children and young people to regularly consume healthier options there must be:
- robust quality standards against which meals are assessed;
- training, guidance and support for staff who prepare school meals; acceptable forms of food provision in school tuck shops and vending machines;
- education on nutrition as part of the school curriculum.
This is known as a whole school approach to food in schools.
Work is already well underway to deliver this whole school approach to schools in
Northern Ireland as follows:
- Some 800 schools, representing over one-half of the total number in
Northern Ireland, are participating in the initiative to improve nutritional
standards. This shows an accelerating trend aimed at including all
schools as soon as possible. These schools are being supported by
the appointment of nutritional standards co-ordinators in each
Education and Library Board area, whose role will include providing
training and guidance to school meals staff and other school staff on
- In addition, the Minister for Education, in announcing the new policy on
school meals, made it clear that vending machines must link in with the
same healthy standards as school lunches. This effectively means
replacing crisps, chocolate and sugary fizzy drinks with water, juice,
milk, fruit and healthy snacks. A copy of Angela Smith’s statement of
16 November 2005 to the NI School Caterers Association’s Annual
Conference is included in Annex A at the end of this booklet.
- From the 2006/07 school year the Education and Training Inspectorate
will be evaluating the nutritional quality of meals in schools. It will also
be examining schools’ general approaches to promoting healthy eating.
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When the nutritional standards were first changed, it was successful in some ways but unsuccessful in others. For example some children don’t like change and might need their palates expanded before too much variety is introduced at once. One major problem is that children or their parents may find alternative methods of eating what they would like. When healthy food started to be introduced there were many boycotts and examples of parents feeding their children through school gates and some even setting up little business to try to avoid their children eating a balanced diet.
Identify What Safe Practices Should Be Followed When Preparing, Cooking And Serving Food. (P5)
Working in a food environment means that care must be taken at all times so that you avoid the food getting contaminated by bacteria. Safe practices have to be followed constantly around food especially when preparing, cooking and serving the food. Hygiene around food can easily be controlled, this is essential when thinking about the safety of any clients or service users. Food can be kept safe from any harmful bacteria in a number of ways such as protecting it from harmful bacteria, ensuring that any bacteria doesn’t multiply and making sure that all food is thoroughly cooked and cleanly disposed of/
In a cooking environment most kitchens or places of work have similar rules and regulations as to what it is that you can do and what you can’t. There are some variations depending on the place but they are basically the same. The rules are as follows:
- Wash hands before touching food, especially after using the toilet, touching your own skin and touching uncooked food.
- Use plasters hat are not skin coloured to covers any cuts or grazes to the skin.
- No smoking around the food at any point
- Do not be around any food if you are ill
- No animals around food and cover any open dishes to prevent any flies or other insects.
- Dispose of any waste as you go along, make sure it is wrapped up well and put in a covered bin.
- Serve food as quickly as possible and never let cooked food come into contact with raw meat
Certain foods have to be kept at a certain temperature. This is because certain foods contract bacteria and infection if they are left in too much heat or conditions that are too cold. The Food Safety Regulations 1995 clearly states the safe temperatures for storage heating and freezing food. The freezer should be kept at a temperature between –18°C to –22°C. The legal requirement of the refrigerator is that it should be 8°C but most refrigerators should be between 5 and 6°C. Hot food must be continually kept at a temperature of 63°C and temperature of reheated food must at a minimum be 82°C.
It is not just humans that enjoy food, when working with food it can attract pests. These pests can come in a number of varieties like flies, insects and rodents. A food pest is a pest that can live on or contaminate food. The most common types of pests are insects, rodents and birds.
It is important that food isn’t contaminated by any bacteria because it can have damaging effects on the consumer and some can be potentially fatal. Education on safe food preparation is vital especially now as knowledge about health and safety is increasing.
Devise A Two Day Food Plan For Two Different Service Users Suffering From Two Different Dietary Conditions (P6)
Heart disease simply means any condition that has an effect on the heart or surrounding muscles. Some include Angina, heart failure, heart attacks and coronary heart disease. To help combat symptoms of heart disease such as high cholesterol here is a two day diet plan:
Day 1
Breakfast
- English muffin, (100% whole wheat muffin)
- Buttery Spread 2 tsp
- Egg, hard-boiled
- Honeydew melon, 1 cup
- Milk, nonfat 8 fl oz
Morning Snack
- Kiwi fruit,
- Almond, 1/4 cup
Lunch
- Turkey on whole grain: (100% whole grain bread2 slices)
- Turkey breast lunch meat,
- Mayonnaise, (reduced-fat1 tbsp)
- Green leaf lettuce,
- Tomato, red
Afternoon Snack
Dinner
- • Grilled salmon and dill:
- Salmon, grilled4 oz
- Buttery Spread 1 tsp
- Dill weed, fresh5 sprigs •
- Potato, red, baked1 potato •
- Broccoli florets, steamed1 cup •
- Cauliflower, steamed1/2 cup •
- Milk (skim)8 fl oz
Evening Snack
Day 2
Breakfast
- Shredded oats cereal 1 1/2 cup
- Banana,
- Blueberries, 1/2 cup
- Milk, (skim)8 fl oz
Morning Snack
Lunch
Tuna on Rye:
- Tuna in water,
- Mayonnaise,
- Tomato,
- Green leaf lettuce
- Rye bread
- Broccoli
- Salad dressing,
- Milk, (skim)8 fl oz
Afternoon Snack
Dinner
- Soybeans,
- Green beans,
- broccoli,
- carrots,
- onions,
- red peppers,
- mushrooms,
- bamboo shoots
- Chicken Breast
Evening Snack
People with mild to moderate high blood pressure should work with a doctor before attempting to use the information contained here, as blood pressure requires monitoring and in some cases the use of blood pressure-lowering drugs or a change in lifestyle can have a large effect.
