IPC - What's On The Menu Unit Plan

2021-2027
What's On The Menu?

Food
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What's On The Menu?
Contents
Contents 2
Basic Information 4
Timings 10
Learning Goals 12
The Entry Point 16
Knowledge Harvest 17
Explaining The Theme 18
Geography Learning Goals 19
Geography Task 1 20
Geography Task 2 22
Geography Task 3 24
Geography Task 4 26
International Learning Goals 28
International Task 1 29
International Task 2 32
Health and Wellbeing Learning Goals 34
Health and Wellbeing Task 1 35
Science Learning Goals 37
Science Task 1 38
Science Task 2 41
Science Task 3 43
Design, Technology and Innovation Learning Goals 46
Design, Technology and Innovation Task 1 47
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The Exit Point 55
Resources 57
Glossary 58
The Big Picture 60
Assessment for Improving Learning 69
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Basic Information
Unit Summary
Food is essential. It gives us energy for life – but how much do we know about how food is produced and
prepared? How is it packaged and how far does it travel before reaching our plates? What about food
waste? What food is healthy for us and for our planet? Let’s investigate!
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Introduction
This is a unit of learning for the International Primary Curriculum
The IPC has been developed to provide support to teachers to achieve the aim of improving learning
through the provision of international researched curriculum materials and engaging units of learning.
Central to the International Curriculum is the belief in, and commitment to, the holistic development of
learners through enjoyable academic, personal and international learning that prepares them for
opportunities and challenges now and in the future.
Through the International Curriculum, which supports teachers and leaders, learners are encouraged to be
globally competent (Boix Mansilla and Jackson, 2013), future ready, socially conscious and motivated to
positively contribute within a local and/or global context.
Planning with IPC thematic units (for more detail refer to the planning documents in the implementation
guide).
You will need a long term and medium-term view to plan most effectively for the IPC thematic units.
Keep in mind that all tasks including Entry Points and Exit Points are adaptable. Keep the focus on
meeting the goals to maintain the integrity of the route plan.
The school’s route plan:
Indicates which key skills are in which units, from this you can identify which will be practiced and
which will be assessed at different points in the milepost.
Reveals which other units on the same theme learners have completed.
Read the whole unit through considering the following:
Availability of resources - do you have access to a local resource that would enhance the unit?
Learners’ previous experience – which other units on the same theme have learners completed?
Agreed classroom approaches.
Which language for learning and maths links will you aim to include?
How to approach the ICT links – these goals are included in the route plan so are required learning
for the unit.
Who has responsibility for teaching which subjects?
Is there a whole school/milepost focus on specific Personal Learning Goals?
Create your medium-term plan:
Collaborate with any colleagues who have responsibility for specific subjects.
Collate the rubrics/learning advice for the unit.
Decide on grouping strategies.
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Collect necessary resources.
Book any field trips and/or invite visitors/experts to the school.
Include differentiation for challenge and choice remembering that challenge is not just extending
learners but considering accessibility for those with particular needs.
Create a letter for parents.
After the Knowledge Harvest
Review your planning, does anything need more/less time based on what you found out about
learners during the Knowledge Harvest?
Is there any other differentiation or changes to planned differentiation that is needed based on the
information gathered in the Knowledge Harvest?
Assessment for Improving Learning opportunities

Opportunities to assess children’s skills progress exist throughout the unit, indicated by this symbol
and bold text. There are teachers’ and children’s rubrics as well as learning Advice in the IPC Assessment
for Learning toolkit that should be used to support key skills progression. We recommend that only 1 skill
is assessed within any task. Assessment is multifaceted and may include:
Self-assessment against the rubrics, exemplars or co-created success criteria.
Peer-assessment and feedback using the rubrics.
Teacher assessment against the rubrics, exemplars or co-created success criteria.
The IPC has a simple but comprehensive structure
All of the learning in the IPC is based upon clearly defined learning goals which lay out
the Subject, Personal and International Learning children will undertake as they progress through the
three mileposts of the IPC.
Learning Goals
Learning Goals in academic subjects (10) including international are statements of what children should
‘know’, ‘be able to do’ or develop an ‘understanding’ of at different mileposts. The IPC also provides
Personal Learning Goals; these follow the structure ‘To be _________ I aim to _____________’.
Knowledge, Skills and Understanding
Differentiating between Knowledge, Skills and Understanding is crucial to the development of children’s
learning; each has their own distinct characteristics that impact on how each is planned for, learned,
taught and assessed. Learning goals in the IPC specifically address Knowledge, Skills or Understanding.
The exception to these are the Personal Learning Goals which aim to develop character and attitudes.
The Process to Facilitate Learning
The units of learning provide practical activities which teachers can use in the classroom plus
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a wealth of other supportive information. Each unit is structured to make sure that children’s learning
experiences are as stimulating as possible.
All the units follow the same process to facilitate learning as described below.
Entry Point
The Entry Point is an activity for children that begins each unit of learning and provides
an exciting introduction to the learning that is to follow. Entry Points could just take one hour or the
whole allocation for IPC in the initial week, if, for example, the Entry Point is a field trip. The Entry Point
is designed to activate schemata – learners’ previous knowledge and experiences, as well as excite
learners for the coming unit.
Knowledge Harvest
The Knowledge Harvest takes place in the early stages of each unit and provides an
opportunity for children to reveal what they already know about the
themes they are studying. This bank of knowledge can then be added to, developed and even
challenged by the teacher, throughout the course of the unit.
Explaining the Theme
This information should be shared with learners to help them see how the unit connects with others and
how it builds on previous learning goals or may progress in the future.
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Research, Record and Reflect
Each IPC unit has a number of activities that require learners to Research, Record and Reflect on their
learning.
Research
Research activities always precede the recording activities. IPC research activities have been designed to
be experiential and exploratory. During research activities, learners use a variety of methods and may
work collaboratively in groups or individually to find out a range of information.
Record
During the recording activities, children think about, process and interpret the learning they have
researched. Teachers should promote choice and challenge when supporting learners with recording
tasks as well as providing opportunities for learners to further develop their strengths and interests.
Reflect
Opportunities to discuss as well as record (written, audio or visual) answers to reflection questions should
be given. Questions that meet a variety of purposes are included, with at least one question for each
task.
Reflective questions support learners with:
Making connections with other subjects and personal or international learning
Developing metacognition – awareness of how they learn
Planning next steps in their own learning
Identifying what they would like to know, understand and be able to do
Exploring the significance/importance of learning
Giving feedback to teachers e.g. Exit cards
Using the rubrics and learning advice for self and peer assessment
Thinking about Personal Learning Goals – learning about and learning to be.
Exit Point
The Exit Point has two main purposes. First, to help children pull together their learning from the unit and
second, to celebrate the learning that has taken place.
The IPC community would love to see examples of your teaching and learning, in any subject, at any
stage in the unit of learning. Please share these with our members via Pinboard.
Disclaimer
The IPC is not responsible for the content of websites or videos listed in this unit. We cannot guarantee
nor accept any liability for the content or links of any websites or videos featured in this unit. For
safeguarding purposes, all websites and videos must be checked before being used in the classroom.
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Many of the links will feature advertising, some of which may not be age appropriate, and steps should be
taken when planning tasks to reduce the risk of exposure to unsuitable images or text.
The websites and videos listed in this unit are not under the control of the IPC. We have no control over
the nature, content and availability of those websites and videos. The inclusion of links to any websites or
videos does not imply a recommendation of, or endorse the views expressed within, those websites and
videos.
The IPC takes no responsibility for, and will not be liable for, any website or video becoming unavailable
anywhere in the world.
If you find a link that does not function or no longer meets the intended resource need, please
email members@fieldworkeducation.com stating the unit title, subject, task and link.
Due to the increase in advertising in online sources you may wish to explore a viewing platform to
reduce the risk of inappropriate content. Two such platforms are Videolink and Pure.
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Timings
This unit of work is intended to last about 6 weeks.
The following suggested timings are approximate guides and are dependent on each school's individual
context.
No of Hours No of Weeks
Entry Point, Knowledge Harvest, Explain the Theme 2 0.25
Geography 12 1.5
International 4 0.5
Health and Wellbeing 2 0.25
Science 12 1.5
Design, Technology and Innovation 12 1.5
Exit Point 4 0.5
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Links to other IPC2020 subjects
Language Arts and Mathematics
Learning goals are included at the end of relevant task sections. These may be goals that are part of
doing the task as designed or through an extension to the subject learning.
Language Arts goals can be applicable to any language learned in school or used in the community or at
home. The suggested link activities can be approached in a variety of ways to connect subject learning in
the IPC thematic unit to different languages and encourage application of language skills to the IPC
units.
For a home learning extension task carried out in the home language
By the additional language teacher
In the language of instruction
These may include repeating the task in a different language to promote retention of knowledge referred
to, developing understanding of subject content through multilingual opportunities and further
developing language skills.
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Learning Goals
Geography Learning Goals
Children will:
2.02 Be able to interpret maps of familiar and unfamiliar places, including digital maps
2.03 Be able to use a variety of sources to gather geographical information
2.04 Be able to identify relevant data to answer questions
2.05 Be able to evaluate the effectiveness of research tools and instruments and suggest
improvements
2.11 Be able to describe geographical features of the host continent
2.12 Know about similarities and differences between different environments and industries within
the host country
2.13 Be able to describe human activities that can cause or reduce environmental issues
2.14 Understand how people's quality of life is impacted by local geographical features
International Learning Goals

