213 05 NCFE L2 Nut & Healthenergy4living.tripod.com/sitebuildercontent/sitebuilder...The NCFE Level 2 Certificate in Nutrition and Health has been developed in response to rising levels

Qualification Specification

NCFE Level 2 Certificate in Nutrition and Health

QCA Qualification Accreditation Number 100/4426/7

NCFE’s VisionCreating opportunities through excellence in learning, achievement and customer service.

About NCFENCFE is the UK’s longest-established awarding body, recognised in the field of education as a highlyprofessional and responsive organisation, committed to maintaining a friendly and approachable levelof customer care.

Through the development of a diverse range of qualifications, awards and bespoke accreditationservices which meet the needs of candidates and employers alike, NCFE seeks to reflect the aims of theSkills Strategy and the current review of 14-19 qualifications.

NCFE qualifications and accreditation services are widely available throughout the education andtraining sectors. Programmes are versatile and suitable for a wide range of candidates. This flexibilityhas contributed to the hundreds of thousands of candidates who now successfully achieve NCFEcertificates.

NCFE qualifications and accreditation services can be used to:

assist centres in responding to government initiatives such as Entry to Employment, Skills for Lifeand Widening Participationcontribute to the statutory requirements for Work-Related Learning at Key Stage 4meet local and national employers’ needsprovide progression routes into further education, training or employmentaccess sources of funding

Customer Service AgreementA Statement of Service to CentresNCFE continually strives to improve the service we provide to our customers. In order to achieve thiswe will review and evaluate our service on an ongoing basis, responding to and acting upon customerfeedback as appropriate. To achieve this NCFE needs to know what kind of service centres need andexpect, and how this compares with the service we currently provide. Your feedback is valued; pleasedirect any comments and suggestions to our Customer Support Manager ([email protected]).

A full version of the NCFE Customer Service Agreement is available on the NCFE website (www.ncfe.org.uk).

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Page No.

Section 1: Qualification Overview 2– Introduction 2– Accreditation and Certification End Dates 3– Status in Wales and Northern Ireland 3– Aims 3– Target Group 4– Entry Guidance 4– Resource Requirements 4– Progression Opportunities 5– Links to Key Skills and National Occupational Standards 6– Centre Approval Requirements 7

Section 2: Assessment and Moderation 8– Independent Assessment 8– External Moderation 9– Achieving the NCFE Level 2 Certificate in Nutrition and Health 9

Section 3: Structure and Content of the Qualification 10– Unit Summaries 11– Unit 01 Explore principles of healthy eating 13

- – Unit 02 Consider nutritional needs of a variety of individuals 20- – Unit 03 Use food and nutrition information to plan a healthy diet 27

Section 4: Links to Key Skills 31

Appendices 40Appendix A Qualification Centre Approval Procedure 40Appendix B Candidate Registration and Certification Procedure 41Appendix C Glossary of Terms 42

Enquiries 45Equal Opportunities 45Data Protection 45

Contents


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IntroductionThe NCFE Level 2 Certificate in Nutrition and Health has been accredited by the Qualifications andCurriculum Authority (QCA) and is part of the National Qualifications Framework. Its QualificationAccreditation Number is 100/4426/7. This qualification is therefore fundable under the Learning andSkills Act 2000 under Sections 96 and 97. Its Learning Aim Code is 10044267. For further guidance onfunding, please contact your local Learning and Skills Council.

The NCFE Level 2 Certificate in Nutrition and Health has been developed in response to rising levelsof obesity in both adults and children. The statistics are startling: about 20% of Britons are nowclassified as obese. A report by the National Audit Office warns that if the current trends continue,a quarter of British adults will be obese by 2010. In addition, it is estimated that illnesses associatedwith poor eating habits are already costing the NHS more than £500 million per year.

The qualification is ideal for candidates who are interested in improving their understanding ofnutrition and healthy eating.

The qualification has been developed in close association with Network Training Publishing (NTP)specialist publishers of distance learning materials. Network Training Publishing (NTP) is part of theTribal Group plc who are providers of professional support services to the Education, Health andLocal Government sectors and to the wider public and private sectors in the UK.

Guided learning hours (GLH): up to 90NQF Level: 2Assessment requirements: Independently assessed workbook

The qualification consists of three mandatory units:

Unit 01 Explore principles of healthy eatingUnit 02 Consider nutritional needs of a variety of individualsUnit 03 Use food and nutrition information to plan a healthy diet

Learning outcomes for each unit are provided in Section 3 (page 10).

Candidates must successfully complete all three mandatory units to be awarded the NCFE Level 2 Certificate in Nutrition and Health.

Section 1: Qualification Overview

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Accreditation and Certification End DatesAll qualifications on the National Qualifications Framework are subject to accreditation and certificationend dates as set by QCA to ensure that all qualifications remain current and valid. Candidate registrationsmay not be accepted by awarding bodies after the accreditation end date for a specific qualification if anextension to the accreditation is not obtained from QCA (see below). However, certification is permitteduntil the certification end date in order to allow candidates to complete any programme of study.

Towards the end of the accreditation period for each qualification, NCFE will undertake a review of thequalification in collaboration with sector representatives in order to make any changes necessary tomeet sector needs and reflect recent developments. Once this review process is completed NCFE will,in most cases, apply to QCA for an extension to the accreditation period.

Information regarding changes or extensions to qualifications will be posted on the NCFE website(www.ncfe.org.uk) and sent to approved centres. To ensure that you are using the most up-to-dateversion of this Qualification Specification please check the issue date on the inside back cover of thisdocument against that of the Qualification Specification on the NCFE website (www.ncfe.org.uk).

How to give us your comments

The NCFE Level 2 Certificate in Nutrition and Health has been accredited for a specific period of time.NCFE welcomes feedback on this qualification and any suggestions for change or improvement. If youhave any suggestions to make, please e-mail [email protected] and mark your e-mail ‘content review’.

Status in Wales and Northern IrelandCurrently, NCFE intends to provide its qualifications to centres in England and appropriate resourcesare available to produce both specifications and assessment materials for these centres. Materials canbe made available to centres in Northern Ireland and Wales (NCFE is able to provide materials in theWelsh and/or Irish language where requested and appropriate).

