Download IQ Level 2 Certificate in Understanding Nutrition and Health (QCF

Quality Management System
601/5437/8 Specification
IQ Level 2 Certificate in Understanding Nutrition and Health (QCF)
Specification
Regulation No: 601/5437/8
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Contents
Page
Industry Qualifications ......................................................................................................................................................... 3
Introduction ......................................................................................................................................................................... 3
About this Qualification (Description, Objectives, Aims, Purpose) ...................................................................................... 4
Sector .................................................................................................................................................................................. 4
Structure (Credit, Rules of Combination, Guided Learning Hours) ..................................................................................... 4
Delivery ............................................................................................................................................................................... 4
Assessment......................................................................................................................................................................... 4
Age range and Geographical Coverage .............................................................................................................................. 5
Learner entry requirements ................................................................................................................................................. 5
Tutor requirements .............................................................................................................................................................. 5
Centre Requirements .......................................................................................................................................................... 5
Centres must be approved by IQ in order to offer this qualification..................................................................................... 5
Unit 1: Explore principles of healthy eating R/505/2204 ...................................................................................................... 6
Unit 1 Guidance on Delivery and Assessment .................................................................................................................. 10
Unit 2: Consider nutritional needs of a variety of individuals J/601/2535 .......................................................................... 11
Unit 2 Guidance on Delivery and Assessment .................................................................................................................. 16
Unit 3: Use food and nutrition information to plan a healthy diet M/601/2545 ................................................................... 17
Unit 3 Guidance on Delivery and Assessment .................................................................................................................. 20
Unit 4: The principles of weight management L/505/2203 ................................................................................................ 21
Unit 4 Guidance on Delivery and Assessment .................................................................................................................. 23
Unit 5: Understanding eating disorders D/506/2928 ...................................................................................................... 24
Unit 5 Guidance on Delivery and Assessment .................................................................................................................. 26
Unit 6: Principles of food safety for the home environment T/506/3146 ........................................................................... 27
Unit 6 Guidance on Delivery and Assessment .................................................................................................................. 30
Resources ......................................................................................................................................................................... 31
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Industry Qualifications
IQ is approved by the UK’s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It
was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment
integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing
together the best of UK vocational education in a not for profit environment.
Further information can be found on the IQ web-site www.industryqualifications.org.uk
Introduction
This specification is intended for trainers, centres and learners. General information regarding centre approval,
registration, IQR (IQ’s candidate management system), assessment papers, certification, reasonable adjustments,
special consideration, appeals procedures, are available from the website. This document should be read in conjunction
with the IQ QMS Centre guide available from the website.
Website: www.industryqualifications.org.uk)
Enquiries: 01952 457452
Version number
Please ensure that you have the latest and most up to date version of documents. Please check the website for the most
up to date version. To check which version you have please see the footer which will give you the version number.
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About this Qualification (Description, Objectives, Aims, Purpose)
The IQ Level 2 Certificate in Understanding Nutrition and Health (QCF) develops the learner’s knowledge and
understanding of the principles of healthy eating, weight management and food safety in the home. The nutritional needs
of a variety of individuals will be considered and the food and nutrition information used to plan a healthy diet. Learners
will also develop their understanding of eating disorders. The qualification is aimed at individuals who wish to improve
their knowledge and understanding of healthy nutrition for their own wellbeing, to apply within a current job role or as
part of progression to further qualifications and employment specialising in nutrition. The purposes of the qualification
are: giving learners personal growth and engagement in learning and preparing learners to progress to a qualification in
the same subject area but at a higher level or requiring more specific knowledge, skills and understanding.
Sector
1.3 Health and Social Care.
Structure (Credit, Rules of Combination, Guided Learning Hours)
To achieve this qualification learners must complete all 6 units, a total of 15 credits.
Unit
Level
Credit
Guided Learning
Hours
Explore principles of healthy eating R/505/2204
Equivalent unit: Explore principles of healthy
eating K/601/2530
2
5
38
2
Consider nutritional needs of a variety of
individuals J/601/2535
2
4
35
3
Use food and nutrition information to plan a
healthy diet M/601/2545
2
3
25
4
The principles of weight management L/505/2203
2
1
8
5
Understanding eating disorders D/506/2928
2
1
10
6
Principles of food safety for the home environment
T/506/3146
2
1
10
15
126
1
Total
Delivery
Guided learning hours are126. It is the responsibility of training centres to decide the appropriate course duration, based
on their learners’ ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning
Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times
when a member of provider staff is present to give specific guidance towards the learning aim being studied on the
programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision
or assistance is of a general nature and is not specific to the study of the learners.
Assessment
This qualification is not graded, successful learners achieve a pass.
All the units in this qualification are knowledge-based. Assessment is by portfolio (internally set and marked and quality
assured by IQ).
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An Achievement Record for this qualification is available from the website/ on request. All assessment criteria must be
met and mapped and the location of the evidence must be indicated in the achievement record.
All learning outcomes in this qualification (or relevant unit) must be assessed using methods appropriate to the
assessment of knowledge and understanding; these can be assessed by a variety of methods including:
 Question and answer test
 Multiple choice questions
 Question and answer verbal (ensure records are kept)
 Essay
 Other
Age range and Geographical Coverage
This qualification is approved for learners14 plus in England, Wales and Northern Ireland.
Learner entry requirements
There are no formal entry requirements. However, learners should be able to work at level 1 or above.