Children will:
2.05 Understand that people have rights and responsibilities that differ depending on their role in
society
2.06 Understand that people can have an impact on places even when they are not there
2.07 Be able to reflect on their personal contribution to collective action
2.08 Be able to associate cause and effect related to global events and/or issues
2.10 Understand that they can adopt behaviours to promote the responsible use of resources
Health and Wellbeing Learning Goals

Children will:
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2.03 Know that my body is growing and changing in different ways and that some of these changes
are part of growing up
2.04 Understand that growing and changing brings increasing responsibility
2.05 Understand the impact of changes that may improve health and wellbeing
Science Learning Goals

Children will:
2.01 Be able to suggest ways of collecting evidence in response to a scientific question
2.05 Be able to connect scientific investigations to real life
2.06 Be able to plan an investigation changing only one independent variable
2.07 Be able to make informed predictions
2.08 Be able to identify potential risks in a planned investigation
2.09 Be able to make and record observations and take formal measurements
2.28 Know the role of the different nutrients in the body
2.29 Understand the interdependence between all living things
2.40 Know that some changes are reversible and some are irreversible
Design, Technology and Innovation Learning Goals

Children will:
2.01 Know that designs should consider aesthetics and function
2.02 Be able to define the criteria that would meet the needs of a context/situation
2.07 Be able to list materials, tools and techniques needed for production
2.08 Be able to use appropriate tools and techniques independently
2.09 Know how to avoid the risks associated with using tools and sharing spaces
2.10 Be able to compare their design and product explaining any differences and suggesting
improvements
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2.11 Understand that designers have a responsibility to consider issues of waste when designing
products
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ICT & Computing Opportunities
This table shows opportunities to integrate ICT Learning Goals into subject tasks.
Task Goals
Design, Technology and Innovation Task 1 2.21
Design, Technology and Innovation Task 3 2.12
Geography Task 2 2.12
International Task 2 2.12
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The Entry Point
Everybody enjoys a take-out meal. It’s time to order the meal of your choice and eat it with your friends.
Choose some local restaurants (you could do this with your class) and get their take-out menus. Try to get
a range of restaurants from across the world such as Italian, Japanese, Indian and include one fast food
restaurant such as McDonalds. Remember to take into consideration food allergies (such as dairy and
wheat) and religious requirements (such as no pork, vegetarian etc.) Order in and share the food,
encouraging children to try something new. Discuss the ingredients, favourites, whether they eat these
foods at home or visit these restaurants. Do the children have any questions about the food or
restaurants? Save these for the Knowledge Harvest. Take photos of the different dishes and the types of
packaging they were transported in. Wash and save the packaging for later discussion.
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Knowledge Harvest
Ask the children to talk about their experiences of restaurants in their home and/or host or other
countries they may have visited.
What are their favourite meals?
How do restaurant meals compare with those that they have at home?
What things need to be considered when opening a restaurant?
Put the children into small groups. In their groups, ask the children to write the word ‘restaurant’ at the
centre of a large sheet of paper.
Tell them that they are going to create a mind map, outlining all the things that they think will be
important in order for a restaurant to be a success. This could be in four sections, such as people to work
there, customers, food/menu and physical space.
For example:
What will the chef need to know? Who else will work there?
Who will come to eat at a restaurant? Why?
Where could the restaurant be located?
What type of food will be on offer? Where might this food come from?
Is there take-out?
What will happen to the food waste?
Afterwards, invite each group to share their mind map with the rest of the class.
Talk through the children’s ideas and work together to compile a whole-class mind map, displaying the
key ideas. This mind map can then be referred to throughout the unit as the children tackle each task.
Look back at the questions raised in the Entry Point, and discuss whether any have been answered? Are
there any further questions to note?
Reviewing the Knowledge Harvest - Hints for teachers
Were there any surprises from the Knowledge Harvest? How extensive is the experience of restaurant
and takeaway food in your class? Were some of the things you expected to see or hear missing? Did
anyone mention healthy eating in the discussion? Or were there any other ideas that were unexpected?
Does any child belong to a family that owns or runs a restaurant?
What might need to change in your planning due to what you found out about learners during the
Knowledge Harvest?
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Explaining The Theme
In Geography, we’ll be learning about:
Geographical features in the local area
Foods that are produced by farms locally
The journey of the food from the farm to the fork
Food miles and the advantages and disadvantages of local and imported food.
In International, we’ll be learning about:
The issue of food waste
Single use food packaging.
In Health and Wellness, we’ll be learning about:
Health risks from fast food.
In Science, we’ll be learning about:
Nutrients needed for a balanced healthy diet
Decomposers in nature
How food changes over time.
In Design, technology and innovation, we’ll be learning about:
Presenting food in appealing ways
Sustainable fast-food packaging
Making a tasty and appealing dish.
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Geography Learning Goals
Children will:
improvements
the host country
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Geography Task 1
Learning Goals
improvements
Research activity
Using local maps and mapping apps, task the children with researching some of the geographical features
in your local area. You may need to designate an area to be searched. Decide what to include in the
search, such as schools, restaurants and land features such as beaches, parks or rivers. Different groups
could research different features.
Ask the children how they could carry out the research. What tools or processes might be useful? Include
their suggestions where relevant and accessible as well as those below.
Google maps or a locally available equivalent is an excellent application to support this task. By using the
zoom tool and the street-level views, the children can explore a photographic map of their local area.
If possible, allow the children to physically explore the local area with adult supervision, noting down the
locations of restaurants and their surrounding geographical features. Children could take photographs of
the features to include in their recording.
Recording activity
Children should record their findings on a map of the local area. This could be one that the children have
drawn themselves or could be printed out from mapping software or an application such as Google Maps.
A key or legend with symbols of the features they have identified should be included, as well as a
compass. Photographs could accompany the map. If groups have researched different features, they could
work together to make a map. This could be made into a tourist map of the area.
Have the children discuss what they found out from their research that connects to the different aspects
of their mind maps from the Knowledge Harvest.
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What do the children notice about the features of the area? Is it an urban or rural area?
What about the location of features such as restaurants and hotels in relation to natural features such as
rivers and mountains?
Where would the food come from? Who would be the patrons of the restaurant?
What could happen to the waste of the restaurant?
Mathematics link: 2.69 Be able to use and interpret four cardinal directions
ICT link: 2.19 Be able to use digital tools to explore real and imaginary situations
Reflection
Which method or tool helped you the most with your research?
Are maps or satellite images easier to interpret?
Were any of the sources out of date? How did you know?
Is a visit necessary for this type of research? Why/why not?
Assessment for Improving Learning

Use the rubric for children to assess themselves and their peers on the relevant points.
Personal Goals
Adaptable - 2.01 approach a range tasks across all subjects with an open mind
Resilient - 2.25 practise to learn and improve
Thinker - 2.40 ask questions to extend learning
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Geography Task 2
Learning Goals
the host country
Research activity
Ask the children to share what they know about farming in their home, host or adopted countries. If
possible, visit a local farm, plantation or orchard. Talk about what crop the farm produces, how it is grown
and cultivated, and what happens to it after it leaves the farm. If there are animals, then ask the children
to note their habitats and how their basic needs are being met. How are the different buildings on the
farm being used?
Back in the classroom, talk about what the children saw on their visit. How did the physical location and
features of the farm differ to their own locality or their home countries? You could also use digital maps
to find and compare the two areas.
If a visit is not possible, watch videos about local farms or research them in books or on the internet.
Compare this with what they know about farming from their home or adopted countries.
Create groups in the class where children research a farm from a specific place. Organise the groups so
that farms in different places are researched with the view of comparing them in their recording activity.
Recording activity
Children should record what they find out in their groups and be sure to note:
What crops are being produced and how they are cultivated;
What animals are being farmed and how their needs are being met;
Processing, transportation and packaging of the products.
They can then present using a slide app or software to collaborate on a presentation. As they present,
those listening should compare each farm to the one they researched, identifying similarities and
differences between farms in different countries.
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The class then needs to work together to conclude what, if anything is the same about the farms.
ICT link: 2.12 Be able to select an appropriate tool to collect and record required information
Reflection
What questions do the children still have?
What do they notice about what is the same, what is different from their research?
Do they notice any world-wide trends (such as rice is mainly grown in Asia) and what geographical
features make this possible?