AimsThe qualification aims to develop:

an understanding of the principles of healthy eating and the role of food in maintaining healthincreased confidence in planning and achieving a healthy dietan understanding of how an individual’s dietary requirements change throughout their lifean awareness of the dietary requirements of particular individualsan understanding of food labelling and the ability to use information from food labelsa basis for further study and/or career development

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Target GroupThe NCFE Level 2 Certificate in Nutrition and Health is suitable for candidates with some existingknowledge of this area who are interested in improving their understanding of nutrition and healthyeating. Parents, carers, catering staff and students may find this qualification of particular benefit.

Entry GuidanceThere are no specific recommended prior learning requirements for this qualification. Access to thisqualification is open to all candidates; however, a basic level of numeracy and literacy is requiredto comply with the Health and Safety and assessment aspects of the qualification.

The minimum age for entry is 14.

Admittance onto a course of study remains at the discretion of the centre based upon the above criteria.

There are no restrictions on candidate entry for this qualification. However, candidates should bemade aware that they should not register with NCFE or any other awarding body for a qualificationat the same level with the same, or a similar, title as this could lead to duplication. Centres shouldnote that funding levels may be affected for those candidates who undertake duplicate qualifications.

Resource RequirementsDelivery staff requirements:Centres must have in place at least one Assessor and one Internal Moderator who are occupationallycompetent. Please refer to NCFE’s Occupational Competence Guidelines, available from the NCFE website(www.ncfe.org.uk) or from the Customer Support Team at NCFE. For other staffing requirements,please refer to NCFE’s Guidance for Centres: Procedures and Policies.

Recommended training:NCFE recommends that Internal Moderators and/or Assessors attend NCFE’s Assessor and InternalModerator training or hold A1 and V1 qualifications.

Support materials:An Assessor Guidance Pack is provided by NCFE to assist in the assessment of this qualification.Materials to support tutors in the delivery of this qualification may be purchased from NetworkTraining Publishing (01937 833 619, [email protected]).

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Useful websites:Tutors may find the following websites helpful:

BBC www.bbc.co.uk/health

British Nutrition Foundation www.nutrition.org.uk

Department of Health www.dh.gov.uk

Food Standards Agency www.foodstandards.gov.uk

Network Training Publishing www.network-publishing.co.uk

Progression OpportunitiesThis qualification complements the NCFE Level 1 Certificate in Exercise Studies, which providescandidates with an understanding of exercise and fitness and enables them to adopt a fitter andtherefore healthier lifestyle.

The main aim of this qualification is to equip candidates with the knowledge they need to adopta healthier diet. Proven benefits of a healthy diet include increased energy levels and weight loss;both of these may lead to increased self-confidence and motivation to undertake further study and/orcareer development. The qualification is not intended to provide direct access to employment.

The following qualifications would be suitable for those candidates interested in progressing to furtherqualifications in the subject area:

Level 2 NVQ Food Preparation and CookingAVCE in Hospitality and CateringLevel 3 BTEC Nationals in Hospitality SupervisionLevel 3 BTEC Nationals in Health Studies

Candidates employed in the catering and health care sectors may complete this qualification as partof their career development.

For further details please contact the Qualifications Team at NCFE.


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Links to Key Skills and National Occupational StandardsSection 4 (page 31) provides details of where evidence can realistically be generated for Key Skills unitsthrough this qualification. In general the aim has been to target Level 2 Key Skills although work canbe designed for other levels depending on the needs of individual candidates or groups.

Key Skills Centre Support Packs are available from the Customer Support Team at NCFE. These packscontain unit specifications, tracking and guidance documents which will be invaluable to any centrerunning Key Skills.

Centres who are approved to run Key Skills through NCFE will receive their first copy of this pack free ofcharge; for additional copies, or for non-approved centres, a charge will apply. Details of these chargescan be found in NCFE’s Fees and Pricing document, available from the NCFE website (www.ncfe.org.uk)or from the Customer Support Team at NCFE.

The NCFE Level 2 Certificate in Nutrition and Health has been reviewed against the relevant NationalOccupational Standards (NOS) in Food Preparation and Cooking. At the time of writing these standardsare in draft format undergoing consultation. The qualification will contribute to the knowledge andunderstanding requirements of the NOS where these relate to healthy eating options. NCFE willundertake more detailed mapping to the NOS once they are published.


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Centre Approval RequirementsCentres must apply for approval to offer this qualification prior to enrolling candidates. If approval isnot sought in advance candidates should be advised that certification is not available. To gain approvalto offer this qualification centres need to complete and return a signed copy of the relevant applicationform to the Assessment Team at NCFE. Form APPs are available from the NCFE website (www.ncfe.org.uk)or from the Customer Support Team at NCFE.

Further information regarding the approval criteria and procedure is contained in the publicationGuidance for Centres: Procedures and Policies. If you have any queries regarding any part of the approvalprocess, require assistance completing the application form or wish to know if your centre meets theapproval criteria, please contact the Internal Assessment Team at NCFE.

The appendices at the back of this document provide an overview of NCFE’s administrative proceduresfrom approval to certification.

Candidate registration and certification fees:Following approval, individual candidate registration and certification fees are payable. Detailsof registration and certification fees are available on the NCFE website (www.ncfe.org.uk) or fromthe Customer Support Team at NCFE.

Additional support available:Materials to support tutors in the delivery of this qualification, may be purchased fromNetwork Training Publishing (01937 833 619, [email protected]).

Independent AssessmentAssessment is the process of measuring a candidate’s skill, knowledge and understanding against thestandards set in the qualification.

The NCFE Level 2 Certificate in Nutrition and Health is independently assessed. A candidate workbookcovering 100% of the learning outcomes of this qualification is produced by NCFE. NCFE issues oneworkbook per candidate to centres upon candidate registration. Each candidate is required to completethe workbook, which includes a variety of short and long answer questions. All candidate workbooksmust be 100% assessed by an Assessor using the Assessor Guidance Pack provided by NCFE. A 30% sampleof the workbooks must then be assessed by an Internal Moderator to ensure consistency with nationalstandards. The Internal Moderator must be independent from the delivery of the qualification. Theymust also employ a satisfactory sampling strategy to ensure all units and all assessors are sampled overa defined period of time. The centre’s appointed External Moderator will provide advice on samplingstrategies if required. NCFE recommends that Internal Moderators attend NCFE’s Assessor and InternalModerator training or hold A1 and V1 qualifications.

