CITIZENSHIP G N I C N A L BA The Police Community Clubs
Issue 14 June 2013
magazine for schools
THE
How teachers can educate both pupils and parents
Parent’s Corner
ACT
Understanding Food Labels
Healthy Eating Week 2013
Latest News in Education
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Contents
Welcome from the Editor
REGULAR ITEMS
Welcome to the latest issue of Citizenship Magazine.
Police Community Clubs of Great Britain: News
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Education News
6
FEATURES Introduction to Healthy Eating
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Healthy Eating Week 2013-05-31 18 The Balancing Act
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Parent’s Corner
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Fighting Childhood Obesity
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LESSON PLANS Smoking and Alcohol Fact Sheets 22 Understanding Food Labels
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Grow Your Own: Cucumbers
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Notice to Advertisers Whilst every care is taken to ensure that the contents including advertisements are accurate, the publisher cannot assume responsibility for errors.
Editor
Andrew Davies
Design
Joanne Hewitt
Where have the last twelve months gone? It seems only a short time ago we were anticipating London 2012 and nervously waiting to see if the Olympics were going to be a sporting delight or organisational disaster. The legacy of last years games is continuing across the country as organisations and initiatives seek to ensure that grass roots sport continues to thrive and that other sports are not neglected now that the games have gone. The annual ‘sports day’ events that take place across the country may have a different edge this year with winners of the races adopting either a Mobot or a lightening Bolt celebration! But what last year should also have enforced to children across the country is that playing and practicing sport is only part of the journey the athletes go through. There are fundamentals which cannot be ignored in light of the success stories we all enjoyed in those terrific weeks of sport. The beauty of sport goes beyond the winning and losing. Sport, at the end of the day, is an important part of being healthy. A healthy lifestyle is what we will look at promoting in this issue. Not the sporting aspect of living healthily, but what we can encourage children to be doing away from the sporting arena. Diet and exercise will always go hand in hand of course, but there is now more than ever, a focus on educating children around what and what not to eat. Healthy eating lesson plans and hints and tips are accompanied with facts around smoking and alcohol across these pages. With more and more research and government guidelines to deter children, education is becoming increasingly important in telling children of the health risks involved. The old adage of healthy children becoming healthy adults has perhaps never been a more true statement as the Olympic legacy lives on. Health is hugely important within Citizenship and PSHE and therefore it is only right that this magazine shines the spotlight on it in our latest edition. Please take a moment to check out our website for our latest blogs, follow our Twitter updates (@Citizenship_Mag) and apply for our free subscription service. And if you have any suggestions on how to help develop citizenship and PSHE teachers, email me at andrew@thecitizenshipmagazine.org. Enjoy this issue! Andrew Davies, Editor
Advertising 01244 316629 support@thecitizenshipmagazine.org Publisher
Community Initiatives Associates 0800 783 5805
Police Community Clubs of Great Britain Barry Jones MBE Po Box 160 Bideford Devon EX39 9DL 01237 474 869 www.thepolicecommunityclubs.org
© All rights reserved. No part of The Citizenship Magazine for Schools may be reproduced or stored in a retrieval system, or transmitted in any form without the written permission of the editor. Copyright2009 ISSN Applied For. The Citizenship Magazine for Schools 3
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The Police Community Clubs of Great Britain NEWS
It is with great pleasure that I am again able to provide this news update. With equal pleasure and not a little excitement I can announce that we have recently secured our first major sponsor in ‘Ladbrokes Limited’. For obvious reasons they wish to support our many and various projects without taking a prominent public position however, their support is substantial and will support all our projects over a considerable period, ensuring also that many hundreds of children and young people will benefit from their most generous support. The various strands of the Police Clubs portfolio continue to grow in spite of the continuing uncertainty of the nation’s finances. In terms of publishing, we have recently taken steps to sever our association with two of our publishers and concentrated our contracts around just two companies with a proven record in the industry. Our very popular ‘Police Club News’ magazine is currently suspended to enable our current publisher to take stock of staff before taking on the publishing role for the magazine. After piloting our ‘Uchooze’ programme with Derbyshire Constabulary which addresses Gang and Knife crime, Alcohol Abuse and Anti-Social Behaviour, we have moved to delivering the programme in many settings. The most innovative sees our partnership with the Prison Service where we have commenced the identification of a number of offenders due for release who are then trained by ourselves and then progress to delivering the programme together by interacting with their audiences and outlining the mistakes they made leading to their imprisonment and importantly, warning their audience of the importance of making the right choices in life. Our first partner/prisoner was released from Doncaster Prison and within two weeks, after trial deliveries, has been taken on by the Sheffield Gang Unit and is now working across the city. Our subsidiary company ‘British Sports Academies’