Pose the following questions.
What geographical features of the host continent lend themselves to certain crops or types of farming?
Do they children use the correct terminology when describing the features?
Personal Goals
Collaborator - 2.05 contribute to various groups/teams to achieve goals
Empathetic - 2.19 appreciate the differences and commonalities between my own life and that of others
Respectful - 2.30 consider the opinions, views, cultures and traditions of other people
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Geography Task 3
Learning Goals
the host country
Research activity
Ask the children to note what meals they have eaten in the last 24 hours. Include home meals, school
meals and any restaurant meals they might have eaten. Pose the question: where does all our food come
from? Ask the children to work in groups to create a mind map to explore possible answers. They may
answer “the supermarket” – where does the supermarket get the food from? Their answers may include
local farms, factories or from countries far away.
Read the story of Miguel’s Tomatoes. This is part of a publication Feeding Minds, Fighting Hunger, page 95
-97, by The Food and Agricultural Organisation of the United Nations, which can be downloaded at this
address:
http://www.fao.org/documents/card/en/c/62708d0a-6134-5e44-b2ee-9034ab04e654/ This describes
the journey of tomatoes from planting to the table.
Ask the children to research the journey of a food of their choice. For challenge and choice, guide
learners to select an appropriate food to research and specific resources as needed. Salad/fruit items will
be simpler than processed foods such as milk whilst foods with multiple ingredients will be more
complex e.g. bread.
Recording activity
The children should use their research to produce an illustrated flowchart for their chosen food type,
beginning with its origin and then showing the various stages of the production process to create the
final product. This flowchart may be created using Google Drawings or a similar app to create flowcharts
(ICT link). Alternatively, children can draw/write the stages on a long strip of paper or comic strip
template.
Language Arts links:
2.01 Be able to summarise information and retell plots from written texts
2.02 Be able to summarise and retell what they have viewed
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Reflection
Children can compare and contrast their flowcharts with their peers.
What food looks most different from source to table?
How is food processed and packaged?
What energy is used for this?
How much waste is generated?
Personal Goals
Adaptable - 2.02 explore various roles, ideas and strategies
Ethical - 2.23 learn about rules related to different cultures, religions and families
Respectful - 2.29 treat others as I would like to be treated
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Geography Task 4
Learning Goals
Research activity
Ask the children to bring empty food packets from home from meals they have eaten over the past few
days. Alternatively, provide the children with a selection of different supermarket items.
Using the food packaging/labelling, challenge them to find out where each food item has come from. On
individual world maps, children mark the location of the host country. The origin location of each food
item should then be added to their individual maps. Provide atlases as needed to support finding the
correct locations on the map.
Afterwards, ask the children to look at their food maps:
Are they surprised by how far their food has travelled to reach the supermarket? Which of the foods has
travelled the furthest? Are any of these foods available locally? Which has travelled the least?
Introduce the idea of ‘food miles’ – the distance that food travels to reach us.
In groups, discuss the advantages of having easier access to world foods:
We can try different foods
We have more choice
We can eat foods that are not produced locally.
We can eat most foods all year round.
What might some of the disadvantages be?
The food is less fresh
It might be worse for the environment, due to the travel involved.
https://www.youtube.com/watch?v=xS1SKiypHME This video hosted on YouTube could also give the
children some ideas about local vs imported food.
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(To restrict inappropriate content that may be on YouTube, follow these instructions: 1. Go to the account icon. 2. Click 'Restricted Mode'. 3.
In the dialog box that appears, toggle 'restricted mode' to 'on' or 'off'.)
Recording activity
Using the group discussion, work as a class to list the advantages and disadvantages of eating local food,
as well as the advantages and disadvantages of imported food.
Encourage the children to think further about cause and effect e.g. what are the impacts of increased
transport? Noise, pollution etc.
Home learning: Children show their parents the data collected about the different foods. Are there
alternative foods they could buy locally?
Mathematics link: 2.94 Be able to select an appropriate method to collect data in order to answer a
question.
Making a graph of the food miles travelled by different foods could support comparing different foods.
Reflection
What is their responsibility as a citizen? Link this to SDG 12 – Responsible consumption and
production.
Would they give up their favourite imported food for the sake of the planet?

Self-assess using the rubric. Describe to a peer why you rated yourself as beginning developing or
mastering.
Personal Goals
Communicator - 2.13 be clear, relevant and confident.
Ethical - 2.22 learn about when I can contribute to improving and developing rules
Thinker - 2.35 give reasons for why I think something
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International Learning Goals
Children will:
society
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International Task 1
Learning Goals
society
Research activity
Display the statement:
An estimated 1.3 billion tonnes of food is wasted globally each year, one third of all food produced for
human consumption, according to the Food and Agriculture Organization (FAO) of the United Nations.
Ask the children to write down questions they have about this statement. Encourage them to write a list
of any questions that come to mind. Pair them up and ask them to discuss their questions with a partner.
They should review their questions and choose one or two they would like to research.
Questions that may come up:
Where is food wasted?
Why is the food wasted?
Is food waste an environmental problem?
What can we do about this?
What happens to food waste from shops and homes?
There may be many more questions. Teachers need to guide the children in their choice of questions to
research, perhaps relating them to a particular country (home or host country).
If they ask the question, where is food wasted, guide the children to where, such as at the farm, while
being transported, at the shop or restaurant, or by families.
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Recording activity
Children will record the answers to their questions with the view to finding solutions to the problem they
research. They could record their answers on slides and present their questions and answers to their
classmates.
Language Arts link: Children could write a poem about world hunger and link to SDG 2 – Zero Hunger.
This could be an acrostic poem or similar, including the causes and what could be done about world
hunger. The Text Type guides for Poetry will support this activity.
Some links from YouTube with supporting information:
https://www.youtube.com/watch?v=FWB7G7OzpZw
https://www.youtube.com/watch?v=FmQDKNznRBU
These links give data and more information about global hunger.
Reflection
Introduce the SDG2 Zero Hunger. What link can children make between food waste and people going
hungry? What can shops and restaurants do about helping hungry people using their food waste? What
should a country be doing to help their hungry people?
Ask the children to go home and talk to their family.
What happens to food waste in your home?
What can you do as an individual to be more responsible about food waste?
How can you reduce your food waste and avoid your food waste going to landfill?

Have the children make an action plan/commitment to reducing food waste. They should regularly reflect
on their success with this and then use the rubric at the end of the unit to self-assess progress with this
skill.
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Personal Goals
Collaborator - 2.06 consider how both my own and others' activities combine to achieve a shared goal
Ethical - 2.21 recognise the dilemmas of what someone wants to do and what the right thing is
Thinker - 2.40 ask questions to extend learning
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International Task 2
Learning Goals
society
Research activity
Revisit the amount of packaging created by the take-aways in the Entry Point. Sort the packaging into
waste, recyclable and reusable. Think back to Geography Task 1 – is there evidence that take out packing
was recycled locally, or is there litter visible that suggests waste was not always dealt with in the best
way?
Show pictures of animals affected by plastic, such as a turtle with a straw in its nose, birds with their
stomachs full of plastic, and so on.
https://www.youtube.com/watch?v=5qx2WFpNTPs&vl=en YouTube hosts this video which outlines the
problems of take-out/away rubbish and gives some solutions.
Find some statistics by doing an internet search for the amount of plastic currently generated by take-out.
(See Mathematics link) What can we do as individuals and families? Research what can be done about
reducing take-out waste, such as bringing our own containers, refusing straws and plastic cutlery, and
governments banning single-use plastics.
Recording activity
Decide on the best way to create awareness about take-out packaging. Create a poster or video to
persuade other children or their parents about what they can do about this problem.
Language Arts link: 2.20 Be able to write using words and phrases that capture the reader's interest -
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Discuss persuasive speaking and writing to convince the reader to change their habits.
Text Type Guide: NF 06 – Persuasion may support this activity.
Mathematics link: 2.94 Be able to select an appropriate method to collect data in order to answer a
question - Create a graph showing the countries with the highest plastic waste.
Reflection
Do you get take-aways as a family? How can you do something to help?

