Diet and Nutrition

Know about the properties of nutrients.

Learning Outcome 1: Indicative Content

Learners need to describe function of the main six essential nutrients and what food stuff they are found in.

This could include:

• carbohydrates – main source of energy e.g. bread, grains, sugars
• protein – major structural component of cells responsible for building and repair of body tissue e.g. meat, beans, eggs
• fat – energy source that increases absorption of fat soluble vitamins -fish oil, dairy, vegetable oils; different kinds of fat
• vitamins – present in small amounts e.g. vitamin C is necessary for the synthesis of collagen, a structural component in the assembly of blood vessels, found in citrus fruits, strawberries, peppers
• minerals e.g. sodium which helps to maintain fluid outside of cells and for cells to function; found in bananas, potatoes and tomatoes
• water -to maintain homeostasis in the body and transport nutrients to cells. Most body processes need water.

Assessment Criteria

• 1.1

  Describe the functions of nutrients in the human body.

• 1.2

  Classify nutrients in foods.

Know about the nutritional needs of the human body.

Learning Outcome 2: Indicative Content 

Learners should give a description of general human needs of a balanced diet and then identify how this may vary according to needs of specific groups or individuals.

E.g. A balanced diet would include a higher proportion of carbohydrates and fruit and vegetables with a smaller amount of dairy, meats, fish, eggs and an even lower amount of fats and oils – this can be evidenced as a food pyramid or pie chart.

Diets may need to vary due to illness e.g. diabetes – needing sugar regulation, coeliac needing a gluten free diet

Diets may also vary based on economic circumstances, cultural, religious or other restrictions (vegan, vegetarian), allergies etc

Learners can use examples to explain different dietary needs at different life stages.

e.g. Children need increased starchy carbohydrate, fruit and vegetables as they are growing quickly and have higher energy and nutritional needs compared to adults.

Older people may be less active and hormonal changes mean fat distribution changes. Absorption of some nutrients may become less efficient. Taste buds change and food can taste bland. 

Assessment Criteria

• 2.1

  Describe general human nutritional needs.

• 2.2

  Describe how nutritional needs can vary according to situation or for groups or individuals.

Know how the human body absorbs nutrients.

Learning Outcome 3: Indicative Content 

Learners need to have an understanding of how the body absorbs nutrients and what characteristics might indicate poor absorption.

Diagrams can be provided as evidence and should indicate how nutrients are digested through the whole digestive system – stomach, small intestine, large intestine etc

Learners need to be able to describe how poor nutritional uptake is characterised and possible deficiencies and factors affecting processing of nutrients.

e.g. Fatigue – deficiency of iron, magnesium, potassium, vitamin B12

Constipation – dehydration, deficiency of fibre, potassium, magnesium, folate

Loss of appetite and taste – deficiency in zinc

Factors affecting the processing of nutrients include – age, poor diet, lifestyle, stress, illness e.g. tea and coffee can affect the absorption of iron and zinc. Too little water and fibre can cause constipation.

Assessment Criteria

• 3.1

  Describe the process by which the human body absorbs nutrients.

• 3.2

  Describe characteristics of poor nutritional uptake and the factors affecting processing of nutrients.

Understand the relationship between nutrition and health.

Learning Outcome 4: Indicative Content 

Learners need to be able to show what a balanced diet is and how it can support good health. They should identify that fruit and vegetables and a diet rich in whole grains and low in saturated fat can protect the body from disease.

The consequences of an unhealthy diet could include:

• stress
• tiredness
• high blood pressure
• high BMI
• diabetes
• heart disease

Learners need to show they understand the value of nutritional guidelines and food labelling in supporting healthy eating. This could include:

• nutritional labels on packaging
• red, amber, green colour coding
• government campaigns e.g. 5 per day

Assessment Criteria

• 4.1

  Explain the concept of a balanced diet.

• 4.2

  Describe the role of diet and nutrition in supporting good health.

• 4.3

  Explain the possible consequences of eating unhealthily.

• 4.4

  Explain how nutritional guidelines and food labelling can support healthy eating.