Assessors must be satisfied that candidates have achieved all learning outcomes related to the unitbeing assessed prior to deciding whether candidates have been successful. Assessors are also responsiblefor supporting candidates through the assessment process.

Where a candidate fails to meet the required standards, the candidate may resubmit work within theirregistration period until the Assessor and Internal and External Moderators are satisfied that thecandidate has met the standards.

For resource and training requirements for this qualification, please refer to Resource Requirementson page 4 of this specification.

The assessment arrangements for this qualification are in accordance with the criteria set out by theregulatory authorities.

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Section 2: Assessment and Moderation

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External ModerationExternal moderation is carried out to ensure that assessment decisions are in line with requiredstandards. External moderation is carried out by Moderators who are appointed, trained and monitoredby NCFE. External Moderators are responsible for monitoring and sampling candidates’ evidence toensure that internal assessment decisions are valid, reliable, fair and consistent with national standards.The sample will be selected at random by the External Moderator. Centres are notified of their ExternalModerator’s contact details on registration of candidates.

Centres are entitled to four external moderation visits per year. NCFE recommends that the first visittakes place as soon as possible after candidates have been registered in order to capitalise on thesupport and guidance offered by NCFE. When the Internal Moderator is satisfied that all candidateworkbooks have been completed and assessed to the required standards, a further external moderationvisit can take place.

For further information on the responsibilities of Assessors, Internal and External Moderators, please referto the publication, Guidance for Centres: Procedures and Policies.

Achieving the NCFE Level 2 Certificate in Nutrition and HealthTo achieve the NCFE Level 2 Certificate in Nutrition and Health candidates must successfully achieve theindependently assessed component. Grades are not awarded.

Letters of Unit Credit may be requested for candidates not achieving the full certificate but who satisfythe independent assessment component for at least one whole unit.

The awarding and reporting arrangements for this qualification are in accordance with the criteria set outby the regulatory authorities.

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This section provides the structure and content of the qualification.

The unit summary provides an overview of each unit including:

the unit titlethe unit overviewthe element title(s)guided learning hours

Following the unit summary there is detailed information for each unit containing:

the unit number and titlethe elements and learning outcomes

The QCA-accredited unit number is indicated in brackets for each unit (eg M/100/7116). However, for thepurposes of cross-referencing assessment and moderation, we have used a sequential numbering systemin this document.

Further information and/or guidance on the qualification can be obtained by contacting theQualifications Team at NCFE.

Section 3: Structure and Content of the Qualification

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Unit Summaries

Unit 01 (QCA Unit No. A/102/6736)Explore principles of healthy eating

This unit starts by looking at how diet affects a person’s health. Candidates then look at how the fivefood groups contribute to a healthy diet and the role of different nutrients in maintaining health.The final element provides candidates with an understanding of healthy food preparation.

The unit has four elements:

Element 1.1 How diet is linked to healthElement 1.2 Components of a healthy dietElement 1.3 Nutrients in food and their role in maintaining healthElement 1.4 Healthy food preparation

This unit is mandatory and accounts for 30 hours of the total recommended guided learning hours.

Unit 02 (QCA Unit No. F/102/6737)Consider nutritional needs of a variety of individuals

This unit encourages candidates to look at how nutritional needs vary with age. Candidates gain anunderstanding of the special dietary requirements of vegetarians, those with certain religious beliefs andthose with allergies. They also gain an awareness of the factors that create barriers to healthy eating.

The unit has four elements:

Element 2.1 Nutritional needs of children and young peopleElement 2.2 Nutritional needs of older peopleElement 2.3 Special dietary requirementsElement 2.4 Barriers to healthy eating


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Section 3: Structure and Content of the Qualification

Unit 03 (QCA Unit No. J/102/6738)Use food and nutrition information to plan a healthy diet

In this unit, candidates gain an awareness of the information that is provided on food labels andhow this may be used to plan a healthy diet. They will learn the facts behind nutritional claims onfood labels and will consider the advantages and disadvantages of using food additives. In the finalelement candidates evaluate their own diet and make recommendations for improvement.

The unit has three elements:

Element 3.1 Food labellingElement 3.2 Food additivesElement 3.3 Apply principles of healthy eating


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Unit 01 (A/102/6736) Explore principles of healthy eating


What the candidate must do:

1.1.1 Estimate own Basal Metabolic Rate (BMR)

1.1.2 Estimate own Physical Activity Level (PAL)

1.1.3 Use findings from 1.1.1 and 1.1.2 todetermine own energy requirements

What the candidate must know:

1.1.4 Basic definition of a healthy diet

1.1.5 Difference between healthy diet of adultsand children

1.1.6 Lifestyle diseases associated withunhealthy diet

1.1.7 Sources of energy from food

1.1.8 Amounts of energy supplied by eachnutrient

1.1.9 Factors affecting a person’s energyrequirements

1.1.10 Relationship between energy intake,energy expenditure and weight

1.1.11 Why it is important to control salt intake

Element 1.1: How diet is linked to health

Learning Outcomes:

range statements overleaf

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Range (explanation):

Basal Metabolic Rate: energy required to maintain health

Physical Activity Level: additional energy required due to physical activities

Healthy diet: contains all the essential items needed ie macronutrients, vitamins,minerals and fibre

Adults: provides everything the body needs to stay fit and healthy

Children: provides everything the body needs to stay fit, healthy and to growproperly

Lifestyle diseases: obesity; heart disease; stroke; type 2 diabetes; certain types ofcancer, dental caries (tooth/gum decay), osteoporosis

Sources of energy: three nutrients: carbohydrate (sugars, starch); protein; fat

Amounts of energy: 37.8 kilojoules (kJ) or 9 kilocalories (kcal) per gram (g) of fat; 16.8 kJor 4 kcal per g of carbohydrate; 16.8 kJ or 4 kcal per g of protein

Factors: age; gender; activity level

Important: high salt intake can increase blood pressure which increases therisk of stroke and heart disease


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1.2.1 Identify foods belonging to each of thefive groups