Revisit their action plan/commitment to reducing food waste, can they add reducing packaging waste
actions too? They should regularly reflect on their success with this and then use the rubric at the end of
the unit to self-assess progress with this skill.
Personal Goals
Communicator - 2.15 seek information from a range of sources to gain a deeper insight
Empathetic - 2.18 anticipate the impact of my words and actions on others
Respectful - 2.33 reuse and/or repurpose resources taking responsibility for waste
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Health and Wellbeing Learning Goals
Children will:
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Health and Wellbeing Task 1
Learning Goals
Research activity
Watch the YouTube trailer from SuperSize Me: https://www.youtube.com/watch?v=I1Lkyb6SU5U
Explain that the actor, Morgan Spurlock, ate McDonalds and nothing else for 30 days. What can they
determine about what happened to his health?
Research what part of fast food is bad for your health. (Fat? Sugar? Sodium?)
This could a useful website: https://www.news-medical.net/health/How-Fast-Food-Affects-Childrens-
Health.aspx
What is the role of advertising in the sale of fast food? What should children be aware of?
Recording activity
Children could make an infographic showing healthy food vs fast food, persuading their friends why they
should eat healthy food.
An example of an infographic can be found on this website: https://www.edplace.com/blog/edplace-
explains/healthy-food-vs-junk-food-infographics
2.18 Be able to use rich and varied vocabulary appropriate to the subject/theme/purpose with emphasis
that supports meaning
2.25 Be able to write using words and phrases that capture the readers’ interest
2.32 Understand that language is used differently in different situations
Text type guide Media – M07: Infographic may be useful for this activity.
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Mathematics links:
2.18 Be able to calculate simple percentages
2.90 Be able to interpret pictograms, tally charts, bar graphs, line graphs and tables
Reflection
As they are getting older, they should not be relying on their parents to make choices for them. How can
they make healthier choices?
Personal Goals
Adaptable - 2.04 reflect on where values and opinions may have come from
Respectful - 2.29 treat others as I would like to be treated
Thinker - 2.36 reflect on my own strengths and weaknesses to help goal setting
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Science Learning Goals
Children will:
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Science Task 1
Learning Goals
Research activity
Ask the children to talk about what being healthy means. An important part of being healthy is eating a
variety of different foods.
Look together at an image of the UK Food Standards Agency’s ‘eatwell plate’:
http://food.gov.uk/business-guidance/the-eatwell-guide
Look at a version from another country such as at the Canadian Food Guide:
http://www.fao.org/nutrition/education-nutritionnelle/food-dietary-guidelines/regions/canada/fr/
And the Vegan Eatwell plate: https://viva.org.uk/wp-content/uploads/2020/07/Vegan-eatwell-plate.pdf
You can also use a local version produced by a reputable science/health organisation if it better
represents diets of the children and the host country.
Explain that, in order to stay healthy, we need to eat lots of different foods. This is because different
foods give us different vitamins and nutrients. To make eating a healthy diet easier for us, we put the
foods into groups. This is decided according to the nutrients provided – foods that provide similar
amounts of the key nutrients are grouped together.
Do they know the groups? Proteins, Carbohydrates, Vitamins, Minerals, Fats.
Look at the different plates. Compare them, considering what is the same and what is different?
Do any of the children in the class eat specific diets? Discuss why we have different requirements:
religion, allergies, personal preferences.
Ask the children to think about why some food groups are bigger than others. Which group is the
biggest? Which is the smallest? Help the children to understand that a balanced diet is important for us
to be healthy. Explain that balance does not mean the same or equal amounts of all types of food, we
should also eat more of some foods than others to keep our body healthy.
Provide groups with a large sheet of paper to draw and label their own ‘eatwell’ plate. Then give each
group a shopping bag filled with food items. Challenge the children to place their food items in the most
appropriate food groups on their plate. Afterwards, ask the groups to share their decisions with the rest of
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the class.
Ask the children to think about why some food groups are bigger than others. Which group is the
biggest? Which is the smallest? We should also eat more of some foods than others. Help the children to
understand that our body requires different nutrients for us to be healthy.
Children then research the nutrients needed by the body. They could then form groups and research
specific nutrients, Macronutrients (protein, fat and carbohydrates) and Micronutrients (vitamins and
minerals), noting healthy choices. Make sure that all nutrients will be researched.
A useful site is https://www.healthline.com/health/food-nutrition/six-essential-nutrients
Recording activity
Children note down their information on their focus nutrient and then take it in turns to share it with the
other groups. They could record all the information on a combined sheet.
The children should use their comparison chart to decide which food groups they eat enough of and
which they should aim to eat more of. They could share what they know about the nutrients at home, and
how this need could be met.
2.01 Be able to summarise information and retell plots from written texts
2.02 Be able to summarise and retell what they have viewed
2.16 Be able to use strategies to convey a clear main point when speaking
Reflection
Create a knowledge quiz about the nutrients. Challenge a partner to answer your questions and have a go
at answering theirs.
How much have you remembered about the different nutrients?
Is there a strategy that will help you remember the parts you hace not yet retained?
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Personal Goals
Collaborator - 2.06 consider how both my own and others' activities combine to achieve a shared goal
Communicator - 2.13 be clear, relevant and confident.
Ethical - 2.24 be informed to help me make my own ethical decisions
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Science Task 2
Learning Goals
Research activity
How do people deal with food waste? Show a picture of a bin with waste. Remind them of the learning
on food waste in International Task 1.
Ask the children to think about natural waste such as leaves or fruit that has fallen from trees. How does
nature deal with this waste? Take suggestions from the children on what they think happens to organic
material. How could we find out? Do they have any Ideas for an investigation? How long do they think
they would need?
Watch time lapse videos on YouTube of decomposition of fruit and vegetables:
https://www.youtube.com/watch?v=c0En-_BVbGc
https://www.youtube.com/watch?v=tCrJADytOw0
As with all videos you should watch them before using them, you may need to discuss this video prior to
viewing the decomposition of a rabbit as ome children may find this upsetting.
Discuss the difference: when people deal with waste, we do not think of the long term consequences on
the planet (International Task 1 and 2). When nature deals with waste, waste becomes a resource for
other living things. Here is a video which explains the concept: https://www.youtube.com/watch?
v=uB61rfeeAsM
Children can research different decomposers in nature: insects, bacteria, fungi and worms.
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Recording activity
Children record their information in different ways. They could make a poster, a slideshow or a video to
explain the important role that decomposers have in the environment.
They should try to create a diagram that shows how the decomposers support growth and survival of
other living things.
Reflection
How could people make use of decomposers to get rid of human food waste?
How does nature sometimes need help with removing organic waste?
Personal Goals
Communicator - 2.09 use verbal & non-verbal communication that is appropriate to the situation, purpose
and audience
Resilient - 2.27 seek help from sources other than adults
Thinker - 2.34 analyze and predict effectiveness of solutions to issues
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Science Task 3
Learning Goals
Research activity
Ask the children to talk about what it means when we say a ‘food has gone off’ or ‘a food has gone bad’.
Does that mean we shouldn’t eat it? How will we know if food has gone off? Can we always see evidence
of food going bad?
The children are going to do two experiments to observe food ‘going off’, one with bread (try to use
bread from a bakery rather than packaged/processed bread) and the other with milk. These experiments
may continue for the rest of the unit, as it could take two weeks or more for the bread to grow mould and
for the milk to become sour and go bad, depending on the local climate.
Provide the children with a selection of typical food items. Ask them to rank the food items in order of
how quickly they would ‘go bad’ if left out in the classroom. Focus on the different types of packaging
(tins, cartons, boxes, loose) and food labelling. Do they tell us if something should be frozen, refrigerated
or stored in a cool, dry place? What types of packaged items will last the longest? Does it make a
difference if the packaging has been opened?
Look together at a bottle/carton of fresh milk. Ask the children where they would store this.
Why do they think it should be kept cold?
What would happen if we left the milk out of the fridge?
Tell the children you will set up an experiment to see what happens by leaving an open bottle or carton
of milk out in the classroom (or outside). Ask them how we should observe what happens to it over time.
Which senses should we use? Listen to the suggestions and query any risky ideas. Can they identify why
some methods of observation might be risky to our health?
Explain that milk contains harmless, naturally occuring bacteria. These are living things that are so tiny
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they are invisible to the naked eye, however they can cause the milk to change if it is not stored
correctly. If milk is left in a warm environment the bactera will grow, turning it sour and lumpy. By
keeping the milk cold, we slow down this process as (most) bacteria does not grow at low temperatures.
It is a simlar process that makes our food go mouldy and begin to smell. This time spores in the air will
create mould (a fungus), it will grow over time until we can see it with the naked eye. For example, when
we see green spots of mould on our bread or fruit we know that spores have landed and the mould is
getting nutrients from the food. The rate of growth is different depending on the conditions such as
temperature, dampness and light. (There may also be bacteria growing which would not be visible but can
cause health issues if eaten.)
Together also design an experiment with bread, this time the children will take part. (Choose a whole-
grain bread that does not have preservatives, if possible.) Explain that you are going to investigate how
bread might change over time. Discuss and note each stage of the Fair Test Planning Guide (here on
MyFieldwork) to establish what each group will be responsible for testing.
Discuss what needs to stay the same for the experiment to be as fair as possible. Then have groups
choose something they could do to the bread, to see that the changes are the same or different. E.g.
breaking the bread into pieces, sprinkling it with water, keeping it in a dark place, handling the
bread/putting hands on it, putting it in a warm place etc. Make a note of what each group is testing. Give
each group a sealable bag and piece of the same loaf so they can set up their test. They should note
down details of what they did to prepare their test. You should also put one piece in a similar bag that has
not been changed at all - this is the control slice.
Now ask the children how they will observe the changes. Everyone needs to agree the same method so
that comparisons can be made at the end. They could choose to design a chart where they record
changes in words and pictures, or they may choose a digital method to record changes over time. Again,
risks need to be discussed, and the observations will need to be made without opening the bag. Which
senses can they use? Have each group set up their results record.
Recording activity
The children can follow the fair test planning guide to record the set up of the experiment including
what each group did to its piece of bread.
Individuals should note their predictions. They should say which piece of bread will start to go off the
quickest and which will look the worst at the end of 3 weeks.
Over the following week, members of the group should rotate making their observations, sharing with the
class any changes they have seen. They can record this on their groups chart or device. Note which slice
is the first to grow mould for the conclusion.
After three weeks do a final results check and compare the pieces of bread. The class can now draw
conclusions about which piece went mouldy first and which slice looks the worst after three weeks. (It
may or may not be the same.)
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The learners should now return to their predictions and see if either were correct. They should consider
how their thinking has changed now that they have the results for this test.
Language Arts link: 2.23 Be able to write for different purposes and readers using appropriate structures
Reflection
What did you learn from these Investigations that could be useful at home?
Is there any learning you need to feed forward to help keep your family safe from food risks?