Barry Jones MBE
continues to have talks with a number of FE – HE Colleges and other diverse organisations. We anticipate further partnerships being formed in the near future. Our all new Police Clubs exclusive citizenship programme aligned to non-contact Olympic-style boxing called The Contender Plus+ Coaches course continues to be rolled out throughout the country. This delivers instruction in all the skills elements of the sport together with material to deliver our citizenship programmes to any group in any suitable environment. All successful coaches are free to deliver their own Contender Am-Box programme whilst being fully insured by The Clubs. Anyone interested in discovering more about this programme should contact our office or email: policecc@aol.com. Our one year pilot delivering boxing coaching qualifications in prisons under the Ministry of Justice continues to fulfil its potential and numerous exprisoners are now placed within sports gymnasiums in their home town whilst being supported by our Development Manager[s]. We have over ten other prison establishments showing great interest in this programme so we are anxious to ensure that the current programme is acknowledged by the MOJ and we are allowed to widen our prison deliveries. We are convinced that this is a magnificent initiative which will address all those issues that it was designed to address. Our Child Trafficking manual is now available on our website (www.policecommunityclubs.org). The manual provides invaluable information and advice for professionals and lay persons alike. We would like to take this opportunity to again thank all whose support through advertising which has enabled us to produce this publication. In closing, I would like to thank all of our sponsors, partners, clubs and volunteers for their continued support. Barry T Jones MBE Founder of the Police Community Clubs of Great Britain The Citizenship Magazine for Schools 5
PSHE Association welcomes Ofsted report on PSHE education
TOP STORY Ofsted inspectors have warned that many schools are failing to give pupils adequate sex and relationships lessons, which could leave them open to sexual exploitation or inappropriate behaviour. Secondary school pupils should learn more about pornography, relationships, sexuality and staying safe, rather than just the “mechanics” of reproduction, Ofsted said in May. The warning comes after teaching unions raised concerns about the effects of a sexualised culture on pupils. At unions’ conferences over the Easter holidays, teachers shared their concerns about the negative impact pornography and pressure to have “the perfect body” was having on their pupils and called for better training to help teachers to deal with such issues. In a report examining personal, social, health and economic (PSHE) education, Ofsted found it was good or outstanding in 60 per cent of schools, but requiring improvement or inadequate in 40 per cent. The report, based on 50 school visits, says: “A lack of high-quality, age-appropriate sex and relationships education in more than a third of schools is a concern as it may leave children and young people vulnerable to inappropriate sexual behaviours and sexual exploitation. “This is because they have not been taught the appropriate language or developed the confidence to describe unwanted behaviours or know where to go to for help.” The PSHE Association welcomed Ofsted’s report into PSHE education which they said paints a realistic picture of provision across the country. Chief Executive Joe Hayman said: “The reality is that
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while there is outstanding practice in many schools, too many teachers go into PSHE lessons ill-equipped to deal with the extremely important and challenging issues the subject covers. Whether dealing with safeguarding areas of personal safety in relation to sex and relationships, substance misuse and issues related to mental health, it is obvious from the report that teachers need more training and more support. “The Ofsted report concludes that 60 per cent of the schools surveyed provided good or outstanding PSHE education, a testament to the skill and hard work of the teachers in those schools and the commitment of senior management teams. However, this still leaves a large percentage of schools where provision is far from ideal, meaning a significant proportion of children in this country are not receiving the high quality PSHE education they deserve. “We therefore agree with Ofsted that PSHE education ‘is not yet good enough’ and want to work with schools and other partners to raise standards by providing quality resources, updated programmes of study, training and support to schools to effectively plan, deliver and assess their PSHE programmes, with assessment a particular priority as the Ofsted report suggests. “We also know we need to make the case at a local and a national level for PSHE education to be given the status it deserves. In that context, we call on the Department for Education to heed our request to make a more explicit link in the national curriculum framework between PSHE and schools’ statutory responsibilities. This would provide clarity for schools about the importance of PSHE education, a key recommendation of the Ofsted report.”