Progression
Successful learners can progress to other qualifications such as:
 Level 2 qualifications in Hospitality and Catering
 Level 2 and 3 qualifications in Exercise and Fitness
 Level 3 qualifications in Health Promotion
 Level 2 and 3 qualifications in Sport and Active Leisure
 Level 2 Diploma in Working in Care Services (QCF)
 Level 2 Certificate Introducing Caring for Children and Young People (QCF)
Tutor requirements
All trainers delivering this qualification must have
 Appropriate teaching qualification e.g. PTLLS , L3 /4 Education and Training
 Relevant sector knowledge
Centre Requirements
Centres must be approved by IQ in order to offer this qualification.
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Unit 1: Explore principles of healthy eating R/505/2204
Guided Learning Hours:
Unit Level:
Unit Credit:
38
2
5
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
1. Understand how diet is linked to 1.1
health
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Define the term ‘healthy diet’
Indicative Contents:
Healthy diet: Amount/ range of foods which contain all required
components in correct proportions, maintains and promotes functioning of
the body; amounts depend upon lifestyle, age, level of activity etc.
1.2
Describe the difference between healthy diets of adults Difference between healthy diets of adults and children: E.g. children
need additional nutrients to support rapid growth and development, higher
and children
levels of fat than adults (but still unsaturated); required levels of iron vary
(high in toddlers, similar to adult men in older children), adult women need
more until the menopause; calcium requirements vary at different ages
etc.
1.3
Outline the lifestyle diseases associated with an unhealthy Lifestyle diseases associated with an unhealthy diet: E.g. obesity, type 2
diabetes, high blood pressure, coronary heart disease, dental disease,
diet
osteoporosis etc.
1.4
Identify the sources of energy from food
Sources of energy from food: Carbohydrates; sugars (from fruit, desserts,
cakes, sweetened drinks, processed foods); starches (from potatoes,
bread, cakes, pasta, rice, pastry products); fats (from meat and poultry,
processed foods, butter, oil, pastry products, cakes, dairy products, nuts,
fish) etc.
1.5
Identify the amounts of energy supplied by each source
Energy supplied by each source: Covering: energy values of different
foods in kilojoules or kilocalories, portion sizes, contributions to daily diet
etc.
1.6
Estimate own Basal Metabolic Rate (BMR)
Estimation of Basal Metabolic Rate (BMR): Understanding of what BMR is
i.e. the number of kilojoules needed to stay alive each day without any
activity, calculation using height, weight and age using for example
http://www.bmi-calculator.net/bmr-calculator etc.
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1.7
Estimate own Physical Activity Level (PAL)
Estimation of PAL: Understanding of what PAL is i.e. the number of
kilojoules needed to fuel physical activity; guidelines for adults, definitions
of activity intensity, e.g.
http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-foradults.aspx etc.
1.8
Use findings from BMR and PAL estimates to determine Estimation of energy requirements: Using PAL and BMR to estimate
energy requirements to maintain, increase or decrease weight (BMR +
own energy requirements
PAL = daily energy requirement).
1.9
Identify factors affecting a person’s energy requirements
Factors affecting a person’s energy requirements: Age, gender, height,
weight, level of activity, type of work done etc.
1.10 Outline the relationship between energy intake, energy Relationship between energy intake, energy expenditure and weight: If
intake exceeds expenditure, weight will increase (and vice versa),
expenditure and weight
therefore to lose weight intake must be less than expenditure etc.
1.11 Explain why it is important to control salt intake
2.Understand the components of a 2.1
healthy diet
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Identify the 5 food groups
Importance of controlling salt intake: Link between high salt intake and
high blood pressure, stomach cancer, osteoporosis, obesity, kidney
stones, kidney disease, vascular dementia and water retention; salt can
also exacerbate the symptoms of asthma, Ménière's disease and
diabetes. See:
http://www.actiononsalt.org.uk/less/Health/#sthash.4dfw11lH.dpuf
5 food groups: Vegetables (should contribute about 6% of daily calories);
fruits (should contribute about 6% of daily calories); dairy (should
contribute about 20% of daily calories); grains (should contribute about
40% of daily calories); protein (should contribute about 20% of daily
calories) etc.
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2.2
Identify foods belonging to each of the 5 food groups
Foods belonging to the 5 food groups:
Vegetables: E.g. dark green, red and orange vegetables, beans and peas
(also part of the protein group) broccoli, carrots, green beans, potatoes,
spinach, squash, tomatoes;
Fruits: E.g. apples, apricots, bananas, dates, grapes, oranges, grapefruit,
mangoes, melons, peaches, pineapples, raisins, strawberries, tangerines,
and 100% fruit juice.
Grains: Whole grains and refined grains; whole grains should make up at
least 50% of grain eaten, e.g. whole-wheat bread, whole-grain cereals
and crackers, oatmeal, brown rice etc.; refined grains include white bread,
white rice, enriched pasta, flour tortillas and most noodles.
Dairy: Fat-free or low-fat milk and milk products e.g. milk, cheese and
yogurt, lactose-free and lactose-reduced products and soy products;
foods made from milk but containing little or no calcium are not included in
this group, such as butter, cream, sour cream and cream cheese.
Protein foods: E.g. lean meats and poultry, seafood, beans and peas,
eggs, processed soy products, unsalted nuts and seeds.