Ask the children to imagine they are now doing a similar test with fruit. Have them list the potential risks
in their table groups. Compile a class list to observe whether the children have realised that smell and
taste can be risky in science experiments.
Personal Goals
Adaptable - 2.02 explore various roles, ideas and strategies
Collaborator - 2.05 contribute to various groups/teams to achieve goals
Ethical - 2.22 learn about when I can contribute to improving and developing rules
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Design, Technology and Innovation Learning Goals
Children will:
improvements
products
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Design, Technology and Innovation Task 1
Learning Goals
improvements
products
Research activity
Ask the children whether the appearance of food is important, when we serve it to others. Invite
volunteers to talk about their experiences of restaurant food. Are the ingredients just piled on top of each
other in a heap, or are they carefully arranged on the plate? Is it possible for food to be art? Look at some
examples of design ideas for serving salad by doing an internet image search.
Explain to the children that they will be making a salad. However, rather than just placing all the
ingredients on the plate, you want them to think carefully about how they will present their salad to
make it look attractive and interesting. For inspiration, children could research famous chefs and find
pictures of their food.
The class can establish success criteria for the salads, such as the imagination of their overall design,
colour and the presentation of the individual ingredients.
Show the ingredients and tools available to the children before they start. They should consider which
ingredients they will choose, how they would be prepared (chopped, sliced or grated) and what
equipment would be needed (such as serving plates, graters, knives, whisks, spoons and peelers). Children
should then draw a diagram of their design.
In small groups, provide the children with materials to make a salad. Use local ingredients but aim to
include a variety of shapes, colours and textures such as lettuce, tomatoes, bean sprouts, cucumber and
carrot. Also provide them with kitchen equipment such as graters, knives, whisks, spoons, zesters,
spiralizers, peelers, bowls, plates and chopping boards. Recap safety and hygiene rules when handling and
preparing food. Do the same for using sharp tools reminding them how to hold and use knives in
particular.
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Recording activity
A group member can take a photograph of each ingredient as it is added to the plate. Afterwards, this
sequence of photographs can be loaded into a presentation program such as Microsoft Photo Story, to
create a time-lapse animation of their salad coming together. Alternatively, the photographs can be
printed off and made into a step-by-step recipe.
The children can inspect each salad at the end of the session using the success criteria established at the
start. Remind the children about first giving a positive comment and then suggestions for improvement
next time, followed by a positive comment (feedback sandwich).
ICT link: 2.21 Be able to creatively use software for a particular purpose
Reflection
Is there any waste from the salad making that could still be used? How could it be used?
Did any of your choices of shape (to be aesthetic) result in food waste?
Is creating food waste to increase the ‘look’ of a meal acceptable or not?

improvements
Have the class display their salads and then hand out the designs. Can the children find the design that
matches the salad? This is a strategy to increase observation skills prior to looking closely at their own
design and product to make comparisons.
The children should note take a photo of their salad and the design and annotate any differences. They
should comment on whether the differences were a result of a challenge with a tool or resource or an
improvement made during the making process.
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Personal Goals
Communicator - 2.12 think before I speak to avoid hurting others' feelings
Empathetic - 2.20 demonstrate fairness and kindness in words and deeds
Respectful - 2.32 recognise and appreciate differences
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Learning Goals
products
Research activity
Refer back to the Entry Point and the take-away food waste as well as the discussion in the International
Task 2. Explore what packaging the children use for their school lunches. Categories them by reusable,
single use recyclable and single use non-recyclable.
Show this YouTube clip about what children in Australia are doing about food packaging in general:
https://www.youtube.com/watch?v=e4z7GKGBVYk
Research recycling using the article from the National Geographic website, allocate the 7 sections to
pairs in the class to summarise and report back. (If you have more than one pair per section they can
compare notes and have just one person report back.)
Read https://blog.nationalgeographic.org/2018/04/04/7-things-you-didnt-know-about-plastic-and-
recycling/.
Conclude that the first choice would be to use biodegradable materials. Can the children give reasons for
this, based on the article?
In Science we learnt how nature, through decomposing, cleans up after itself. How can we do the same,
with respect to food packaging? Divide the class into groups to research different kinds of packaging that
would be more sustainable, such as the use of natural materials such as corn, sugar cane, mushrooms,
seaweed and tomato skins, where the materials are biodegradable and break down with no harm to the
environment. In many cases the excess food such as tomato skins or mushroom mycelium is used, which
would be thrown away in any case.
Children can search using these terms: “sustainable food packaging – mushrooms”, changing the last
word to corn, sugar cane, seaweed or tomato skins.
Links for natural packaging – note these are quite complex explanations:
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Mushroom
Corn
Sugar cane
Tomato skins
Recording activity
When designing new items clear criteria need to be in place. The item can then be tested (prototypes) to
see if it meets the criteria before being tested with consumers. At any stage, designers may have to go
back to the drawing board – the design point to make improvements.
1. Design to meet criteria.
2. Product test for functionality.
3. Consumer testing – will people use it?
Children can work in groups to detail the stages of the design process for biodegradable food packaging
for a takeaway meal. Children could group themselves by restaurant and then select a hot item that the
restaurant might sell as a takeaway product.
Give them a large piece of paper and guide them to create a chart to record their thinking.
Check that the learners have included a broad range of criteria for the design and provide hints for
missing ones. Criteria may include cost, materials local availability (low carbon footprint), safe – for food
and to hold if hot, waterproof, easy to produce – doesn’t require excessive water/energy or chemicals,
strong, biodegradable etc. The aim is to help them understand the complexities involved in this design
process.
Reflection
Why do you think people might be reluctant to use packaging made from materials such as seaweed
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or mushrooms?
Do you think governments should ban single use plastics for food items?
Personal Goals
Resilient - 2.26 try again with a positive attitude, when I am not successful in activities
Respectful - 2.33 reuse and/or repurpose resources taking responsibility for waste
Thinker - 2.34 analyze and predict effectiveness of solutions to issues
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Learning Goals
Research activity
The students research how to make a dish from their home country or the host country. This research
could be done as home learning with the support of the parents. The children need to list all the
ingredients and any tools or equipment needed to produce the dish.
The aim is to make dishes that can be served at the Exit Point. (If this will take place near the time of a
celebration that may influence the types of dishes that are cooked.) Let the children walk around with
their recipes and compare with others. They could make groups of those who have similar dishes.
The children need to follow their instructions and make their dish, which may need to be done in small
groups with adult support outside the classroom. The children may need to provide the ingredients and
cooking tools from home, depending on the school’s circumstances. They should take videos or photos
during this process, and of the final product to support the Recording activity.
An opportunity for children to taste the different dishes should be provided taking any allergy risks into
consideration.
Recording activity
Children will record the full recipe and method in a poster, slideshow or video. They are going to present
this together with a picture of their final product. They need to promote their dish so that it is chosen for
the Exit Point menu. They should show how appealing the dish looks, identify any healthy aspects
(nutrients) and if there might be restrictions on people being able to eat it.
Before voting the children will consider how easy the dish is to make and serve, the breadth of audience
it will appeal to and what it tastes like.
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You will need to facilitate a voting system for which dishes will make it onto the Exit Point menu.
Language Arts link: 2.23 Be able to write for different purposes and readers using appropriate structures
Text Type Guide: NF01 – Instructions could support this activity.
Reflection
Which foods are they familiar with? What did they learn about food from other countries?

