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
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

THINGS TO THINK ABOUT

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

Cut down on sugar – especially free sugars

Jamie Oliver’s Sugar Rush is campaigning to raise awareness of sugar in fizzy pop.

The Great British Bakeoff     asked contestants to make sugar free cakes but they added agave syrup and honey instead – which are counted as free sugars.

Better way to use fruit and vegetables such as carrots and apples. Dr Sally Norton said:

‘That way we will appreciate the more subtle sweetness of fruit, veg, and reduce our risk of health problems and dental decay.’

The Scientific Advisory Committee on Nutrition (SACN)

  • High levels of sugar consumption are linked with a greater risk of tooth decay.
  • The higher the proportion of sugar in the diet, the greater the risk of high energy intake.
  • Drinking high-sugar beverages results in weight gain and increases in BMI in teenagers and children.
  • Consuming too many high-sugar beverages increases the risk of developing type 2 diabetes.

Added sugar should not make up more than 5% of total energy.This around 30g of sugar a day.

In UK children aged 11-18 years are getting 15% of daily calories from added sugar.

Food label
>22.5g/100g total sugars is high

<5g/100g total sugars is low.

The drinks with up TWENTY teaspoons of sugar – Daily Mail article

 

 

The Scientific Advisory Committee on Nutrition (SACN) recommends that:

Free sugars should account for no more than 5% daily dietary energy intake.

The term free sugars is adopted, replacing the terms Non Milk Extrinsic Sugars (NMES) and added sugars ( sucrose (table sugar),fructose, glucose). Free sugars are those added to food or those naturally present in honey, syrups and unsweetened fruit juices, but exclude lactose in milk and milk products. It does not include the sugars naturally present in intact fruit and vegetables and dairy products.

  • 19g or 5 sugar cubes for children aged 4 to 6,
  • 24g or 6 sugar cubes for children aged 7 to 10,
  • 30g or 7 sugar cubes for 11 years and over
“Cut down on sugars, increase fibre and we’ll all have a better chance of living longer, healthier lives.”

FREE SUGARS INCLUDE:

  • Table sugar (sugar cane/ beet/other sources)
  • Golden Syrup
  • Molasses or Treacle
  • Agave syrup
  • Rice malt syrup
  • Coconut blossom syrup
  • Maple syrup
  • Coconut sugar
  • Honey
  • Unsweetened fruit juice
  • **Any other sort of syrup that I have failed to mention typically used as a sugar replacer that contains sugar in the food label!

WHAT DOESN’T COUNT AS FREE SUGARS?

  • Lactose in milk and dairy products
  • Sugar naturally present in fruit, including dried, canned and stewed
  • Sugar naturally present in vegetables
  • Sugar naturally present in grains and cereals

FOOD LABELLING OF FREE SUGARS

At the moment food labels here in the UK only account for total sugar, not free sugars. This can make it difficult to distinguish the difference between sugars naturally present in a food and those with sugar added. Hopefully in future this will change and this report will result in changes made to food labelling laws to incorporate added sugars to help consumers make informed choices. Until this happens, look at the ingredients list to see whether there are sugars added to a particular food product. The higher up the list, the bigger the proportion as ingredients are listed in order of quantity.

Good website to use

The current recommendation that starchy carbohydrates, wholegrain where possible, should form 50% of daily calorie intake is maintained
Fibre
Those aged 16 and over increase their intake of fibre to 30g a day, 25g for 11-to 15 year olds, 20g for 5 to 11 year olds and 15g for 2 to 5 year olds.
Free sugar should be reduced to 5% of daily calorie intake to improve and protect health.

New evidence has led SACN to propose broadening the definition of dietary fibre currently used in the UK. SACN is proposing that adults should consume 30g fibre/day measured according to the new definition.

The proposed new definition of fibre encompasses all carbohydrates that are naturally integrated components of foods and that are neither digested nor absorbed in the small intestine and have a degree of polymerisation of three or more monomeric units, plus lignin
30g of fibre a day by eating five portions of fruit and vegetables, two slices of wholemeal bread, a portion of high fibre breakfast cereal, a baked potato and a portion of whole wheat pasta.
 Agave comes from the cactus and is 1.5 times sweeter than sugar. It has a low glycaemic index so doesn’t cause energy spikes. It’s 90% fructose which is metabolised by the liver and converted to fat. It can lead to insulin resistance.

 

AQA Food Preparation and Nutrition – DRAFT SPECIFICATION

AQA – Food Preparation and Nutrition
Draft specification released on 23rd July 2015
50/50 exam / NEA (Non Examination Assessment)

Exam 50%
• will be 1hr 45 mins.
• Section A (20 marks) 20 multiple choice
• Section B (80 marks) 5 questions

Non Examination Assessment 50%
2 assessments
Food Science Investigation 15%
Topic released 1st September of assessment year and will change each year.
10 hours representative teaching time.
Focus around working characteristics, functional and chemical properties of ingredients
1500-2000 words (no page limit, just word limit)
Must include charts, graphs, diagrams and photos.
An example topic: “investigate what type of flour is best for bread making”
Submission roughly same as current CA (May)

Food Preparation Assessment – 35%
3 Topics released 1st November of assessment year – choose one topic. Topic will change each year
20 hours representative including 3 hours assessment (must be done as a block)

AQA Food Preparation

Maximum 15 A4 pages
3 hour assessment involves preparing, cooking and presenting 3 dishes to meet brief.
Investigate task, skills, planning of final menu, making of final menu, analyse and evaluate food made and food from others, time plan and HACCP (must trial and test recipes)
Example topics: street food / tapas
Submission roughly same as current CA (May)

Can schedule practical assessments whenever you like.
There is no minimum number of practicals.
Two books are being published. One by Hodder and one by Illuminate publishers. Schools will not need to buy both books! At least one will have online resources and a teacher pack.
Official specification released in September 2016 for examination Summer 2018

Topics to study:

  • Food Provenance
  • Working characteristics of food
  • British and international culinary traditions
  • Food security
  • Food safety
  • Knowledge and understanding and technical skills
  • Theory and practice applied to understanding

Aspects to study:
• Food Preparation skills
• Food Nutrition and health
• Food Safety
• Food Science
• Food Provenance
• Food Choice