2.3
Give examples of current healthy eating advice
Examples of current healthy eating advice: Covering: a range of current
advice e.g. starchy foods should make up around one third foods eaten;
at least five portions of different types of fruit and veg a day; at least two
portions of fish a week, including at least one portion of oily fish; reduce
intake of saturated fat , sugar and salt ; drink about 1.2 litres of fluid every
day
2.4
Describe the importance of eating a wide variety of foods Importance of eating a wide variety of foods: Variety necessary to ensure
that nutritional requirements are met; importance for health of the
to provide a healthy diet
digestive system; appetite; enjoyment; maintaining a healthy body weight;
enhancing general wellbeing; reducing the risk of diseases including heart
disease, stroke, cancer, diabetes and osteoporosis etc.
3. Know the nutrients in food and their 3.1
role in maintaining health
3.2
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Define the term nutrients
Definition of nutrients: The components of foods which are necessary for
an individual to survive and grow.
Describe nutrients needed by the body
Nutrients needed by the body: Carbohydrates, proteins, fats, vitamins,
minerals and trace elements, dietary fibre, water; why each group is
needed e.g. energy, growth, repair, metabolic functions etc.
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3.3
Identify foods that are a good source of each nutrient
Foods that are a good source of each nutrient: Examples for each group
including sources of a range of vitamins and minerals; relating to
Assessment Criteria 2.1; sources of vitamins A, B group, C, D, E;
minerals including calcium, iron etc.
3.4
Describe the role of nutrients in maintaining health
Role of nutrients in maintaining health: Functions of each nutrient group;
sugars, fats, amino acids, main vitamins and minerals including energy
from sugars; amino acids role in growth, repair, formation of enzymes
etc.; calcium and vitamin D role in bone formation, growth and repair; role
of iron in haemoglobin and in carrying oxygen.
3.5
Describe the factors that influence how much of each Factors that influence how much of each nutrient a person needs: Age,
gender, rate of growth; in women - demands of menstruation, pregnancy,
nutrient a person needs
lactation, lifestyle, level of activity etc.
3.6
Explain the importance of adequate fluid intake
Importance of adequate fluid intake: Helping prevent constipation and
regulate body temperature; dehydration can lead to headaches and
irritability etc.
4. Understand the principles of healthy 4.1
food preparation
Identify factors to be considered when planning healthy Factors to be considered when planning healthy meals: Age, gender and
meals
lifestyle, level of activity, availability of foods, cost, cooking methods; other
factors such as intolerances (e.g. lactose, gluten), allergies (e.g. milk,
eggs, peanuts, shellfish), cultural or other restrictions (e.g. vegetarianism,
veganism etc.), planning menus including preparation methods etc.
4.2
Explain how a variety of cooking methods affects the How cooking method affects the nutritional values of foods: Loss of
nutritional values of foods
vitamins during boiling; addition of oil or fat by frying - increases calorific
value; raw vegetables retain vitamins and minerals but can be less
digestible; steaming reduces vitamin loss; baking retains nutrients as no
water is used and no oil/fat added etc.
4.3
Identify healthy food preparation methods for a range of Healthy food preparation methods for a range of types of food: E.g.
types of food
grilling; roasting/ microwaving meat and fish; baking potatoes; steaming
vegetables; eating raw vegetables and fruit; avoiding frying or adding salt
and sugar; trimming fat and skin from meat and poultry etc.
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Unit 1 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge and understanding of how diet is linked to health; the five food groups that are components of a healthy diet; the nutrients in food and their
role in maintaining health. The principles of healthy food preparation are also covered.
Assessment
This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ).
An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the
achievement record.
All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:
 Question and answer test
 Multiple choice questions
 Question and answer verbal (ensure records are kept)
 Essay
 Other
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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AW
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Unit 2: Consider nutritional needs of a variety of individuals J/601/2535
Guided Learning Hours:
Unit Level:
Unit Credit:
35
2
4
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
1. Know the nutritional needs of children and young people
1.1
Plan balanced meals and snacks for a day for a Planning balanced meals and snacks for a day for a
chosen age group
chosen age group: Choices/menus for individuals of a
chosen age group (children or young people); meeting
guidelines for recommended daily intakes of major food
groups; lifestyle requirements, individual preferences;
taking account of any allergies or intolerances.
1.2
Explain why the meals and snacks chosen are Appropriateness of meals and snacks chosen: Justifying
appropriate
choices; identifying different energy/nutrient needs etc.
1.3
Describe factors influencing eating patterns of Factors influencing eating patterns of various different age
various different age groups
groups: Levels of activity; types of activity; lifestyle;
practical aspects (work, school, college); level of cooking
skills; proximity to retail outlets; peer pressure; food
availability; trends etc.
1.4
Identify energy requirements of various different Energy requirements of different age groups: Dependent
age groups
upon: level of activity, rate of growth, use different sources
to identify estimates for different ages, gender etc.
1.5
Identify the consequences of a diet lacking in iron
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Indicative Contents:
Consequences of a diet lacking in iron: Short and long-term
effects of diets short in iron for different age groups;
anaemia symptoms: fatigue, weakness, headaches,
apathy, pallor, poor resistance to cold, pale skin, reduced
resistance to infection, work productivity and physical
fitness, impaired cognitive functions, reduced learning
ability, increased distractibility, impaired reactivity and
coordination.
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2. Know the nutritional needs of older people
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1.6
Outline the importance of calcium and vitamin D Importance of calcium and vitamin D for bone development:
for bone development
Both necessary for healthy development, growth and
maintenance of bones; short and long-term effects of diets
short in calcium and vitamin D associated with low bone
mass and high fracture rates, osteoporosis etc.
