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• W2104819317 abstract "The Nutrition Bulletin team are delighted to announce the launch of a new Virtual Issue ‘Nutrition and Health of Schoolchildren in the UK’, which highlights current information relating to food education within the UK curriculum. This issue brings together a range of articles of relevance to schoolchildren's nutrition and is now free to download at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-3010/homepage/nutrition_and_health_of_schoolchildren_in_the_uk.htm. We have entered a historic era for food education, with the National Curriculum for England stating that all children and young people, aged 5–14 years in maintained schools, should study Cooking and nutrition as part of Design and Technology (DfE 2014). England now joins Northern Ireland (Northern Ireland Curriculum 2014), Scotland (Education Scotland 2014) and Wales (Welsh Government 2014) in making food education a compulsory element of a child's formal education. Therefore, it is timely that this virtual issue of Nutrition Bulletin brings together a collection of articles that review child health, providing a status update, as well as insights into initiatives that have been designed to facilitate positive change. In England, children and young people now need to be taught about nutrition (and how to apply it to different situations), how to cook a repertoire of dishes (mainly savoury) and to know where food comes from (food provenance). These elements of the new curriculum were recommended in the School Food Plan, where the action was to make food education compulsory. Schabus (2014) discusses the plan in more detail in this edition, noting its 16 actions ranging from changes to the national curriculum and school food standards, to industry-led taskforces. Its aim is to put food at the heart of the school day. This is part of a national emphasis on child health, focusing on not just what they learn, but also what they eat and drink, as well as their levels of physical activity. The recent report from Public Health England (PHE 2014) further supports this drive, noting that education and health are closely linked, so promoting the health and wellbeing of pupils within schools has the potential to improve their educational outcomes and their health and wellbeing outcomes. The reasons for this focus on health are clearly explained by Weichselbaum and Buttriss (2014) in this issue. Obesity remains a major problem among British schoolchildren, there is also a concern for low intakes of some micronutrients and declining levels of physical activity as children become older. The picture across Europe varies, as reported by the network of European Nutrition Foundations (ENF) on the school curricula and school food regulation (Weichselbaum et al. 2011). At the time of reporting, the level and depth of learning around nutrition was mixed, with many countries having no statutory nutrition component in schools. Linking theoretical aspects of nutrition knowledge to making food and drink choices, as well as developing practical cooking skills, were seen as useful approaches for all countries. In addition, linking to physical activity and energy balance were also considered to be critical factors for health promotion. To tackle this issue of inconsistency and lack of consensus, members of the different ENFs worked together to develop a pan-European framework to set out the key knowledge and capability for children and young people, with the aim to agree a consistent set of competences for use as a point of reference for the future. This resulted in the publication of the European Food Framework (2012), which could be used at local, regional and national levels in planning food and drink, lifestyle and activity education (EFF 2012). Based on previous work in the UK by the Food Standards Agency's (FSA) Core Food Competences (FSA 2007), a framework of learning and development for young people aged 5–16 years throughout Europe was developed and tested in five different European countries. The competences for the UK and European Union have been widely used, as they provided consistency and a focal point. Uses included an audit tool for teachers mapping out lessons, a guide for developers creating resources for schools and a framework to support curricular change and examination specifications. Often the curriculum in a country provides the minimum content, from which teachers use their professional judgement to interpret topics and devise appropriate pedagogical tools to engage with learners. Competence frameworks can provide additional support and direction, helping to unpack curricular statements, as well as provide direction and ensure accuracy (e.g. pointing to evidence-based sources of information). With the recent changes in England, where the slim-line curriculum provides minimum guidance for teachers to plan into Schemes of Work and lessons for several years (see Table 1), having support through a competence framework was seen as an important step to support good teaching practice. Overall, the framework is accurate and up-to-date, and helps to avoid any misinterpretation of fundamental concepts. In 2013, the British Nutrition Foundation (BNF), PHE, FSA Northern Ireland, FSA Scotland and the Welsh Government initiated a review of the original UK competences to ensure that they were up-to-date and reflected key areas of priority for children and young people in relation to their education, life skills and health. This was based on a concern that there had been changes in curricula around the UK, new education initiatives and policy. The resulting updated framework was published in 2014 (BNF 2014a) and set out a progressive framework of skills and knowledge which comprises essential building blocks around five themes: Diet (food and drink), Consumer awareness, Cooking (food preparation and handling skills), Food safety and Active lifestyles (physical activity) (see Table 2). The Core competences highlight important teaching opportunities via the curriculum to develop key behaviours from an early age – helping to reinforce messages via whole school approaches, such as breakfast club provision and communication to parents about healthy dietary behaviours. The first competence theme is Diet (food and drink), which develops concepts such as 5-A-DAY to special dietary needs throughout life from the ages of 5 to 16 years. Importantly, the competences not only feature content to be taught, but also behaviours that we wish children and young people to adopt. As outlined by Hoyland et al. (2012) in this virtual edition of the Nutrition Bulletin, breakfast skipping remains a considerable problem in UK schoolchildren, particularly adolescents, with data indicating that on average 1 in 7 children has nothing to eat until lunchtime. The competences look to ensure that breakfast is seen as an important meal occasion and that it should not be skipped. They also look at the importance of children drinking adequate amounts to