EDUCATION NEWS Performance-related pay advice to help schools Advice helping schools decide how to pay their teachers has been published by the Department for Education. The advice was sent to all schools in England, alongside a revised version of the School Teachers’ Pay and Conditions Document that reflects reforms to teachers’ pay. Schools will, from 1 September 2013, be able to link teachers’ pay to performance allowing them to pay good teachers more. This follows recommendations from the independent School Teachers’ Review Body, which last year called on the government to link teachers’ pay more closely to their performance. By this September every school will need to have revised its pay and appraisal policies setting out how pay progression will in future be linked to a teacher’s performance. The first performance-linked pay increases will be made from September 2014. The new arrangements provide increased flexibility for schools to develop pay policies tailored to their particular needs. These freedoms will support heads in attracting teachers in specific subjects based on their school’s needs. It will also help schools across the country recruit and retain excellent teachers. Evidence shows that improving the quality of teaching is
essential to raising standards in schools. According to the Sutton Trust, for poor pupils, the difference between a very good teacher and a bad teacher may be a whole year’s education. The advice published last month highlights factors schools could consider when assessing teachers’ performance. Schools could consider evidence from a range of sources, including self-assessment, lesson observations, and the views of other teachers and of parents and pupils. It is up to each school to decide how best to implement new pay arrangements – and each school must make the link between pay and performance clear. Heads and school leaders are responsible for developing arrangements for performance-linked pay. Governing bodies will ensure schools adopt pay policies which clearly set out arrangements for linking appraisals to pay progression. School leaders will be responsible for explaining to teachers how appraisal outcomes lead to pay decisions. A Department for Education spokesperson said: “It is vital that schools can recruit and reward the best teachers. The advice will help schools to review their pay policies and put in place arrangements that enable them to pay the best teachers more.”
New partnership hopes to improve health education
Mytime Health, a healthy lifestyle service provider, and Health Matters Education Limited, producers of children’s health, fitness and wellbeing educational materials, have launched an exciting new partnership. The two organisations will collaborate to enhance and
develop a one-stop source for healthy lifestyle education in early years and primary school settings across the UK. Their services include Continued Professional Development (CPD) and a range of easy to use toolkits designed to stimulate healthy active attitudes in children. The pair set out to tackle some of the challenges associated with educating children and their families about nutrition and healthy living. Desired outcomes range from increased participation in physical activity to improved healthy eating behaviours and good oral hygiene. James Watkins, Mytime Health Director, commented on the enterprise: “We are delighted to announce our partnership with Health Matters Education Limited. We will be working together to empower local people, communities, early years settings and primary schools to advocate positive health messages confidently to children. Our collective aim will be to inspire and encourage educational practitioners to think creatively when exploring healthy lifestyle messages.” Vicky Bowen, Health Education Matters Limited Director, said: “We’ve always wanted to spread our passion more widely. The partnership with Mytime Health will now allow further expansion of our services at a time when children’s health and fitness is a major area of health education concern.” For more information, visit www.healthmatterseducation. co.uk or contact Daniel Lee on 020 8323 1719.
The Citizenship Magazine for Schools 7
Inquiry asks if the National Curriculum is fit for purpose The Youth Select Committee has launched an inquiry into whether the English education system gives young people the skills they need for life after school. In its draft National Curriculum document, the government says the school curriculum should prepare pupils for ‘the opportunities, responsibilities and experiences of later life’. However, pupils themselves are challenging the system to prove it can really deliver this. The Youth Select Committee comprises eleven members aged 15-18. It is an initiative of the British Youth Council and is supported by the House of Commons. Its inquiry will look at how schools help develop young people’s ‘life skills’ such as personal finance, political education and cultural awareness.