1.7
Identify good food sources of key nutrients for Good food sources of key nutrients for children and young
children and young people
people: Examples of sources of a variety of key nutrients
including calcium and iron e.g. calcium: sardines, cheese,
yogurt, milk; iron: meat, beans, nuts, dark green vegetables
etc.
1.8
Outline nutritional recommendations for children Nutritional recommendations for children and young
and young people
people: Recommended intakes of nutrients for healthy
growth and development: five portions of fruit and
vegetables per day, two portions of oily fish per week,
starchy foods rather than sugar; salt: children aged 7 to 10
years – no more than 5 g a day; children aged 11 or above
– no more than 6 g a day etc.
2.1
Plan balanced meals and snacks for a day for an Planning balanced meals and snacks for a day for an older
older person
person: Choices/menus for individuals which meet
requirements of an older person; meeting guidelines for
recommended daily intakes of major food groups; lifestyle
requirements, individual preferences; taking account of any
allergies or intolerances.
2.2
Explain how the meals and snacks chosen are Appropriateness of meals and snacks chosen: Justifying
appropriate for the person
choices; identifying different energy/nutrient needs etc.
2.3
Describe factors influencing energy requirements Energy requirements of different age groups: Dependent
of older people
upon level of activity; using different sources to identify
estimates for different ages, genders, weights, lifestyles
etc.
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3. Understand special dietary requirements
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2.4
Describe reasons why older people may be at risk Reasons why older people may be at risk of malnutrition:
of malnutrition
Health reasons: Conditions which cause lack of appetite
e.g. cancer, liver disease; mental health problems e.g.
depression, schizophrenia, dementia; digestive problems
e.g. colitis, persistent diarrhoea.
Physical factors: teeth in poor condition, badly fitting
dentures, loss of smell or taste, physical disabilities/
impairments:
Social factors: reduced mobility, social isolation, poverty,
alcohol or drug dependency, limited knowledge of nutrition
or cooking.
2.5
Outline nutritional recommendations for older
 Nutritional recommendations for older people: Same
people
general nutrient requirements and healthy eating guidelines
apply to older people; energy requirements fall as BMR and
level of activity decreases; skin becomes less able to
synthesise vitamin D therefore recommended to take
supplement of 10μg of vitamin D daily as well as regularly
eating good food sources etc.
3.1
Explain why
requirements
people have
specific
dietary Why people have specific dietary requirements:
Requirements of different cultures, religions; allergies and
intolerances e.g. coeliac disease; choices e.g. vegetarian,
vegan; health requirements e.g. low-fat and dairy, wheat
and meat-free; diabetes etc.
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3.2
Identify the special dietary requirements of 2 Special dietary requirements of religious or ethnic groups:
religious or ethnic groups
Hindus: Mostly vegetarian, no beef etc.
Jews: No pork or shellfish, meat must be kosher, meat and
dairy foods not consumed together, only fish with fins and
scales etc.
Muslims: No pork or shellfish, meat must be halal, no
alcohol etc.
Rastafarians: No animal products except milk, no canned
or processed food, no added salt, coffee etc.
Sikhs: No beef etc.
Buddhists: Mostly vegetarian.
South Asian tradition: Eating large amounts of starchy
foods, fruit, vegetables, beans and pulses, rice,
breads, meat, seafood etc.
African-Caribbean tradition: Starchy foods; rice, plantains,
cassava, yam and corn, large variety of vegetables, meat,
tropical fruits, fresh green leaves e.g. spinach etc.
3.3
Describe different types of vegetarian diet
3.4
Describe precautions to take when preparing food Precautions when preparing food for a person with specific
for a person with specific dietary requirements
dietary requirements: Labelling foods "Safe" or "Not Safe",
storage on designated shelves or cabinets, washing hands
before touching non-allergenic foods, ensuring allergencovered utensils do not contaminate "safe" foods, following
correct food handling procedures, ensuring other areas do
not become contaminated with allergenic food residue,
washing hands after eating or touching something
allergenic and ensuring visitors do likewise, ensuring foods
are not contaminated during cooking or serving, preparing
the non-allergenic foods before allergenic, ensuring all
allergen-contaminated utensils are put directly into the sink
or the dishwasher immediately after use and washed
thoroughly etc.
Dietary requirements of a range of vegetarian diets: Lactoovo-vegetarians eat dairy products and eggs; Lactovegetarians eat dairy products but not eggs; Vegans do not
eat products derived from animals.
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4. Understand barriers to healthy eating
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4.1
Outline how public confusion over healthy eating How public confusion over healthy eating may prevent
may prevent people from choosing a balanced diet people from choosing a balanced diet: E.g. perception that
advice keeps changing; misleading food labelling;
misconceptions on cost; advertising etc.
4.2
Identify how costs may prevent people from How costs may prevent people from choosing a balanced
choosing a balanced diet
diet: Low intakes of fruit and vegetables may be due to real/
perceived additional costs, individuals may resist buying
new foods in case they are rejected, lack of knowledge and
cooking skills of how to prepare cheaper ingredients,
preparation costs e.g. may be wary of cheap cuts of meat
which require longer cooking etc.
4.3
Describe how accessibility may prevent people How accessibility may prevent people from choosing a
from choosing a balanced diet
balanced diet: Proximity/choice of retail outlets; time
available for shopping; availability of transport to cheaper
sources of food e.g. markets; trend away from high streets
to out of town shopping; cooking facilities available etc.