avoid hydration deficit, which is also highlighted as a key behaviour through the competences. To support this, a Healthy hydration guide for children has been developed to help parents, carers, health professional and teachers, as well as children, to choose a healthy balance of drink to ensure optimal performance and health. The development and use of the guide is explained by Gibson-Moore (2013) in this virtual issue. This theme focuses on food origins, food choice and food labelling, helping to ensure children and young people develop skills for life to make informed decisions. Exploring food origins is one important area which is detailed in the competences. In 2013 and 2014, the BNF conducted a National Pupil Survey with thousands of schoolchildren in the UK which indicated low levels of understanding about where food is from (BNF 2013, 2014b). With headlines such as ‘Cheese comes from plants and fish fingers are made from chicken’, it is perhaps unsurprising that this area of reconnecting children with the food chain and food provenance is of a concern to educators and parents/carers. To support this focus, Murphy et al. (2014) explains the development of an education toolkit for school in this virtual issue. The CommNet FAB Toolkit, which focuses on food, fishing, agriculture and biotechnology, helpfully provides teachers and learners with a range of resources to explore this area in more depth. In addition, Taylor and Johnson (2013) explain the work in the United States on linking farms to schools to help increase children's fruit and vegetable consumption. While limitations are highlighted in approach, combining themes of food origins and positive healthy behaviours is an area that could be explored in more detail to promote better dietary choices in the future, as well as enable children to know where their food comes from. Food choice is a subsection within this competence theme, guiding teachers to challenge children on the reasons why we all make the choices we do, along with factors that may influence choice. These factors may include peer pressure, the environment and personal preference. The role of food marketing, advertising and promotion, and the potential effect on their own diet and purchasing behaviour is explored in the competences. The importance of this area is discussed by Mason (2012) through a conference report on marketing to children, providing an insight into children's understanding of advertising, influence on eating behaviour and current policies in place. The third theme seeks to ensure that children and young people can apply aspects of the other themes, such as learning about meal occasions, socio-economic influences, ingredients, equipment and cooking methods to a range of practical contexts. The aim is to ensure that they have the technical skill to prepare and cook a range of dishes, for different meals, through a number of different contexts. The emphasis is not just on food skills, although these are vital, but on the application of knowledge and understanding. It is also important to consider the use of this section in planning lessons, as it focuses on the knowledge and skills gained through cooking, rather than just on the end result itself (i.e. the dish). Moreover, there needs to be clear distinction for planning purposes, highlighting the learning opportunities through making to avoid duplication, low levels of demand and lack of challenge. The importance of food safety and hygiene in food preparation cannot be underestimated, as the consequences of poor handling, storage and cooking can be severe. This section highlights the essentials, especially important when food safety and hygiene are not explicitly mentioned in the National Curriculum for England. The final theme, included in the UK competences for the first time, focuses on being physically active through life. While the emphasis has been on ‘energy in’, it was agreed that the focus on health needed to be more holistic and include ‘energy out’ as a key concept. We know that children and young people need to be more active, with the Health Survey for England (2012) showing that just 21% boys and 16% girls aged 5–15 years meet the current guidelines of at least 1 hour of moderately intensive physical activity per day (HSE 2012). The importance of physical activity is discussed on by Weichselbaum et al. (2012), concluding that while the subject Physical Education (PE) may feature on the school curriculum in many countries throughout Europe, evidence suggests that some schools do not comply with current requirements. The article recommends that children should be active in and out of school. The competences embrace this notion, being not just a tool for schools but also for the wider community setting. The five themes of the Core competences focus not just on knowledge acquisition, but also on how to apply this to support healthy behaviours for our young people. While it is relatively easy to communicate the behaviours and outcomes from a public health perspective, providing proven ways in which to engage children and young people, as well as the rest of the population, can be more elusive. Different approaches from eight European countries are detailed in this edition (Weichselbaum et al. 2013), concluding that while evaluation is often limited, it is vital to understand exactly which types of interventions work. It is also suggested that the sharing and learning from experiences is invaluable. Overall, the evidence indicates that as a country there are a number of issues related to diet and activity which require attention and action, with levels of obesity being of primary concern (Weichselbaum & Buttriss 2014). One in five children aged 4–5 years in England are overweight or obese, with this rising to 1 in 3 children aged 10–11 years (National Child Measurement Programme) (HSCIC 2013). Work around the prevention of unhealthy weight gain, as well as the treatment of obesity, is one area being investigated by Gately and Curtis (2013) in this edition. While noting the current limited evidence base, the paper proposes that obesity centres of excellence are set up nationally to tackle the issue. Perhaps with the correct training and support, schools can play a vital role in this type of intervention on a national scale. At a current school level, the focus is on what children are taught through the formal curriculum, as well as the food and drink available to them throughout the day. While there are a number approaches in the four countries of the UK, Nelson (2014) summarises the current status quo in England, suggesting that fragmentation and short-term funding may ill-serve the need to improve child health and wellbeing. If one of the pressing issues is childhood overweight and obesity, then perhaps schools should embrace the updated Core competences and integrate physical activity into their plans too – food and health education, food consumption and physical activity." @default.
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