As with conventional drugs, the use of natural substances sometimes controls blood pressure if taken consistently but does not lead to a cure for high blood pressure. Thus, someone whose blood pressure is successfully reduced by weight loss, avoidance of salt, and increased intake of fruits and vegetables would need to maintain these changes permanently in order to retain control of blood pressure. Left untreated, hypertension significantly increases the risk of stroke and heart disease. Here is a two day diet plan for someone who suffers from hypertension or high blood pressure
Day 1
Breakfast
Morning Snack
Lunch
- French Salad Dressing,
- Iceberg Lettuce
- Tofu
- Cabbage Salad
- Peanut Dressing
Afternoon Snack
Dinner
- Boiled Mixed Vegetables, (No Salt)
- Boiled Kale, (No Salt)
- Un-fried Chicken
- Barley, Pearled, Cooked
Evening Snack
- Strawberry Low Fat Yoghurt
Day 2
Breakfast
Morning Snack
Lunch
- Boiled Mixed Vegetables, (No Salt)
- Chopped Salad
- Lime Dressing
Afternoon Snack
Dinner
- Frozen Cauliflower
- Grilled Beef Fajitas
Evening Snack
Identify How The Communication Needs Of Patients/Service Users May Be Assisted, Including Non Verbal Communication (P4)
Some patients or service users in a health and social care setting may have certain communication needs that differ from your own. Communication can be divided into two different types, Augmentative communication and Alternative Communication. Augmentative communication is known as a communication method that helps to improve speech Standard augmentative communication methods are often practiced by those to complement speech for example:
- Writing information down,
- Gestures
- Facial expressions
- Body language.
This communication style would best match the needs of individuals without a disability.
To help support the communication needs for people who do have a disability, special methods of augmentation are used, This is because people with a disability often require other augmentative and alternative interaction techniques. Some examples include, symbols and signs. Special alternative and augmentative communication methods fall into two categories, aided and unaided. Aided AAC means that the preferred method of communication requires some kind of external device. Unaided AAC doesn’t require any equipment. Below are examples of aided and unaided AAC
Aided Alternative and Augmentative Communication
- Communication Board
- Paper
- Stationery
- Choice Boards
- Planners
- Talking Pictures
- Picture Systems
- Microphone
Unaided Alternative and Augmentative Communication
- Manual Signing
- Gestures
- Facial Expressions
- Pointing
- Eye Contact
- Vocabulary
- Conversation Starters
Participate In Two Interactions, In The Role Of A Carer, Using Communication Skills To Assist Patients/Service Users (P5)
Role play can be defined as many things, however a universal definition of role play is often described as a small group of people undertaking roles of fictional characters to re-enact a story. It can often be used as a teaching tool to help other people see different points of view. Characters in role plays may often have different beliefs attitudes and values. Role play is a cognitive learning method.
A benefit of role play is that small children often learn things by copying others and role play can often be called a continuation of this process. Another advantage of role play is that it can help to encourage the use of problem solving techniques.
Role-playing teaches many lessons; some of the most important lessons it teaches are lessons that are needed in society, like compassion and empathy. Participation in role-play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can therefore learn how to adjust his words and actions to produce more likeable results.
Role-play allows for the interaction between classmates, and peers. It also allows shy students to speak out. Role-play allows for the exchange of knowledge between students. The teacher is also able to see the various capabilities of students at the same time.
Role playing can also be a personal learning experience with members of the group having a chance to realise any sub – conscious prejudices, beliefs, attitudes or values.
Our group consisted of Toni, Hannah, Danielle L, Danielle C, Lucinda and I. The role play that we were given to act out was in a nursery. A small child didn’t feel comfortable leaving his mother to go into the nursery and the mother was being unhelpful because she kept making him worse. The challenge that was given to our group was to show the best possible way of handling the situation.
The roles were allocated by confidence, with the most confident people in our group having the main speaking roles. Hannah played the child’s mum, Toni was the small child, Lucinda was the teacher and both Danielle’s and myself played other small children who were inside the nursery already playing a game.
Whilst rehearsing our script and the scenario kept changing because we all kept coming up with new ideas.
The performance in front of the class had a few minor changes, because it became clear that Danielle L was really shy and didn’t really want to speak even though it had been arranged that she did. Other than that the only problems that the group had was stretching out the role play and given another chance I would expand the scenario and make the role play longer. This would have been possible, the only thing holding us back was the time that we were given to rehearse and the constant changes.