1.2.2 Current healthy eating advice

1.2.3 The importance of eating a wide varietyof foods

1.2.4 The five food groups

1.2.5 Proportions of each food group whichwill provide a healthy diet

Element 1.2: Components of a healthy diet

Learning Outcomes:


Five groups: bread, other cereals and potatoes; fruit and vegetables; meat, fishand alternatives; milk and dairy foods; foods containing fat andfoods containing sugar

Advice: eat a wide variety of different foods; eat more starchy foodsespecially whole grain varieties; eat at least five portions a day offruit and vegetables; aim to eat at least two portions of fish a week,one of which should be oily fish; limit fatty foods and change thetype of fat eaten; eat less salt; consume less sugary foods and drinks

Importance: by eating a variety of foods a person is more likely to have a dietthat provides all the necessary nutrients required to support goodhealth

Variety of foods: eg: starchy foods, fruit and vegetables; dairy products; meat etc

Proportions: as outlined in the Balance of Good Health: one third of the overalldiet fruit and vegetables; one third bread and starchy foods; thefinal one third is made up of meat, fish and alternatives, and milkand dairy foods with the smallest share coming from foods highin fat and foods high in sugar

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1.3.1 Identify foods that are a good sourceof each nutrient


1.3.2 Definition of nutrients

1.3.3 The nutrients needed by the body

1.3.4 Role of carbohydrate in maintaininghealth

1.3.5 Role of protein in maintaining health

1.3.6 Role of fats in maintaining health

1.3.7 Role of fibre in maintaining health

1.3.8 Role of vitamins in maintaining health

1.3.9 Role of minerals in maintaining health

1.3.10 Role of water in maintaining health

1.3.11 Factors that influence how much ofeach nutrient a person needs

Element 1.3: Nutrients in food and their role in maintaining health

Learning Outcomes:


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Definition: chemical substances that keep the body working properly

Nutrients: carbohydrates; protein; fat; fibre; vitamins; minerals; water

Carbohydrate (starches and sugars): energy, foods rich in carbohydrate are the body’s most easily used

source of energy

Protein: growth, repair, maintenance of body; can only be used properlywhen enough energy is in diet

Fats: saturated fats create cholesterol so intake should be controlled;monounsaturated fats protect against heart disease;polyunsaturated fats provide important chemicals called ‘essentialfatty acids’; fats are an energy source

Fibre: healthy working of gut; prevents constipation; regulates way inwhich food is taken up and used by the body

Vitamins: vitamin A: good eye health; protects body from processes leadingto diseasevitamin B: extraction of energy from food, keeping blood cellshealthyvitamin C: wound healing; efficient absorption of iron from food;protects body from processes leading to diseasevitamin D: building strong bones and aids efficient use of calciumby the body

Minerals: calcium: bone strength; building bones; prevention of osteoporosislater in lifeiron: healthy red blood cells and prevention of iron deficiencyanaemia; healthy immune system

Water: essential to life; regulates body temperature; good intake preventsstrain on kidneys and constipation

Factors: age; gender; activity level

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1.4.1 Explain how a variety of cooking methodsaffects the nutritional values of foods

1.4.2 Identify the advantages and disadvantagesof a variety of cooking methods


1.4.3 Factors to consider when planninghealthy meals

1.4.4 Methods of healthy preparation forfruit and vegetables

1.4.5 Methods of healthy preparation forbread, other cereals and potatoes

1.4.6 Methods of healthy preparation formeat, fish and alternatives

1.4.7 Methods of healthy preparation formilk and dairy foods

1.4.8 Methods of healthy preparation forfoods containing fats and foodscontaining sugars

1.4.9 Importance of adequate fluid intake

Element 1.4: Healthy food preparation

Learning Outcomes:

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Cooking methods: eg: frying; boiling; grilling; baking; steaming

Factors: variety of foods; selecting appropriate proportions of the fivefood groups in accordance with the Balance of Good Health;cooking methods that preserve nutrient content of foods

Fruit and vegetables: cook in as little water as possible; do not overcook; avoid addingsalt when cooking; add vegetables to meat dishes; avoid dressingsalads or use low fat dressing; when using canned fruit look fornatural juice; use fruit in deserts

Bread, other cereals and potatoes: consume a source of vitamin C (eg fruit juice) with breakfast cereals

to promote iron absorption; use more pasta and less sauce; trydifferent varieties (wholemeal, shapes and colours) of pasta tomaintain interest; add cold pasta to salads; serve tomato-basedrather than cheese-based sauces to reduce fat and salt content;cook potatoes for the minimum amount of time in as little wateras possible to retain vitamins; use herbs and shredded vegetablesinstead of butter to flavour baked potatoes; use low fat fillingseg cottage cheese

Meat, fish and alternatives: select lean cuts of meat; trim visible fat; remove chicken skin;use beans, lentils and chickpeas to extend meat and fish dishes;include oily fish such as sardines and mackerel for essential fats;don’t use too many nuts as they are high in fat

Milk and dairy foods: use semi-skimmed or skimmed milks which contain as muchcalcium as whole milk; use low fat versions of cheeses; use low fatplain yoghurt in soups, sauces and as a salad dressing

Foods containing fats and foods containing sugars: limit intake of fatty and sugary foods and drinks; use

monounsaturated and polyunsaturated fats and oils rather thansaturated fats

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Unit 02 (F/102/6737) Consider nutritional needs of a variety of individuals


2.1.1 Plan balanced meals and snacks for a dayfor a chosen age group

2.1.2 Explain why the meals and snacks youhave chosen are appropriate


2.1.3 Factors influencing eating patterns ofvarious different age groups

2.1.4 Energy requirements of various differentage groups

2.1.5 Consequences of a diet lacking in iron

2.1.6 Importance of calcium and vitamin D forbone development

2.1.7 Good food sources of key nutrients forchildren and young people

2.1.8 Nutritional recommendations for childrenand young people

Element 2.1: Nutritional needs of children and young people

Learning Outcomes:

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Factors: age 1–5: parents/carers can radically influence a child’s preferencefor healthier foodsage 5–11: additional influences from peer group, advertising andown spending powerage 11–16: increased independence; increased autonomy overfood choices