Peers can view each other’s posters, videos or slideshows and use the rubric and Learning Advice to
assess them and suggest improvements.
Personal Goals
Empathetic - 2.19 appreciate the differences and commonalities between my own life and that of others
Ethical - 2.23 learn about rules related to different cultures, religions and families
Respectful - 2.30 consider the opinions, views, cultures and traditions of other people
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The Exit Point
Parents will be invited to a lunch prepared by the students. This will take different forms, depending on
the school and food preparation areas and resources available. In groups, the learners will decide what to
prepare based on the dishes made in Design, Technology and Innovation Tasks 1 and 3.
For the planning they need to consider:
Dietary requirements of the parents and guests
Health and safety of food preparation
Cost of ingredients
Roles during the restaurant service
The complete menu and ‘entertainment’ programme
What the food will be served on and eaten with.
Students lay the tables, make menus and set the scene in a suitable venue. They will serve the meal and
present their learning in between courses as dinner ‘entertainment’.
The students need to take responsibility for the food waste afterwards.
Exit Point reflection
Was the Exit Point successful? Why? What feedback did you get from your parents?
What could you have done to improve the Exit Point? What would you do differently next time?
Final Unit Reflection
Use some of the suggestions below or your own questions to guide a final reflection on the unit.
How did you prefer to learn? Individual/in pairs/small groups/large groups/as a whole class?
What was your preferred method of recording or presenting your learning?
Drawing/writing/talking/making/performing etc?
What was your favourite part of the unit?
When were you most successful in this unit? Why?
Which task did you learn the most from?
What do you think you will remember in the future?
Are there any actions you have taken from this unit that you will continue with in the future?
The IPC community would love to see examples of your learning, in any subject, at any stage of the
learning process. If you have any pictures or stories you would like to share please do so on the My
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Fieldwork Pinboard, tweet @The_IPC, post on our Facebook page
at facebook.com/InternationalPrimaryCurriculum.
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Resources
For this unit, you will need some, but not necessarily all, of the following:
Equipment
For this unit, you will need some, but not necessarily all, of the following:
Bread, milk, sealable bags and paper cups for the Science Experiments
Ingredients, tools and sauces for the salad-making activity
Art materials and equipment (paint, crayons, pastels, card, scissors)
Maps and atlases
Digital camera/devices
Cooking equipment
Books
Miguel’s Tomatoes: This is part of a publication Feeding Minds, Fighting Hunger, page 95 -
97, by The Food and Agricultural Organisation of the United Nations, which can be
downloaded free of charge at this address:
http://www.fao.org/documents/card/en/c/62708d0a-6134-5e44-b2ee-9034ab04e654/
This describes the journey of tomatoes from planting to the table.
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Glossary
Vocabulary to meet the success criteria of using technical/subject language and correct terminology to
support learning.
Geography
Imported (adjective): Goods brought in from another country.
Patron (noun): A person who supports a restaurant or an activity.
Rural (adjective): The countryside.
Urban (adjective): The city or town.
Zoom (verb): To zoom in is to make bigger, to zoom out is to make smaller.
International
Environmental (adjective): Relating to the environment, the air, water or land where things live.
Global (adjective): Relating to the whole world.
Recycle (verb): To use something again for a different purpose.
Reuse (verb): To use something again for the same purpose.
Tonne (noun): Unit of weight equal to 1000 kilograms.
Science
Allergy (noun): A condition that makes someone sick if they have eaten certain foods.
Bacteria (noun): Small organisms that are found everywhere.
Carbohydrate (noun): A substance that provides the body with energy, consisting of potatoes, rice etc.
Decompose (verb): To break something into smaller parts; to decay.
Decomposer (noun): An organism such as bacteria or fungi that cause decay.
Mineral (noun): A chemical substance your body needs to be healthy.
Mould (noun): A soft green or grey growth on old food.
Nutrient (noun): A substance that plants and animals need to live.
Protein (noun): A substance needed by the body to live found in meat, eggs, legumes etc.
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Vegan (noun): A person that does not eat or use any animal products such as meat, eggs or leather.
Vitamin (noun): Natural substances needed in small amounts by the body.
Design, Technology and Innovation

Aesthetics (noun): The formal study of art and the principles of beauty.
Biodegradable (adjective): Able to decay naturally and in a way that is not harmful.
Function (noun): The purpose of something.
Ingredient (noun): A food used with other foods in preparation of a dish.
Mycelium (noun): The mass of filaments that mushrooms grow out of.
Source (noun): The place something starts at or comes from.
Sustainable (adjective): Able to continue or last over a period of time causing little or no damage to the
environment.
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The Big Picture
Background
Important note: with any teaching that involves food, food preparation and tasting, it is vitally important
that you are aware of any food allergies in your class. The main foods that children are likely to have
allergies to are: milk, eggs, fish, shellfish, tree nuts (almonds, walnuts, pecans), peanuts, wheat and
soybeans. Before you begin this unit, be sure to find out from each child’s parents if they have any
specific allergies or dietary concerns.
Also be sensitive to any of the children’s cultural and religious beliefs regarding food and its source.
Again, if you are unsure, check with parents beforehand.
Plants and animals
Without plants we would not have food. They provide us with fruit and vegetables, and also feed our
animals – who in turn provide us with meat and other products, such as cheese and milk.
Humans are omnivores. This means we can eat both plants and animals, and therefore we can enjoy a
varied diet of meat, fruits and vegetables. Food is what provides us with energy. This energy comes from
the vitamins and minerals in our food, which also help our bodies to grow, and stay healthy and strong.
Agricultural production
Humans were originally hunter-gatherers, much like chimpanzees are in the wild today. Like chimps, we
would have foraged for leaves, roots, fruits and seeds, and hunted for fish, birds and other small animals.
Around 10,000 years ago, we took our first steps towards farming. In the fertile crescent of the Middle
East, people started to sow and harvest the plants that had previously been gathered in the wild. This
naturally extended to the rearing of livestock for meat, milk and materials to make clothing.
Today, farms and farming are crucial in providing for an ever-growing population. All countries have
farms, and what they grow reflects their local climates and conditions. Thanks to the advances in land, sea
and air transport, a huge worldwide industry has grown, supplying foods to our shops and supermarkets
from all over the world. For many of us food is not a worry - there is an abundance of choices made
available to us on the high street, supermarket shelf and market stall. What we eat is no longer about
necessity, it can be a fashion statement or a measure of social class and wealth. For others, it can be an
extension of their religious or personal beliefs. And yet – in a world where there is more than enough
food to feed everyone – there are still many poorer regions of the world struggling to provide enough for
their communities.
Intensive farming
Our growing population demands greater levels of food production. Today, many farms specialise in order
to provide products more efficiently and economically – for example, crop farms and dairy farms. As
demand increases, intensive farming methods have become more prevalent. Some of these are
controversial; particularly the use of chemical fertilisers and pesticides on crops, and the cramped
conditions that some livestock are reared in.
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Organic farming, where the emphasis is put on growing crops naturally without chemicals, and rearing
livestock in humane conditions, has grown in popularity over the last couple of decades. Organic products
are now available in most shops and supermarkets as a more environmentally friendly option to regular
farm-produced products.
Fair Trade
As the global food industry has become more commercialised, with big companies serving as the
middleman between the farmers and the supermarket chains, there have been growing concerns over the
sustainability of farming in some areas of the world, particularly as farmers often get the worse deal in
the chain.
The Fair Trade movement is a globally organised federation committed to helping producers in
developing communities. Money raised from Fair Trade products, such as tea, bananas, coffee and
chocolate, goes towards improving the working conditions, local sustainability and trade terms for farmers
and workers, and their communities.
The restaurant trade
With the almost overwhelming choice of restaurants and eating places available to us today, it is only
natural to assume that such amenities have always been with us, throughout all periods of history.
However, restaurants – with their menus and choice of dishes – are a relatively modern phenomena,
dating back only 150–200 years.
The forerunner to the restaurant was the medieval inn and tavern, which would offer a daily meal (usually
a soup or stew) to its customers, who were mostly travellers. It wasn’t until the sixteenth century, and the
growth of the middle and upper classes, that people began to dine out more regularly, making taverns
more popular, social meeting places. Even then, only a fixed dish or meal would be served.
It wasn’t until the mid-eighteenth century that the first real restaurant was opened. In 1765, a Parisian
soup vendor named Boulanger opened a soup kitchen, offering a varied range of dishes. He coined the
phrase ‘restaurant’ in reference to the ‘restorative’ nature of his hearty soups and broths. The phrase was
soon adopted by similar establishments throughout Paris – and soon, the phenomenon was spreading to
other parts of Europe. By the end of the nineteenth century, the traditional taverns and inns had lost out
in popularity to the growing restaurant trade.
In America, the first self-service restaurant opened in New York in 1885. Other American innovations soon
followed, including the themed/speciality restaurant and the drive-in diner. With the growth of the
younger, teenage market, fast food outlets became more common.
The popular demand for fast food has grown and grown, due in part to our more hectic, busy lifestyles.
While we may be paying with the calories as well as our wallets, our obsession with fast food has turned
many of the American chains, such as McDonald’s, Domino’s Pizza and Kentucky Fried Chicken, into global
giants – their logos visible on high streets from London to Bangkok.
Sustainable food production and packaging
Fast food has its downside. Despite health concerns, it is the production of food, food waste and food
packaging that has come under the spotlight, including such initiatives as converting food waste into
packaging.
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Health experts are revising the recommended daily foods where meat and dairy are becoming less
promoted, see the Canadian Food Guide and the Vegan Eatwell Plate.
A third of the world’s food is wasted (according to a UN Report in 2013) and this contrasts with the fact
that more than 10% of the world’s population goes to bed hungry (UN FAO 2016).
Packaging for food, generally and specifically fast food, has also become a concern as the pollution of our
planet is a huge issue. Ways to find sustainable alternatives are being researched extensively and
promoted. Seeing waste differently, as a resource, and finding solutions from nature, are touted by
biomimicry specialists.
Looking at these ideas is in keeping with the UN Sustainable Goals, specifically SDG 12 – Responsible
consumption and production and SDG2 – Zero Hunger.
More of the Big Picture: Scientific Inquiry
Scientific inquiry is a research process or method that includes questioning, investigating, interpreting
results, drawing conclusions, communicating findings and reflecting on what we have discovered. Science
is one way we make sense of the world around us. Scientific inquiry is ‘doing’ science. We have
summarised the Scientific Inquiry strand of the Science Learning Goals as a cycle which includes options
for continuing or starting from new observations and subsequent wonderings. While there is a sense of
alignment to the Research, Record, Reflect mini cycle, the arrangement in the diagram is intended to be
suggestive rather than definitive, some actions could fit in both Research and Record.
The Scientific Inquiry strand is made up of 13 Science Learning Goals which are the Knowledge, Skills
and Understanding that contribute to learners becoming successful, confident, active scientists. The Key
Skills for Science focus on being able to plan, (safely) conduct and interpret results of science
investigations and research.
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Further information related to these goals is detailed below, Key Skills are in bold.
Wonderings and Asking questions
Learner agency and challenge and choice can be promoted through scientific inquiry; children should be
actively involved in decision-making. In a scientific context, this means having opportunities to influence
or decide what they investigate and how they investigate, for example writing their own investigation
questions.
2.01 Be able to suggest ways 3.01 Be able to choose an

