Food route – a journey through food
To help children and young people engage with the Core Competences, a series of focus groups and workshops were arranged throughout the UK. The original competences were rephrased in an age appropriate way, and tested to ensure that children understand what they mean and how they can be achieved. The focus group session informed the language and design of the resources. A Users' guide is available - click here.
What resources are available?
To support children aged up to 7-9 years, the following resources are available:
There are five charts, one for each competence area, a target chart (similar to one that is often used in schools for literacy and numeracy) and a certfiicate. Click here to download.
The five charts cover:
- Diet and health;
- Food safety;
- Active lifestyles.
A bright, colourful certificate is provided for this age phase in the resource download. The certificate can be awarded after the child has completed all the competences, or when they have successfully completed each competence area, e.g. cooking.
Twelve worksheets are provided to help support children to achieve a number of the competences. These could be used at school or at home. (Worksheets can be found below.)
- My taste chart (boy) – tasting new foods;
- My taste chart (girl) – tasting new foods;
- Different ways to get 5 A DAY – naming different ways to get 5 A DAY;
- Drink plenty – recording the drinks they have in a day;
- My breakfast diary – recording when they have breakfast and what they eat and drink;
- Where does my food come from? – investigating where food comes from;
- My kitchen equipment – naming pieces of kitchen equipment;
- Let’s get ready to cook! – getting ready to cook;
- My apron – designing an apron (cooking);
- Helping in the kitchen – recording how they help in the kitchen;
- Getting active! – keeping an activity diary for a week;
- My activity chart – recording and rating different activities they try.
This guide lists the competence statements that appear on the target charts and provides suggestions on how to:
- help children reach the competences;
- measure if the competences have been achieved.