4.4
Describe how pre-prepared and convenience How pre-prepared and convenience foods may prevent
foods may prevent people from choosing a people from choosing a balanced diet: Quicker and require
balanced diet
less effort, easier to estimate portion size, little cooking
skills required; may be high in salt and/or fat, deficient in
vitamins and minerals, fibre; attractive packaging and
advertising; little budget left for fresh items such as fruit,
vegetables, salads etc.
4.5
Give examples of how individual lifestyle choices How individual lifestyle choices may prevent people from
may prevent people from choosing a balanced diet choosing a balanced diet: Working long hours/ travelling
limiting time for food shopping/preparation; limited cooking
facilities; trend towards eating out, using takeaways etc.
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Unit 2 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge and understanding of how nutritional needs vary with age by looking at the needs of children and young people and older people. Learners will
gain an understanding of the special dietary requirements of different groups of people and gain an insight into the barriers to healthy eating.
Assessment
This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ).
An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement
record.
All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:
 Question and answer test
 Multiple choice questions
 Question and answer verbal (ensure records are kept)
 Essay
 Other
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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Unit 3: Use food and nutrition information to plan a healthy diet M/601/2545
Guided Learning Hours:
Unit Level:
Unit Credit:
25
2
3
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
1. Understand food labelling
1.1 Identify nutritional information which must be provided on Nutritional information which must be provided on food labels:
Manufacturers are required by law to give nutritional information if making
food labels
a nutrition claim such as "low fat", or a health claim such as "calcium
helps build strong bones", or if vitamins or minerals have been added to
the product; some manufacturers give nutrition information voluntarily on
other products; from December 2016 new EU rules require that the
information is given whether or not a nutrition or health claim has been
made or vitamins or minerals added.
The minimum nutrition information given must show the amount of each
of the following per 100g or 100ml of the food:
 energy (kJ and kcal)
 fat ( g)
 saturated fat ( g)
 carbohydrate ( g)
 sugars (g)
 protein (g)
 salt (g)
 the amount of any nutrient for which a claim has been made
Indicative Contents:
1.2 Identify the guideline daily amounts of fat, sugar and salt Current advice on maximum daily intake of fat, salt and sugar:
Male: fat: 95g; saturated fat: 30g; salt: 6g; sugars: 120 g etc.
in an adult diet
Female: fat: 70g; saturated fat: 20g; salt: 6g; sugars 90 g etc.
1.3 Use nutritional information from food labels to determine Use nutritional information from food labels to determine if each of the
if each of the foods is high, low or neither in terms of fat, foods is high, low or neither in terms of fat, sugar and salt content:
Examination of labels from a range of foods showing the levels of fat,
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sugar and salt content
sugar and salt in each food, ranking each as high, low or neither.
1.4 Use nutritional information from food labels to calculate Use nutritional information from food labels to calculate the energy
the energy provided by fat, protein and carbohydrate in provided by fat, protein and carbohydrate in each food: Examination of
labels from a range of foods showing energy provided by protein, fat and
each food
carbohydrate.
1.5 Outline ways in which food label claims and descriptions Ways in which food label claims and descriptions may be misleading:
Examples of claims made and misleading descriptions e.g. boosting the
may be misleading
immune system, lowering cholesterol, fat-free but high in sugars, sugarfree but high in calories, from sugar alcohols etc.
2. Understand food additives
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2.1 Define the term food additives
Definition of the term food additives: Defined in legislation as:
"any substance not normally consumed as a food in itself and not
normally used as a characteristic ingredient of food, whether or not it has
nutritive value, the intentional addition of which to food for a technological
purpose in the manufacture, processing, preparation, treatment,
packaging, transport or storage of such food results, or may be
reasonably expected to result, in it or its by-products becoming directly or
indirectly a component of such foods”.
2.2 Describe the main groups of additives and their functions
Main groups of additives and their functions:
Colourings: used to replace the natural colours lost during processing/
make food products look more attractive.
Flavourings: used to replace tastes lost in processing/ enhance bland
products.
Sweeteners: natural sugars added to make these foods sweeter; artificial
sweeteners used to sweeten ‘diet’ versions of foods such as cola and
yoghurt.
Emulsifiers: allow substances to mix which do not normally e.g. vegetable
oil and water in margarine; stabilisers prevent them separating.
Preservatives: prevent spoilage of foods by the growth of microbes during
storage therefore extend ‘shelf life’ e.g. sulphur dioxide in dried fruit and
nitrites in ham.
Antioxidants: prevent deterioration of foods due to the reaction of
chemicals in the food with oxygen in the air e.g. rancidity of fats which
gives an unpleasant taste.
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2.3 Explain the benefits of food additives
Benefits of food additives: Extending shelf life, enhancing flavour and
appearance to make foods more appetising; production of low calorie, low
fat foods; foods available for extended periods of the year; wider choice
etc.
2.4 Give examples of legislation surrounding the use of food Examples of legislation surrounding the use of food additives: Sweeteners
in Food Regulations 1995, as amended by the Sweeteners in Food
additives
(Amendment) Regulations 1996, 1997, 1999, 2001 and 2002.
Colours in Food Regulations 1995, as amended by the Colours in Food
(Amendment) Regulations 2000 and 2001.
Miscellaneous Food Additives Regulations 1995, as amended by the
Miscellaneous Food Additives (Amendment) Regulations 1997, 1999,
2001 and 2001 (No. 2) etc.