1.01 Be able to identify ways of collecting evidence in appropriate way (research
of finding out about scientific response to a scientific review, simulation or
questions in familiar contexts question experimentation) to investigate
a scientific issue
1.04 Be able to follow guided 2.04 Be able to ask scientific 3.04 Be able to suggest
experiments to try to answer questions testable questions
scientific questions
Generating Hypotheses and Making Predictions
During scientific inquiry children should be encouraged to make connections to other learning and
observations of the world around them. They should start to identify patterns that suggest there may be
rules or principles by which the world and everything in it functions, these can help learners to generate
a hypothesis.
Hypothesis: a proposed theory made on the basis of current evidence; a hypothesis must be testable.
Prediction: a statement about what you think will happen in the test or experiment.
1.05 Be able to connect 2.05 Be able to connect 3.05 Be able to generate a
scientific investigations to scientific investigations to real hypothesis
familiar contexts life
More on hypothesis, predictions and variables can be found in these webpages and videos. They both give
examples of practical science investigations to explain the concepts.
https://www.bbc.co.uk/bitesize/topics/zsg6m39/articles/zwj3ydm
A BBC Bitesize webpage and video on the difference between a hypothesis and prediction.
https://www.youtube.com/watch?v=iaewZmc4TYQ
A short explanation of variables from HighSchoolScience 101 on YouTube.
https://www.youtube.com/watch?v=OCeE99gb2z8
Hypothesizes and predictions are explained in the first 3 minutes of this video from Brandon Nelson.
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Predictions relate to what the children expect the results of the test to be. Learners should be
encouraged to consider what they already know about the world and any previous Science learning when
making predictions. Children need to understand that their predictions may not be correct and how
revising and refining predictions is part of learning. They should be reassured that they are not being
judged on whether the prediction turns out to be correct, but whether it is appropriate to what is being
tested and is based on knowledge they already have.
2.07 Be able to make informed 3.07 Be able to make predictions

1.07 Be able to make predictions predictions related to the independent
variable
2.11 Be able to compare results 3.11 Be able to draw conclusions

1.11 Be able to compare results to predictions and draw based on results and compare to
with predictions conclusions original hypotheses and the real
world
Comparing results to predictions is the first step to drawing a conclusion. The results show what
happened, these need analysing to lead to the conclusion which should aim to explain why. The
conclusion may also include any revision to the hypothesis and why their thinking has changed.
Planning and conducting investigations
In the IPC children will engage with investigations and fair tests, both have a valid role in Science
learning. Learners should develop an understanding of the limitations of Science in a classroom situation
and the world. While fair testing dominates Science investigations, before asking learners to plan and
carry out a fair test, consider if the investigation can be a reliable fair test in a classroom situation and
also if a fair test is needed to answer the investigation question.
1.06 Be able to suggest 2.06 Be able to plan an 3.06 Be able to plan a fair
independent variables to test investigation changing only (test) investigation
in a guided investigation one independent variable
1.08 Be able to use the senses 2.08 Be able to identify 3.08 Be able to conduct
safely to make observations potential risks in a planned science investigations safely
investigation
We have created two planning boards to support the design of investigations, these can be found on the
My Fieldwork Curriculum Portal.
Fair test planning guide (MyFieldwork -> Resources->Documents-> Teaching and learning resources->
science.)
Investigation planning guide (MyFieldwork -> Resources->Documents-> Teaching and learning resources-
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What's On The Menu?
> science.)
The planning guides can be displayed, or copies given to groups or individuals to make notes on. You
may wish to print larger versions that can be used with sticky notes to collate class planning ideas.
Investigation tasks in the units state which planning board to use. It is generally not reasonable to expect
learners to design a fair test if this is not actually possible in the classroom, in these instances the
investigation planning guide can be used.
2.03 Understand the
1.03 Understand that science importance of collecting 3.03 Understand the limitations
provides evidence, not proof scientific evidence through of scientific investigation
observation and testing
1.13 Be able to suggest 2.13 Be able to compare 3.13 Be able to evaluate

improvements to investigations and results investigations for fairness and
investigations identifying possible anomalies suggest improvements
Discuss the challenges to fair testing with learners and the limitations of their experiment and results.
Consider what learning the children will gain if a planned fair test ends up not being fair. Recognising
when our control of a fair test is lost, is valid learning and can lead to identifying ways of improving
future tests.
Consider the purpose of the investigation. If the aim is to gather information to inform design, then a fair
test may not be needed. An investigation with multiple materials being treated in suitable ways may be
the best method to support finding the best design solution.
The planning guides are not designed for writing up an experiment after it has been carried out as that
would also require a result and conclusion section. The planning guides should help learners think about
what they are going to test and why, what will change and what will stay the same and what they will
measure or observe in their test. The planning notes may serve as reminders if writing up the experiment
later.
Collecting results
The children will need to be taught appropriate ways to measure and make observations, these should be
recorded in a way that allows for comparison of results. The type of data being collected must match the
investigation question being asked. Observations should become increasingly detailed, learners may need
to harness technology to record observations, again to allow for comparison of results. When carrying out
experiments, collecting results and recording data, connections to Mathematics learning can be made,
such as using standard units and various tools for measuring. Children can also present their results using
suitable graphs they have learned about and know how to use.
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3.09 Be able to take systematic
1.09 Be able to make 2.09 Be able to make and and accurate measurements or
observations and take informal record observations and take observations using the most
measurements formal measurements appropriate tools and
conventions
2.10 Be able to describe 3.10 Be able to analyse