Energy requirements: age 1: 1,000 kcal; age 5: 1,700 kcal; age 9: 2,000 kcal; age 11–18:greater than at any other time of life, actual requirement dependson gender, body size and level of exercise

Iron: loss of appetite; anaemia; extreme tiredness; and in cases of severedeficiency possible developmental delay

Good food sources: iron: eg liver; lean beef; lamb; chicken; tuna; canned sardines; pulsesvitamin C: eg orange juice; kiwi fruit; Brussels sprouts; pepperscalcium: eg milk; hard cheese; yoghurt; soya mince; egg yolkfolic acid: eg spinach; fortified breakfast cereals; broccolizinc: eg liver; tuna; wholemeal bread; baked beansvitamin A: eg liver; margarine, dairy products; oily fish; green,red and yellow vegetablesvitamin D: eg oily fish; spreading fats; eggs; meat

Recommendations: age 1–5: full fat milk should be given until at least 2; reduced fatcheeses and yoghurts are not recommended for young children; fruitand vegetables should be included every day; undiluted fruit juiceis not recommended as it damages teeth; vitamin drops containingA, C and D which should be considered for all children between6 months and 5 years unless they are eating a good, varied dietage 5–10: include a wide variety of foods; include plenty of fruit,vegetables and starchy foods; avoid too many fatty foods andsugary foods and drinksage 11–18: meet increased energy requirements with starchycarbohydrate foods and fruit and vegetables; ensure adequateintake of protein and iron especially for vegetarians and girls whohave commenced menstruation

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2.2.1 Plan balanced meals and snacks for a dayfor an older person

2.2.2 Explain how the meals and snacks youhave chosen are appropriate for theperson


2.2.3 Factors influencing energy requirementsof older people

2.2.4 Reasons why older people may be at riskof malnutrition

2.2.5 Nutritional recommendations for olderpeople

Element 2.2: Nutritional needs of older people

Learning Outcomes:


Factors: activity level; amount of body muscle

Reasons: lack of mobility; poorly fitting false teeth; mental confusion; hospitalisation; reduced sense of taste and smell

Nutritional recommendations: follow a balanced diet including:calcium: good intake recommended to reduce loss of calciumfrom boneiron: good intake to maintain healthy red blood cells and a healthyimmune systemvitamin D: good intake to reduce risk of bone fracture anddepression and to counteract reduced skin synthesis of vitamin D;consider use of supplements if housebound or rarely outdoorswater: adequate intake to prevent dehydration

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2.3.1 Identify the special dietary requirementsof two religious or ethnic groups

2.3.2 Identify the special dietary requirementsof a chosen vegetarian diet


2.3.3 Reasons people have specific dietaryrequirements

2.3.4 Different types of vegetarian diet

2.3.5 Precautions to take when preparingfood for a person with specific dietaryrequirements

Element 2.3: Special dietary requirements

Learning Outcomes:


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Reasons: religion or ethnicity; vegetarian; reactions to food (includingallergies, intolerance and aversion)

Types of vegetarian diet: vegetarian: someone living on a diet of grains, pulses, nuts andseed, vegetables and fruits with or without the use of dairyproducts and eggs. Does not eat any meat, poultry, game, fish,shellfish or slaughter by-products such as gelatine or animal fatslacto-ovo-vegetarian: someone who eats both dairy products andeggs. This is the most common type of vegetarian dietlacto-vegetarian: someone who eats dairy products but not eggsvegan: someone who does not eat dairy products, eggs, or anyother animal productfruitarian: a type of vegan diet where very few processed or cookedfoods are eaten. Consists mainly of raw fruit, grains and nuts.Fruitarians believe only plant foods that can be harvested withoutkilling the plant should be eatendemi-vegetarian: is a term sometimes used to describe personswho eat little or no meat but may eat fishpescetarian: is a term sometimes used to describe people who eatfish but not meat

Precautions: when buying ingredients or foods; when preparing food

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2.4.1 How public confusion over healthy eating may prevent people from choosing a balanced diet

2.4.2 How costs may prevent people from choosing a balanced diet

2.4.3 How accessibility may prevent people from choosing a balanced diet

2.4.4 How pre-prepared and convenience foods may prevent people from choosing a balanced diet

2.4.5 How individual lifestyle may prevent people from choosing a balanced diet

Element 2.4: Barriers to healthy eating

Learning Outcomes:


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Public confusion: perceived mixed and confusing messages from nutritionists;irresponsible reporting of diet and health stories; resentmentover being told what to eat and drink and how much to exercise

Costs: a healthy diet containing lots of fresh fruit and vegetables, fishand lean meats is generally more expensive than a higher fat, lowfibre diet. Preparing food from basic ingredients can be cheaperthan buying ready prepared foods, however with so many adultsnow working as well as caring for their families there is often notthe time and energy to do this.

Accessibility: cost of public transport; access to means of transport; prospectof undertaking shopping trips with young children; difficulty incarrying heavy shopping; poor quality and poor value for moneyof some local convenience shops

Pre-prepared and convenience foods: are often higher in salt, fat and sugar content than similar dishes

made at home

Individual lifestyle: reduction in traditional three meal per day approach and increasein snacking tends to result in a food intake which has too much fatand too little fruit and vegetables; snack foods tend to be high infat and include too little fruit and vegetables; long working daysresulting in inclination to ‘grab something quick’; working familieshave little time to plan and prepare main family meals; ‘fussy eater’children may reject (and be allowed to reject) meals on plates;supermarkets and food manufacturers fuel the quick cook trendby providing increasingly more choice of snack and conveniencefood and drink options

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Unit 03 (J/102/6738) Use food and nutrition information to plan a healthy diet


3.1.1 Obtain labels from a minimum of threedifferent foods

3.1.2 Use the nutritional information on thelabels to decide if each of the foodsis high, low or neither in terms of fat,sugar and salt content

3.1.3 Use the nutritional information tocalculate the energy provided by fat,protein and carbohydrate in each food


3.1.4 Guideline daily amounts

3.1.5 Information which must be providedon food labels

3.1.6 Nutrition information which mustbe provided on food labels

3.1.7 Accepted definition of high and lowsugar content

3.1.8 Accepted definition of high and lowfat content

3.1.9 Accepted definition of high and lowsalt (sodium) content

3.1.10 Label claims and descriptions

Element 3.1: Food labelling

Learning Outcomes:


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Calculate: energy provided by 1g protein (4 kcal or 16.8kJ), 1g carbohydrate(4 kcal or 16.8 kJ) and 1g fat (9kcal or 37.8 kJ)

Guideline daily amounts: energy: 2,500 kcal for men, 2,000 kcal for women; fibre: 20g formen, 16g for women; sodium: no more than 2.5g per day for men,2g per day for women; fat: 95g for men, 70g for women

Information: weight or volume; use by and best before dates; ingredients,including additives and water (listed in decreasing order accordingto weight; percentage by weight of any ingredient listed or impliedin the name of the food that makes up more than 2% by weight(QUID)); nutrition information; storage and cooking instructions;name of manufacturer, packer or importer

Nutrition information: energy; carbohydrate; protein; fat

Sugar content: foods high in sugar contain more than 10g per 100g; foods low in sugar contain less than 2g per 100g

Fat content: foods high in fat contain more than 20g per 100g; foods low in fat contain less than 3g per 100g

Salt (sodium) content: foods high in salt contain more than 1.25g (0.5g sodium) per 100g;foods low in salt contain 0.25g (0.1g sodium) per 100g. 1g sodium = 2.5g salt

Label claims and descriptions: general overview of regulated terms eg reduced fat, reduced

sugar and meaningless terms eg 10% fat free, natural, lite etc

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3.2.1 Definition of food additives

3.2.2 Roles of food additives

3.2.3 Main groups of additives and their functions

3.2.4 Benefits of food additives

3.2.5 Legislation surrounding the use of food additives

Element 3.2: Food additives

Learning Outcomes:


Definition: chemical substances which are added to food but serve nonutritional purpose

Roles: cosmetic (alters colour, flavour or texture of food);preservative (slows the rate at which food goes ‘off’)

Main groups (functions): colourings (makes food more appealing, restores colour lost inprocessing); preservatives (makes food last longer without going‘off’); antioxidants (type of preservative that slows the deteriorationof fats); emulsifiers and stabilisers (bind water and fat togetherto stop them separating out); processing aids (used in productionprocess); flavourings (give processed food an appropriate flavour);flavour enhancers (improve impact of flavourings); artificialsweeteners (make food taste sweet without using sugar, allowslow sugar products to be produced)

Legislation: the Sweeteners in Food Regulations 1995 (as amended), the Colours in Food Regulations 1995 (as amended), andthe Miscellaneous Food Additives Regulations 1995 (as amended)

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3.3.1 Record your food and drink intake forone week

3.3.2 Compare your intake to recommendationsof Balance of Good Health and GuidelineDaily Amounts

3.3.3 Outline the steps you could take to makeyour diet more healthy


3.3.4 Recommendations of Balance of GoodHealth and Guideline Daily Amounts

Element 3.3: Apply principles of healthy eating

Learning Outcomes:

There are no range statements for this element

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As far as possible, NCFE’s policy is to indicate to centres which Key Skills qualifications’ internalassessment components may realistically be achieved through this qualification. In addition to theportfolio of evidence, candidates must also achieve the relevant Key Skills external assessment paperbefore applying for certification. Once a whole Key Skills qualification has been assessed and achievedit will be possible to apply to NCFE for accreditation. The grids below show where, within thisqualification, candidates may generate evidence towards aspects of Key Skills internal assessment.There is an indication whether each piece of evidence is intrinsic or requires some further activity.

This qualification is mapped to the 2004 Key Skills standards. The complete standards and guidancedocuments are available from the QCA website (www.qca.org.uk/qualifications/types/6507.html). Ingeneral the aim has been to target Level 2 Key Skills although work can be designed for other levels,depending on the needs of individual candidates or groups.


Centres who are approved to run Key Skills through NCFE will receive their first copy of this pack free ofcharge; for additional copies, or for non-approved centres, a charge will apply. Details of these chargescan be found in NCFE’s Fees and Pricing document, available from the NCFE website (www.ncfe.org.uk)or from the Customer Support Team at NCFE.

NB The tables below indicate where evidence is likely to occur. It is the Assessor’s role to assess theKey Skills evidence against the criteria.

Section 4: Links to Key Skills

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Communication (Level 2)

C2.1a

C2.1b

C2.2

Key Skill Ref. Description Cross-reference

Take part in a group discussion.

Make clear and relevant contributionsin a way that suits your purpose andsituation; respond appropriately toothers; help to move the discussionforward.

Give a talk of at least four minutes.

Speak clearly in a way that suits yoursubject, purpose and situation; keepto the subject and structure your talkto help listeners follow what you aresaying; use appropriate ways to supportyour main points.

Read and summarise information fromat least two documents about the samesubject. Each document must be aminimum of 500 words long.

Select and read relevant documents;identify accurately the main points,ideas and lines of reasoning; summarisethe information to suit your purpose.

Although no explicit opportunitiesto fulfil these criteria exist withinthis qualification, candidates couldparticipate in a group discussion aspart of evidence across all units ofthe qualification.

Fulfilment of this criteria could bedemonstrated through the followinglearning outcomes:

1.3.41.3.51.3.61.3.71.3.81.3.91.3.102.1.72.2.52.3.42.4.53.2.3

There are no explicit opportunitiesto achieve this Key Skills unit inthis qualification.

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continued overleaf

C2.3


Write two different types of documentseach one giving different information.One document must be at least 500words long.

Present relevant information in aformat that suits your purpose; usea structure and style of writing to suityour purpose; spell, punctuate anduse grammar accurately and makeyour meaning clear.

There are no explicit opportunitiesto achieve this Key Skills unit inthis qualification.

Use at least one image, either to obtain information, or to convey information in your discussion, your talkor one of the documents you write to help the audience/reader understand the points you are making.

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Application of Number (Level 2)

N2.1

N2.2

N2.3

Interpret information from a suitablesource.

Choose how to get the informationyou need to meet the purpose of youractivity; obtain relevant information;choose appropriate methods to getthe results you need.

Use your information to carry outcalculations to do with:

a) amounts or sizesb) scales or proportionc) handling statisticsd) using formulae

Carry out calculations, clearly showingyour methods and levels of accuracy;check your methods to identify andcorrect any errors, and make sure yourresults make sense.