3. Apply principles of healthy eating
3.1 Record own food and drink intake for one week
Record of food and drink intake for one week: Learners to keep diary of all
food and drink consumed during a week, including portion sizes.
3.2 Compare own food and drink intake against current Food and drink intake compared against current healthy eating advice:
Using information from Assessment Criteria 3.2, analysis against current
healthy eating advice
healthy eating guidelines and outline how diet could be improved.
3.3 Outline the steps that could be taken to make their diet Steps that could be taken to make their diet healthier: Action
plan/recommendations to make improvements to diet. Recommendations
more healthy
such as reducing fat intake especially saturates, reducing intake of sugars
and salt, substituting calorific snacks for healthier ones such as fruit.;
increasing starchy foods to one third of foods; at least five portions of fruit
and vegetables; two portions of fish per week.
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Unit 3 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge and understanding of food labelling and food additives and how to apply principles of healthy eating including using information on food labels.
Learners will analyse and evaluate their own diet and make recommendations for improvement.
Assessment
This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ).
An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement
record.
All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:
 Question and answer test
 Multiple choice questions
 Question and answer verbal (ensure records are kept)
 Essay
 Other
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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Unit 4: The principles of weight management L/505/2203
Guided Learning Hours:
Unit Level:
Unit Credit:
8
2
1
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
1. Know the risks associated with 1.1
ineffective weight management
Define the terms:
 Obese
 Emaciated
 Malnourished
Definitions of terms: Obese: very overweight with large amount of fat;
BMI 30-39.9; emaciated: low body weight, very thin with very little
body fat resulting from illness or starvation; malnourished: poor health
due to diet which does not contain adequate levels of nutrients, is
poorly balanced, can be caused by problems with absorption of
nutrients etc.
1.2
Describe the health risks associated with obesity
Health risks associated with obesity: E.g. coronary heart disease,
Type 2 diabetes, breast cancer, bowel cancer, strokes etc.
1.3
Describe the health risks associated with emaciation
Health risks associated with emaciation: E.g. anaemia, poor growth,
female infertility, poor immunity, osteoporosis; in the elderly: poor
memory, osteoporosis, hypothermia etc.
1.4
Identify the signs and symptoms of malnourishment
Signs and symptoms of malnourishment: Unplanned weight loss,
muscle weakness, persistent tiredness, low mood, increased
susceptibility to illnesses or infections; in children: low growth rate,
changes in behaviour such as appearing unusually irritable, sluggish
or anxious etc.
Explain what is meant by ‘body image’
Body image: Perception of own body and how it appears to others,
attractiveness, cultural ideals; may cause anxiety and depression.
2. Understand how body image may 2.1
influence weight management
2.2
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Indicative Contents:
Give examples of how media portrayals of body image may Impact of media portrayals of body image: Emphasis on thinness of
impact on an individual’s weight management
women and link to physical attractiveness may lead to excessive
dieting, use of cosmetic surgery and higher incidence of eating
disorders; men may have perceptions around muscle mass and
masculinity.
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3. Know about effective methods of 3.1
weight management
Describe the role of a balanced diet in weight management
The role of a balanced diet in weight management: Adequate levels of
all nutrients, energy intake to balance expenditure will maintain weight.
Intake needs to be less than use for weight loss.
3.2
Explain the term ‘energy balance’
Energy balance: Energy measured as calories is supplied through
food and drink, energy is used by all the body's activities, it needs to
be balance between the two.
3.3
Explain the implications of energy balance in weight Implications of energy balance in weight management: Energy in
management
terms of calories consumed and energy out as calories used. If these
are the same over a period of time weight stays the same; if intake
exceeds use weight will be gained; if use exceeds intake weight will be
lost.
3.4
Outline lifestyle choices that impact on weight management
Lifestyle choices that impact on weight management: Choices such as
smoking, alcohol consumption, restricted diets and lack of physical
activity will affect weight and ability to manage it.
3.5
List common weight loss myths
Common weight loss myths: E.g. starving is a good way to lose
weight, lots of physical activity essential for weight loss, benefits of
reliance on slimming pills, excessive cost of healthy foods,
carbohydrates need to be cut out, snacks must be cut out etc.
3.6
Describe the characteristics of an effective weight Characteristics of an effective weight management programme:
management programme
Including moderate exercise, a balanced diet, healthy snacks e.g. fruit,
drinking adequate water, eating plenty of fruit and vegetables etc.
4. Be able to plan a short-term weight 4.1
management programme for an
individual
4.2
Identify suitable goals for the weight management Suitable goals for the weight management programme: Requirements
programme
for programme e.g. weight maintenance, gain or loss, decide target
weight
4.3
Use information collected to plan a short-term weight Plan a short-term weight management programme: Including menus
management programme
and physical activities.
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Collect information to plan a weight management programme Plan a weight management programme: Identifying who it is for; goals:
weight loss, gain or maintenance; levels of activity, choices of foods
taking preferences into account, physical activity etc.
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Unit 4 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge of the risks associated with ineffective weight management, how body image may influence weight management and effective methods of weight
management. Learners will plan a short-term weight management programme for an individual.
Assessment
This unit is knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ).
An Achievement Record is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement
record.
All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including:
 Question and answer test
 Multiple choice questions
 Question and answer verbal (ensure records are kept)
 Essay
 Other
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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Unit 5: Understanding eating disorders
Guided Learning Hours:
Unit Level:
Unit Credit:
D/506/2928
10
2
1
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
Indicative Contents:
1. Understand the term 'eating disorder'
1.1
Give a definition of the term 'eating disorder'
Definition of the term 'eating disorder': Abnormal eating patterns and
obsessive behaviour, excessive focus on weight etc.