1.10 Be able to compare observations and results observations and results
results identifying possible patterns identifying those that are more
or less significant
Opportunities to compare results across groups should be facilitated as this can further support
conclusions and may generate new questions or hypothesis. If different groups record different patterns
of results this may indicate that how the test was carried out has influenced the results. Methods could be
compared, and the groups can evaluate who they think has the most valid results from the more reliable
test.
Recording investigations
If you are in a through school the format and structure for writing up Science experiments may be
influenced by expectations beyond the primary school. Using similar titles and layout will help learners
become familiar with the expectations for writing up experiments in the secondary phase. If you are not
in a through school, there are many templates of Science experiment write-ups available on the internet
that you could adopt or adapt. It is recommended that a whole school approach, whether just the primary
phase or beyond, is implemented. Common terminology, section titles and expectations should be
established with complexity increasing through the mileposts.
2.12 Be able to record and 3.12 Be able to record the

1.12 Be able to describe the describe the method and method and results including
method and results results in a variety of ways. tables, graphs, diagrams and/or
models
In some tasks children should record the whole method in order to meet the Learning Goal. Success or
otherwise with this skill can be assessed and may lead to a focus on specific sections in following tasks to
improve learning.
Some further points on planning and carrying out fair tests/investigations
A hypothesis is an idea or theory about the world that can be tested or investigated.
A hypothesis must be disprovable, while we usually think it is correct based on what we already
know, it must be possible, in theory, to refute it.
A prediction is specific to an investigation, if a hypothesis is made this should inform the prediction.
The results of a test can provide evidence that supports the hypothesis or disprove the hypothesis.
(Avoid saying that a hypothesis has been ‘proved’ as it is not possible to guarantee the same results
100% of the time, learners can say that in this instance, their hypothesis was true.)
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Independent variables are what is changed, usually what is being tested.
Dependent variables are the results, what is measured or observed – they depend on what happens
in the investigation.
Controlled variables are all the things that must stay the same to keep the test as fair as possible.
Recognising variables that cannot be controlled in the classroom can form part of evaluating fair
tests.
This should not be confused with using ‘a control’. This is needed where situations are being
compared to find out if there are better or different results with different variables. The control will
usually conform to the norm. For example, when testing what seeds need to germinate and grow, the
control plant would have water, soil, light, warmth and air. The other plants could each have one of
these missing.
Other types of scientific research
Learners are encouraged to reflect on the different types of scientific research, why the method was
used and how successful the approach was for improving learning. Other ways to engage in scientific
inquiry include the following:
Play: Science begins from observation of the world around us. Play allows children to repeat actions
making adjustments to what they use and how they use it which can lead to discovering patterns.
Providing opportunities for children to play within a theme can lead to them making their own
discoveries which may later inform hypothesis and initiate more formal investigations. One example
where play could be the chosen research method is using playground equipment to experience forces.
Play rather than formal investigation can result in creative explorations that otherwise may not have
taken place.
Modelling and simulations: Making real world observations of scientific phenomena are not always
possible, in these instances simulations can be useful. One theme where models could support research is
exploring the relationship between the Sun, Moon and Earth. Models and simulations can also be
virtual/digital, this may provide the ability to manipulate variables that could not be possible in real life.
Predicting the likelihood of future changes can also be modelled based on past data, for example sea
level rises due to global warming.
Identifying and classifying: Sorting items (objects, events, organisms etc.) into groups or categories is
particularly helpful when learning about the natural world. Categories should increase with complexity
throughout the mileposts which could result from:
A greater number of narrower categories
Categories with features in common so that items fit in more than one place
A combination of shared and unique criteria (such as in a Carroll diagram)
Children may begin with creating their own groups based on observations and then learn about formal
classification systems including using key or tree diagrams. Classifying can also be the result of scientific
inquiry such as when learners sort materials by their suitability for particular purposes based on the
results collected in their investigation. Ranking activities and using graphic organisers such as Venn and
Carroll diagrams can also be part of classifying.
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Analysing: Looking at others’ data provides the opportunity to engage with science far beyond the
classroom. Analysing the data for patterns and drawing conclusions to compare with scientists can help
learners further understand the scientific process. Research using texts (written, visual or multimedia)
provides information on science (and technology) applications in the real world as well as the motivations
for scientific experiments and develops now and in the distant past.
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Are your children busy, or are they busy learning? This is the question that we need to be able to answer
throughout each IPC unit — what improvements are being made to children’s learning as a result of
studying this theme? Assessment provides the answer.
Assessing Knowledge
The IPC does not provide examples of Knowledge assessments as the Knowledge content of the
curriculum can be adapted to any national curricula requirements. Knowledge assessments should be
designed to promote recall, repeated recall will help secure Knowledge in the long-term memory. These
recall tasks can be formal or informal, oral or written and include examples such as quizzes, tests,
matching activities and other strategies that may be listed in the school’s classroom approaches. Teachers
should plan for a variety of opportunities to assess Knowledge, these will become more extensive as the
unit progresses and more Knowledge is gained.
Assessing Skills
Assessment for Improving Learning opportunities are highlighted in the thematic unit to offer guidance
on how to assess children’s skills progress throughout the unit. The Learning Goals indicated by this
symbol and bold text are the Key Skills for which we have provided teachers’ and children’s rubrics as
well as Learning Advice in the IPC Assessment for Improving Learning Toolkit.
We recommend that only 1 skill is assessed within any task*. Although Key Skills of other subjects may be
linked to the tasks, only the Key Skill of the subject being learnt should be assessed. Assessment of Key
Skills is multifaceted and may include assessment of both the product and/or performance of the skill.
When assessing the product, teachers ask: What evidence does this product provide of the child’s
application of the Key Skill?
When assessing the performance teachers ask: What evidence can I observe of the Key Skill in
action?
* The exception to this is the two Science Learning Goals on prediction and comparing predictions to results, these may be assessed
together once children have experience of both skills.
Teachers should review the units in their milepost to establish when each Key Skill is taught. It is not
expected that all the Key Skills within each unit will be assessed at every opportunity. Consideration
should be given to both practice and assessment during medium term planning and focus Key Skills to be
assessed during each unit should be identified. Prior to each unit we recommend you download the
rubrics you need and make agreements on how these will be used consistently across the milepost. Some
schools provide copies of the children’s rubrics for them to highlight during the unit as they make
progress, other schools make display versions to discuss with the class during learning.
The rubrics provided for the Key Skills support teachers and learners with a comprehensive skills
assessment tool. For teachers, the detailed rubrics provide consistent level descriptors of Key Skills which
can be applied and moderated across multiple groups of learners within a milepost. For children, using
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What's On The Menu?
the rubrics enables them to identify where they are now and where they need to be, which can be
expressed as a learning goal or next step for improvement.
The Assessment for Improving Learning Toolkit can be used in different ways and at different times e.g.
before, during or after a task. The rubric should be available and discussed with learners when practicing
the Key Skills as well as prior to any assessment.
The following are all encouraged:
Self-assessment against the children’s rubrics, goal setting driven by the Learning Advice.
Peer-assessment using the rubrics and generating feedback based on the Learning Advice.
Teacher assessment against the teacher rubrics, feedback guided by the Learning Advice.
The Key Skills should be developed across a range of tasks and care should be taken to not confuse the
Learning Goal with the task outcome. Success criteria for the task can be co-created and used alongside
the rubrics to guide learners in their efforts.
We recommend that you collect data on learner’s progress with the Key Skills within and across the units;
your school may decide to use an a online tracking tool for this.
Assessing Understanding
Assessing understanding involves any or all of the following at different times as appropriate:
A collection of evidence over time
Teacher judgment
Open ended task construction
Application of thinking skills
A certain breadth of knowledge so that connections can be made
Multiple opportunities that are designed in different ways.
It is important to note that there are degrees of understanding, that can be indicated by breadth or depth
and are influenced by personal experience and perspective, including empathy for others’ perspectives.
Due to its complexity, teachers are encouraged to discuss when planning a unit what evidence of
Understanding they anticipate and later to share learning that they consider provides evidence of
Understanding.
For further information please see the Curriculum Guide and the Implementation Guide sections on
Foundation 7: Assessment for Improving Learning.
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2021-2027

What's On The Menu?

Assessment for Improving Learning opportunities

International Learning Goals

Health and Wellbeing Learning Goals

Science Learning Goals

Design, Technology and Innovation Learning Goals

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Assessment for Improving Learning

Design, Technology and Innovation

2.01 Be able to suggest ways 3.01 Be able to choose an

2.07 Be able to make informed 3.07 Be able to make predictions

2.11 Be able to compare results 3.11 Be able to draw conclusions

1.13 Be able to suggest 2.13 Be able to compare 3.13 Be able to evaluate

2.10 Be able to describe 3.10 Be able to analyse

2.12 Be able to record and 3.12 Be able to record the

PO Box 76081, London, EC4P 4JY

From Fieldwork Education, a part of the Nord Anglia Education family.

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