Interpret the results of your calculationsand present your findings.

Select effective ways to present yourfindings; present your findings clearlyusing a chart, graph or diagram anddescribe your methods; use more thanone way of presenting your findings;describe what your results tell youand how they meet your purpose.

Carry through at least one activity that includes tasks for all three of N2.1, N2.2 and N2.3*.

Overall, through one or more activities you must:

– use two different sources which include material containing a chart or graph (N2.1)– do calculations for a, b, c and d (N2.2)– present findings in two different ways using charts, graphs or diagrams (N2.3)

Fulfilment of this criteria couldbe demonstrated through thefollowing learning outcomes:

1.1.11.1.21.1.32.1.2

although additional activitywould be required.


* If you need to carry out additional activities to meet all the requirements of N2.2 (a, b, c, d) each activitymust include tasks for N2.2 and N2.3 or N2.1 and N2.2.

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continued overleaf

Information and Communication Technology (Level 2)

Carry out two activities which include tasks for all three of ICT2.1, ICT2.2 and ICT2.3.

Overall, through two or more activities you must:

– include at least one ICT-based information source– include at least one non-ICT-based information source– use at least one example of text, one example of image and one example of number– present evidence of purposeful use of e-mail

ICT2.1

ICT2.2

ICT2.3

Search for and select informationto meet your needs. Use differentinformation sources for each taskand multiple search criteria in at leastone case.

Select information relevant to the tasks.

Enter and develop the information to suitthe task and derive new information.

Enter and combine informationusing formats that help development;develop information and derive newinformation as appropriate.

Present combined information suchas text with image, text with number,image with number.

Develop the presentation so that thefinal output is accurate and showsconsistent use of formats; use layoutappropriate to the types of information.

There are no explicit opportunitiesto fulfil this Key Skills unit throughthis qualification.


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WO2.1

WO2.2

WO2.3

Plan work with others.

Identify what you need to achievetogether; share relevant informationto identify what needs to be done andindividual responsibilities; confirm thearrangements for working together.

Work cooperatively towards achievingthe identified objectives.

Organise and carry out tasks safelyusing appropriate methods, to meetyour responsibilities; support cooperativeways of working to help achieve theobjectives for working together; checkprogress, seeking advice from anappropriate person when needed.

Review your contributions and agreeways to improve work with others.

Share relevant information on whatwent well and less well in working withothers; identify your role in helping toachieve things together; agree ways ofimproving your work with others.

Working with Others (Level 2)

Provide at least two examples of meeting the standard for WO2.1, WO2.2 and WO2.3. One examplemust show you can work in a group or team situation.


Competence in this unit couldbe demonstrated by planning,implementing and evaluatingactivities in a group situationthroughout the qualification.

Templates for capturing thisevidence are included in theNCFE Key Skills Centre Support Pack.


37

continued overleaf

LP2.1

LP2.2

LP2.3

Help set targets with an appropriateperson and plan how these will be met.

Provide information to help set realistictargets for what you want to achieve;identify clear action points for eachtarget and how you will manage yourtime; identify how to get the supportyou need and arrangements forreviewing your progress.

Take responsibility for some decisionsabout your learning, using your plan tohelp meet targets and improve yourperformance.

Use your action points to help manageyour time well; revising your plan whenneeded; choose ways of learning toimprove your performance, working forshort periods without close supervision;identify when you need support and usethis effectively to help you meet targets.

Review progress with an appropriateperson and provide evidence of yourachievements.

Identify what you have learned, andhow you have used your learning inanother task; identify targets you havemet and evidence of your achievements;identify ways you learn best and howto further improve your performance.

Improving own Learning and Performance (Level 2)

Provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each exampleshould cover at least two targets). Overall, show you can use at least two different ways of learningto improve your performance.


Competence in this unitcould be demonstratedthrough planning to achievethe qualification with a tutor.


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LP2.1

LP2.2

LP2.3

Help set targets with an appropriateperson and plan how these will be met.

Provide information to help set realistictargets for what you want to achieve;identify clear action points for eachtarget and how you will manage yourtime; identify how to get the supportyou need and arrangements forreviewing your progress.

Take responsibility for some decisionsabout your learning, using your plan tohelp meet targets and improve yourperformance.

Use your action points to help manageyour time well; revising your plan whenneeded; choose ways of learning toimprove your performance, working forshort periods without close supervision;identify when you need support and usethis effectively to help you meet targets.

Review progress with an appropriateperson and provide evidence of yourachievements.

Identify what you have learned, andhow you have used your learning inanother task; identify targets you havemet and evidence of your achievements;identify ways you learn best and howto further improve your performance.

Improving own Learning and Performance (Level 2)

Provide at least two examples of meeting the standard for LP2.1, LP2.2 and LP2.3 (each exampleshould cover at least two targets). Overall, show you can use at least two different ways of learningto improve your performance.


Competence in this unit willbe demonstrated throughoutthe qualification.



39

PS2.1

PS2.2

PS2.3

Identify a problem, with help froman appropriate person, and identifydifferent ways of tackling it.

Provide information to help identify aproblem, accurately describing its mainfeatures; identify how you will know theproblem has been solved; come up withdifferent ways of tackling the problem.

Plan and try out at least one way ofsolving the problem.

Confirm with an appropriate personhow you will try to solve the problem;plan what you need to do, identifyingthe methods and resources you will use;use your plan effectively, gettingsupport and revising your plan whenneeded to tackle the problem.

Check if the problem has been solvedand identify ways to improve problem-solving skills.

Check if the problem has been solvedaccurately using the methods you havebeen given; describe clearly the results,including the strengths and weaknessesof how you tackled the problem;identify ways of improving yourproblem-solving skills.

Problem Solving (Level 2)

Provide at least two examples of meeting the standard for PS2.1, PS2.2 and PS2.3. Each exampleshould cover a different problem and identify at least two different ways of tackling it (for PS2.1).


Competence in this unit couldbe demonstrated throughoutthis qualification by planning,implementing and evaluating.