1.2
Describe possible types of eating disorders
Possible types of eating disorders: Anorexia nervosa, bulimia, binge
eating etc.
2. Understand the causes of eating 2.1
disorders
Describe possible causes of eating disorders
Possible causes of eating disorders: Peer pressure, media influences,
negative body image, social pressure; risk factors: family history,
depression, substance misuse, obsessive personality, sexual/ emotional
abuse, stress, difficult relationships etc.
3.Understand how an eating disorder 3.1
may affect the individual and others
Give examples of the signs and symptoms associated Signs and symptoms associated with eating disorders: Missing meals,
with eating disorders
discomfort/ refusal to eat in public places, repeated claims to have already
eaten etc.
3.2
Describe the feelings an individual with an eating disorder The feelings an individual with an eating disorder may experience: Guilt,
may experience
disgust, self-loathing, preoccupation with food, feeling of being out of
control etc.
3.3
Describe some of the ways an eating disorder may affect Ways an eating disorder may affect the individual and their life: Limiting
the individual and their life
social life, leisure activities, self-destructive behaviours e.g. selfmutilation, alcohol/substance abuse, kleptomania. Effects on health:
severe medical problems, organ damage, dental damage, anxiety
disorders, depression etc.
3.4
Explain how an individual's eating disorder may affect How an individual's eating disorder may affect others: Disruption to social
others
contacts/ relationships etc.
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4. Understand how a specific eating 4.1
disorder may be managed
Describe different approaches to the treatment of eating Different approaches to the treatment of eating disorders: Cognitive
disorders
behavioural therapy (CBT) aims to change perception of a situation so
that they change how they act; interpersonal psychotherapy focuses on
issues around relationships; dietary counselling to maintain a healthy diet;
psychodynamic therapy uses counselling that focuses on how a person’s
personality and life experiences influence their current thoughts, feelings,
relationships and behaviour; family therapy involves the family in
discussions of the effects of the eating disorder; medication may be used
e.g. selective serotonin reuptake inhibitors (SSRIs) to treat bulimia
nervosa or binge eating etc.
4.2
Explain what others could do to help an individual recover What others could do to help an individual recover from a specific eating
from a specific eating disorder
disorder: Talking about the problem, becoming knowledgeable,
emphasising unconditional love, avoiding discussions referring to
appearance, being patient etc.
4.3
Describe local resources and treatments that would be Local resources and treatments that would be available to an individual
available to an individual experiencing an eating disorder experiencing an eating disorder: E.g. friends, family members, religious
leaders, colleagues , eating disorder counsellors, nutritionists, GPs,
psychologists, social workers, psychiatrists, hospitals and universities,
eating disorder centres and clinics, eating disorder groups, online help for
anorexia and bulimia at Internet support groups, chat rooms/ forums;
treatments: nutrition counselling, self-help, psychological and
psychotherapy, medication, hospital treatment etc.
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Unit 5 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge and understanding of different types of eating disorders, the causes, signs and symptoms, health effects, effects on others and how they may be
managed.
Assessment
This unit is about developing knowledge and understanding and therefore should be assessed by suitable methods such as questions, worksheets, assignments or projects which are
internally set and marked by the centre and externally verified.
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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Unit 6: Principles of food safety for the home environment T/506/3146
Guided Learning Hours:
Unit Level:
Unit Credit:
10
2
1
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The learner will:
Assessment Criteria - The learner can:
1. Know the importance of handling food 1.1 Explain why it is important to handle food safely
safely
1.2 Identify hazards relating to food safety
Indicative Contents:
Why it is important to handle food safely: Minimising transmission of
microbial, allergenic, physical and chemical contamination to customers
and to self; meeting legal and environmental health requirements.
Hazards relating to food safety: Microbiological: bacteria and viruses,
parasites; chemical: cleaning chemical residues, toxins from shellfish or
mushrooms, allergens in eggs, peanuts, wheat; physical: foreign bodies
such as metal, stones, hair, insects etc.
1.3 Identify ways in which food should be handled safely to Safe food handling practices: High and low risk foods, time and
avoid contamination during the following operations:
temperature controls, reducing risk, bacteria, preventing cross
 storage
contamination, storing food correctly, cleaning and disinfecting equipment
 preparation
and contact surfaces.
 cooking
Storing: Well lit, clean, dry and cool, well ventilated, food off floor, date
 serving
order, stock rotation, first in first out, cleaning and checking schedules.
 re-heating
Freezers: -18°C or below, regular defrosting/cleaning, labelling of foods,
checking equipment is in working order, recording temperatures, not
putting hot food in/leaving door open/overloading.
Refrigerators: Importance of keeping raw and cooked foods separate,
where to store different foods, regular defrosting/cleaning, labelling of
foods, covering/wrapping foods; importance of not overloading/ putting in
hot foods/open tins; checking equipment is in working order.
Preparing: Ensuring food is kept at correct temperature/appropriate
environment.
Cooking: Importance of cooking thoroughly to a core temperature and
ensuring large quantities have no cold spots.
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Reheating: Importance of only re heating once, until it is piping hot
steaming all the way through.
