument that nutrition management is beyond a school’s responsibility. But this school was able to achieve significant improvement in John’s engagement with the curriculum by non-pedagogic means: the issues of the home were addressed leading to improvements in learning.

The Forest School has an interesting Pupil Premium Strategy

It includes laptops to support work at home, training in revision skills, mentoring and helping with correct resources and equipment for lessons.







Save A level food education – letter from Shirley Oldale

Dear Readers,
I am a food teacher and a health promotion specialist asking for your support to save A Level Food Education in England.  As many readers may know there is now a new GCSE called Food Preparation and Nutrition for Key Stage 4 combining all previous GCSE food courses into one from September 2016.
Unfortunately, on Thursday 16th July, OFQUAL (Office of Qualifications and Examinations Regulation) announced that the study of ‘Food’ is to be removed as an A Level option, meaning the last ever cohort of A Level ‘Food’ students will enrol this September.
This decision was taken by Government without consultation with food teachers, students, the exam boards, all universities offering food related courses and many other professional bodies.
Nowadays, as most readers will know, food education is not just about baking cakes or making meals and bringing them home at the end of the school day. Food education involves learning about foods, ingredients, processes and techniques, experimenting, investigating and testing food products, being creative and designing new food products and understanding how a product is developed in industry. It involves understanding the science of food, understanding about nutrition, diet and health and making choices as a consumer while considering moral, social and environmental issues.
The Government is planning to remove A Level food completely from the curriculum yet, ironically, they are pledging to spend millions on youth mental health, and statistics on young people’s health in general are worrying. Food teachers nationwide are campaigning and are asking other health professionals to call on the Government to reconsider this and to develop food as a stand-alone subject which incorporates nutrition, food science and health and appeals to universities and helps to educate our future generations in a holistic way. If the Government remove Food at A Level, students in England will not have the choice to study food after GCSE. Yet students in Scotland and Northern Ireland will still have that choice.
At Wakefield Girls’ High School (WGHS) we teach A Level students about the impact of food and eating habits on mental, physical, emotional, social and spiritual health. We define and differentiate between definitions of health, discuss the social determinants of health and look at many health promotion strategies. We highlight the impact of diet on dental health, including the benefits of a balanced diet. We spend time examining current research findings in terms of dental health, such as the NHS statistics, and often critically reflect and debate headlines from news articles. As one in 10 young people between the ages of 5-16 have a diagnosable mental health disorder we are also concerned about mental health promotion. We look at the role of food in mood regulation and foods that can have a positive and negative affect on mental health. We encourage pupils to eat mindfully.
Many of the students we teach are interested in careers in food science, nutrition, dietetics, psychology, medicine, teaching, nursing and dentistry. They choose to study food at A Level because they enjoy it and they understand its importance in giving them a wealth of knowledge on the impact of diet, nutrition and eating habits on health. It also allows them to apply health messages in a practical and independent way which is often more meaningful.
Below is a comment from a student at WGHS who has recently received her A Level results. She was shocked at the Government plans to abolish A Level food.
According to Pippa Lister (aged 18):

“Studying Food AS opened up a lot of doors for me and given me a huge amount of confidence which I believe has helped me achieve other goals. It taught me a lot about nutrition and the problems we as a population now face with health-related nutrition. Not only did I learn about the more common health problems, such as diabetes and obesity, but also about deficiency diseases. I feel that the development element of the course has also provided me with useful knowledge that I will be able to use in a medical career. I chose to develop a gluten-free dish and therefore the development process taught me lots about the problems faced by those requiring gluten-free diets, such as the lack of certain nutrients in their diet. AS Food also encouraged many other skills. It taught me about working to exact standards, following instructions, working within a timescale and keeping costs in control. It also developed my creativity and my evaluation skills.”
We all eat to live. If we devalue the importance of the subject of food in schools we devalue the importance of food in the eyes of the public. Therefore, it will not help to fight the increasing diet and health related issues that are common in our society. I urge you as a passionate health educator to ask the Government to reconsider reinstating A Level Food Technology with a nutrition, food science and health-based A Level.
Please help us as food teachers to continue to promote overall health and wellbeing in our subject area by responding to the consultation of D&T A Level and ask for Food A Level to be reconsidered or at least consulted on broadly so that food industry, universities, health professionals and teachers can have their say. Visit: and select ‘Reformed GCSE and A Level subject content consultation’, where you can select the ‘respond online’ option and respond directly to question 2a (consultation of D&T A Level). The closing date for responses is the 24th September 2015.
Additionally, you can raise your concerns by emailing your local MP or by emailing or
Thanking you in advance, with very best wishes,
Shirley Oldale
Head of Food Technology (Wakefield Girls’ High School), B.Ed (Home Economics, Ireland) M.Sc (Health Promotion, Leeds)