40

Appendix A – Qualification Centre Approval Procedure

Centre downloads relevant application form (FormAPP/New or Form APP/Existing) from NCFE website

or requests a copy from NCFE

Centre completes, signs and returns Form APPto NCFE

Centre sends information

NCFE undertakes officereview of application

NCFE notifies centre if moreinformation is required

Centre advised if approvalis recommended or not

Existing centre New centre

NCFE appoints ApprovalAdvisor to carry out visit

Approval Advisor reports back to NCFE

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Appendix B – Candidate Registration and Certification Procedure

Centre forwards candidate registration details to NCFE

On receipt, NCFE invoices centre for registration fee per candidate

NCFE processes candidate information and produces:

– Candidate Workbook– Assessor Guidance Pack– Certificate Claim Form (Form C)– Candidate Status Report

NCFE sends Candidate Status Report to External Moderator to notify of activity at centre

External Moderator contacts centre to arrange visit,as appropriate, and reports back to NCFE

NCFE issues certificates for successful candidates. Letters of Unit Credit or Unit Summaries are issued

for partial achievements as requested

Internal Moderator signs Form C for successful candidatesand External Moderator countersigns

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Appendix C – Glossary of Terms

Accreditation of Prior Learning (APL) is the name given to the process of recognising a candidate’sprevious achievement or learning experiences. This usually enables a candidate to move directly to theassessment stage of a qualification, or unit, without duplicating the learning process.

Assessors deliver NCFE qualifications and carry out assessment to ensure that candidates meet therequirements of the qualification. For details of staffing resources required for this qualification, pleaserefer to NCFE’s Occupational Competence Guidelines, available from the NCFE website (www.ncfe.org.uk)or from the Customer Support Team at NCFE.

Centres are organisations who are approved to offer one or more NCFE qualifications or other products.

Directory of Products and Services is a document which provides an overview of all NCFE’squalifications and national awards and is for curriculum planning purposes.

External Assessment is a form of assessment set and marked by NCFE.

External Moderators are appointed, trained and monitored by NCFE and are responsible for monitoringand sampling candidate evidence to ensure that internal assessment decisions are valid, reliable, fairand consistent with national standards.

Fees and Pricing is issued to centres once a year and outlines all NCFE’s fees and charges by academicyear.

Guidance for Centres: Procedures and Policies is produced by NCFE and contains all of the informationa centre requires regarding the procedures and policies necessary for the smooth operation of NCFEqualifications.

Guided Learning Hours give an indication of the amount of contact time with the Assessor candidatesare expected to be given while undertaking a qualification.

Information Manual for Administrators is aimed at Exams Officers or those performing that role. Allcentres will receive one free copy on approval and additional copies can be downloaded free of charge,or purchased from NCFE.

Internal Assessment is the process by which internal centre staff assess candidates’ achievement of thelearning outcomes of the qualification, normally based on a portfolio of evidence.

Internal Moderators monitor the Assessor’s assessment practice and procedure by sampling assessmentsand also ensure that the Assessors carry out their roles appropriately and are appropriately trained.

Key Skills are a set of generic skills developed by the three regulatory authorities, QCA, ACCAC and CCEA,which are designed to help individuals improve their performance in a variety of contexts. The six KeySkills are: Communication; Application of Number; Information and Communication Technology;Working with Others; Improving Own Learning and Performance; Problem Solving.

All NCFE qualifications provide opportunities for generating evidence towards achievement of some,or all, of the Key Skills.

43



National Awards are NCFE programmes which provide progression into those qualifications which sitwithin the National Qualifications Framework. They are assessed internally by centre staff and externallyverified by NCFE.

National Occupational Standards (NOS) are the identified skills and competences needed by UKindustry and form the basis of National Vocational Qualifications (NVQs) and vocationally-relatedqualifications.

National Qualifications Framework (NQF) is a framework of levels and categories of qualifications,which have been accredited by QCA, and which enable recognition of achievement and facilitate careerprogression.

Occupational Competence Guidelines is a document providing guidance on the experience andqualifications needed to deliver and assess particular NCFE qualifications and awards.

Portfolio is a structured collection of evidence which demonstrates candidates’ performance against thestandards in the qualification or award they are working towards

Qualifications and Curriculum Authority (QCA) is the government body in England which approvesawarding bodies to offer qualifications in the National Qualifications Framework and accredits theirqualifications. There are similar bodies for Wales, Northern Ireland and Scotland.

Range is the breadth of skills and knowledge a candidate must have and the situations in which he/shemay display these skills or knowledge. The range statements are indicated in bold text within thelearning outcomes.

Regulations for the Conduct of External Assessment is designed to assist centres in the correctadministration of the external assessment component of NCFE qualifications.

Sector Skills Councils (SSCs) are government-recognised employer-based organisations representingvarious industry sectors which, among other things, have responsibility to develop national occupationalstandards.

Unit/Element/Learning Outcome: Each NCFE qualification is made up of a number of units. These arebroken down into a number of elements which, in turn, have a number of learning outcomes. Learningoutcomes consist of the skills and knowledge a candidate must successfully demonstrate in order toachieve the qualification.

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Notes

45


EnquiriesAny enquiries relating to this qualification should be addressed to:

NCFECitygateSt James BoulevardNewcastle upon Tyne NE1 4JE

Tel: 0191 239 8000Fax: 0191 239 8001

E-mail: [email protected]: www.ncfe.org.uk

Equal OpportunitiesNCFE fully supports the principle of equal opportunities and opposes all unlawful or unfairdiscrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances,employment status, gender, marital status, nationality, political orientation, racial origin, religiousbeliefs, sexual orientation and social background.

NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfairdiscrimination, whether direct or indirect, is eliminated both in its own employment practices, and in access to its qualifications.

A copy of NCFE’s Equal Opportunities Statement is available on request.

Data ProtectionNCFE is registered under the Data Protection Act and committed to maintaining the highest possiblestandards when handling personal information.

NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee(Company No. 2896700).

All the material in this publication is copyright.

© NCFE Issue 1 (October 2004)

All information contained in this publication is correct at the time of going to press.

www.ncfe.org.ukRegistered Charity 1034808 Company No. 2896700

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213 05 NCFE L2 Nut & Healthenergy4living.tripod.com/sitebuildercontent/sitebuilder...The NCFE Level 2 Certificate in Nutrition and Health has been developed in response to rising levels