Food and Health

Menstrie Primary School follows the Clackmannanshire Health and Wellbeing progression pathway and below summarises the progression within the Food and Health section from P1 to P7. In the event of composite classes, collaborative planning in school ensures age appropriate resources and content.


  • Recognises that we eat different foods at different
    times of the day and on different occasions.
  • Prepares and tastes a range of familiar and
    unfamiliar foods.
  • Recognises that eating more of some types of foods and less of others is good for health.
  • Uses the words lots, some and a little to prepare and describe the amount of food that should be eaten from each food group to stay healthy.
  • Demonstrates an understanding of basic
    food hygiene and safety through, for example, washing fruit and vegetables, storing perishables in the fridge.
  • Describes which foods come from plants and which come from animals when working with and tasting foods.



  • Demonstrates handling,tasting,talking and learning about a limited range of familar/unfamilar foods.
  • Understands that eating together is an important time to interact with others.
  • Recognises that foods can be placed into different groups.
  • Discovers ways in which eating and drinking may help us to grow and keep healthy.
  • Discusses the effect of dehydration on plants/small animals.
  • With support, prepares a simple food or drink.
  • Discusses the information found in a recipe.
  • Discusses the need for kitchen hygiene and safety when preparing foods, by keeping work surfaces and equipment clean.
  • Identifies sources of food waste (inappropriate storage, packaging, buying too much).



  • Demonstrates handling, tasting, talking and learning about different foods.
  • Understands that likes and dislikes can change over time.
  • Recognises the impact water has on health compared to other drinks (eg fizzy juice, sports drinks)
  • Shares in the preparation of food and drink to be shared with others.
  • Identifies foods that can cause some people harm, and how to avoid contamination, for example nut free products.
  • Explores how contamination could result from inappropriate storage.
  • With support, follows a simple recipe.
  • Discusses benefits of reducing food related waste.
  • Discusses the effect seasonal change will have on availability of local food,
  • Investigates how advertising companies encourage the sale of their products.



  • Prepares, tastes and tries an increasing range of familiar and unfamiliar foods.
  • Describes appropriate table manners within different social situations.
  • Recognises and names the main food groups, for example, The Eatwell Guide.
  • Identifies at least one reason as to why it is important to drink enough water.
  • Assists in preparing healthy dishes for a variety
    of occasions, for example, an intergenerational
  • Identifies at least two differences in individuals’ dietary needs as they change through life, for example, infant, toddler, child, teenager, adult.
  • Works safely and hygienically before, during and after preparing foods, for example, adhering to appropriate allergy advice, getting ready to cook, storing ingredients appropriately, washing and drying equipment & surfaces.
  • Handles equipment safely, for example, when using hot or sharp kitchen tools.
  • Follows a recipe using fresh, local, seasonal produce, for example, making soup, hot or cold snack.
  • Describes at least three ways that advertising and media can affect our food choices.



  • Explores the food choices of different religions and cultures.
  • Discusses table habits and identifies what behaviours are acceptable and unacceptable at the table.
  • Identifies, prepares and selects foods for a range of situations, for example, social, cultural, religious events.
  • Recognises that a balanced diet contains foods from each of the food groups.
  • Discusses current dietary advice ( eg low fat, low salt, low sugar, increase fruit and veg and incread fibre)
  • Knows nutritional requirements are different at different stages of life. For example, toddlers need calcium for healthy bones and teeth.
  • Completes simple tasks in relation to hygiene, cleanliness and health.
  • Explores the information found on food labelling (For example, Use By/Best Before dates, Nutrition Information etc.)
  • Discusses the 3”R”s of reduce, reuse, recycle in relation to own experiences.
  • Recognises methods of persuasion used by media/advertisers to influence consumers, for example celebrity endorsement.



  • Identifies food groups within composite foods.
  • Prepares foods which could be included in a healthy eating plan.
  • Name some of the five nutrient groups, their basic function and the main sources of each.
  • Explains some nutritional requirements at different stages of life. For example, teenager requires more protein for growth.
  • Explains why a variety of information is available on food packaging and its importance to keeping safe.
  • Identifies how hygiene and allergy risks can be minimised when preparing food.
  • Identifies some that there are benefits to the “3Rs”, for example linking to Global Goals.
  • Compares a range of food labels using the terms used on food labeling such as Kcal, fat and sodium content.
  • Evaluates the persuasive techniques used by media/advertisers to influence consumers.



  • Explains the proportions each food group should contribute to a healthy eating plan.
  • Identifies and classifies composite dishes according to the food groups, for example, lasagne, chicken stir fry.
  • Outlines at least three current healthy eating messages, for example, lowering salt and sugar intake.
  • Identifies simple changes or improvements to own diet.
  • Recognises that all food and drink provides different levels of nutrients. ‘Lists the five nutrient groups.
  • Recognises that energy is provided by carbohydrates, fats and proteins and that vitamins and minerals are required to keep the body healthy.
  • Suggests why people might avoid certain foods, for example, religion, culture, allergies, medical reasons.
  • Explains the benefits of waste management, for example,
    the 3 ‘Rs’ – reduce, reuse, recycle.
  • Compares the cost of identified ingredients to establish the most economical source.
  • Identifies factors that may influence food choice, for example, religious, cultural, geographical, ethical factors.
  • Identifies three methods of persuasion used by media/advertisers to influence consumers, for example, logos.


Click the links below to view the P1 to P7 progression for the other aspects in the Health and Wellbeing curriculum.

Always learning, in all ways.

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