2. Know the importance of personal 2.1 Explain ways of maintaining personal hygiene when Maintaining personal hygiene when handling food: Importance of
handling food that helps reduce the risk of contamination
frequently and correctly washing hands and when to wash them to
hygiene when handling food
prevent cross contamination e.g. raw and cooked foods; importance of not
touching hair, face, cuts, clothes etc.
2.2 Identify how and when to wash hands
How and when to wash hands: Hot water and soap, including backs of
hands, between fingers, nails; how to dry hands e.g. not using a dirty
towel because it can put bacteria back on hands; when: handling raw and
cooked foods, after using toilet, touching hair, face, rubbish, cleaning
chemicals, smoking etc.
2.3 Describe potential problems resulting from not maintaining Potential problems resulting from not maintaining personal hygiene when
personal hygiene when handling food
handling food: Spread of infection or causing illness in self or others by
transfer of microorganisms or other contaminant.
3. Know how to store food safely
3.1 Explain how to store the following types of food correctly to

avoid contamination:
 fresh
 convenience
 high risk
 low risk
How to store foods correctly to avoid contamination: Keep raw and readyto-eat food apart at all times, including packaging material for ready-to-eat
food, raw food below ready-to-eat food in the fridge, high risk foods such
as milk and milk products and fish should be stored in a refrigerator or
freezer, foods such as fresh fruit and vegetables last longer when they are
kept cold and should be stored in a refrigerator etc.
3.2 Explain why it is important to follow food storage
 Why it is important to follow food storage instructions: To maintain
instructions
condition of foods, maintain safety, minimise spoilage, protect qualities of
food such as flavour and appearance etc.
4. Know how food storage can affect the 4.1 Outline how storage methods can affect the nutritional How storage methods can affect the nutritional value of food: Vitamins
value of food
content may be reduced particularly water-soluble vitamins, starches
nutritional value of food
converted to sugars etc.
5. Know how to keep the food work area 5.1 Describe why it is important to keep the food work area Importance of keeping the food work area clean, hygienic and
clean, hygienic and disinfected
disinfected: To minimise/prevent spread of microorganisms that might
clean
cause food poisoning or infection, prevent contamination with foreign
materials such as pets, hair, soil etc.; to protect health and safety, protect
vulnerable individuals from ingredients which they are allergic to/have an
intolerance for etc.
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5.2 Outline ways of keeping the food work area clean, hygienic Ways of keeping the food work area clean, hygienic and disinfected: Use
and disinfected
of hot water, detergents and sanitisers; removing rubbish and waste
materials; not allowing pets onto food surfaces etc.
6. Know how to check food is cooked to 6.1 Describe why it is important to ensure that food is cooked Why it is important to ensure that food is cooked to the correct
to the correct temperature
temperature: Essential to ensure that harmful bacteria are killed to
the correct temperature
prevent food-borne illness; centre must reach 75°C or above or 60°C for
a minimum of 45 minutes, 65°C for a minimum of 10 minutes, 70°C for a
minimum of 2 minutes etc.
6.2 Give examples of ways to check food is cooked to the Examples of ways to check food is cooked to the correct temperature:
correct temperature
Using a temperature probe; keeping foods hot between cooking and
serving; using microwaves; following instructions including standing times;
for burgers, sausages, chicken and pork, checking that the meat in the
middle is no longer pink, the juices run clear and it is steaming; for whole
chickens or other birds, piercing the thickest part of the leg to check that
there is no pink and that juices are clear i.e. no sign of blood etc.
7. Know how to dispose of food waste 7.1 Describe why it is important to dispose of food waste safely
safely
7.2 Outline how to dispose of food waste safely
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Why it is important to dispose of food waste safely: To reduce chances of
contamination leading to illness; discouraging pests e.g. flies,
cockroaches, rats, mice; reducing unpleasant odours, reducing risk of
accidents e.g. slips, trips and falls etc.
How to dispose of food waste safely: Sealing in a plastic bag or bin, in a
suitable waste bin with a close fitting lid; keeping waste bins clean and
dry; using foot-operated pedal bins if possible; wrapping up organic food
waste etc.
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Unit 6 Guidance on Delivery and Assessment
Delivery
This unit develops the learner’s knowledge and understanding of the importance of handling food safely, personal hygiene when handling food, how to store food safely, how food storage
can affect the nutritional value of food and how to check food is cooked to the correct temperature. It also includes how to keep the food work area clean and how to dispose of food waste
safely.
Assessment
This unit is about developing knowledge and understanding and therefore should be assessed by suitable methods such as questions, worksheets, assignments or projects which are
internally set and marked by the centre and externally verified.
Links
This unit is based on the National Occupational Standards SFHCHS 96, SFHCHS 146, SFHCHS 148 and IMPFT 102K.
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Resources
Training Resources
Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials
centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment.
IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust
quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification.
For this qualification IQ has endorsed the following learner support materials:
Resources and Useful websites
Health and Safety Executive
www.hse.gov.uk
The National Archives (For all UK legislation)
http://www.legislation.gov.uk
Equalities and Human Rights Commissions
http://www.equalityhumanrights.com
Health and Safety Executive for Northern Ireland
http://www.hseni.gov.uk
Northern Ireland Office
http://www.nio.gov.uk
Equality Commission for Northern Ireland
http://www.equalityni.org
Skills for Health
http://www.skillsforhealth.org.uk/
British Nutrition Foundation
www.nutrition.org.uk
A guide to the special healthcare needs
of ethnic-religious minority communities
http://www.diversiton.com/downloads/checkup.pdf
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