Eighteen-year-old Natasha Browne, MYP for Solihull and Chair of the Youth Select Committee, said: “It’s important that young people get the right support to equip us with the skills to be successful in later life. Schools are the focus of young people’s lives and, as a Committee, we look forward to hearing what people have to say about the role of the education system in equipping young people with skills for life.” The Committee’s call for evidence closes on 4 June. It will hold oral evidence sessions in the House of Commons in June and July. The Youth Select Committee has a clear mandate for its inquiry. In November 2012, the UK Youth Parliament voted for ‘A curriculum for Life’ to be its priority campaign this year.
Facebook, Microsoft and BCS back government funding for computer science teaching Education Minister Elizabeth Truss last month announced more than £2 million of funding so the best computing teachers can help train thousands more to teach the rigorous new curriculum. The funding will allow BCS, The Chartered Institute for IT, to recruit 400 master teachers in computer science over the next two years, by building on its existing network of excellence in teaching computer science (NoE). Each master teacher will pass on their skills and subject knowledge to 40 schools - so that computing teachers in 16,000 primary and secondary schools will be in position to deliver the computer science element of the new computing curriculum and the new computer science GCSE. This continuous professional development programme will enhance the preparations that schools will already be making so they can deliver the new curriculum. Computing (previously ICT) will remain a statutory subject for all pupils in primary and secondary school. The draft curriculum has a strong emphasis on the principles of computer science and practical programming, including algorithms, coding and hardware. Computer science will be included as a science option for the English Baccalaureate from January 2014. Elizabeth Truss made the announcement at an event co-hosted by Facebook and the Gates Foundation, the charitable organisation run by Microsoft founder Bill Gates and his wife Melinda. She said: “Computer science is a rigorous, fascinating and intellectually challenging subject. The new computing curriculum will mean pupils have a real understanding of how digital technologies work - allowing them to create new technologies rather than being passive consumers of them. “This brings exciting challenges for computing teachers
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- we are raising our expectations of the subject knowledge they should have, including how computers work, programming and coding.” Bill Mitchell, director of BCS Academy of Computing, part of BCS, The Chartered Institute for IT, said: “Children from the age of five will be taught computer science once the new statutory curriculum for computing comes into force. Therefore we need to ensure all teachers can teach the computer science and programming elements of the new curriculum. “I am delighted that the Department for Education is extending the funding for the network of teaching excellence in computer science. Our plan now is to work in partnership with the Computing At School group (CAS), universities and schools to extend the network into a national infrastructure that can provide CPD opportunities for 16,000 teachers over the next two years.”
EDUCATION NEWS Umph! schools business competition attracts record entries A record number of students from schools and colleges across Yorkshire have signed up to compete in this year’s Umph! business and enterprise competition. The contest, which takes place at Huddersfield’s John Smith’s Stadium on 2 July, is now fully subscribed, although four-strong teams of 16-19-year-old Yorkshire students can still enter via the Umph! website at www.umph.co.uk to secure a place on the competition’s reserve list. A line up of entrepreneurs, including Andy Needham of traditional confectionery manufacturer Stockleys Sweets; Jacob Hill, founder of the Lazy Camper festival essentials brand; and Dean Hoyle, the Huddersfield Town chairman who founded and sold the Card Factory retail business for a reported £350m, are backing this year’s competition. The entrepreneurs will work closely with the students, giving the youngsters the benefit of their business knowledge and experience in intimate workshop-style sessions. Umph! is the brainchild of financial adviser Grant Thornton and forms part of the firm’s Educate to Innovate programme, which aims to encourage entrepreneurialism in students and forge links between business and education in the region. Now in its third year, the competition is open to teams of budding young entrepreneurs, representing their school, sixth form or FE college. Twenty six teams of students will take part in the contest in Huddersfield. During the day-long event the teams will compete using the business simulation software SimVenture, with the winning team, and creator of the most successful virtual business, being awarded a trophy.
Each member of the winning team will also receive their own iPad. Andrew Hastings, one of last year’s winners from Rossett School in Harrogate, said: “Meeting all the entrepreneurs, and being able to ask in-depth questions, was totally inspirational. I think we all feel the event gave us something to aim for, as well as a better understanding of how business really works.” Helena Taylor, who was named ‘most enterprising individual’ at Umph! 2012, said: “It was fantastic to meet all the entrepreneurs in person and I learned a lot. Most importantly, perhaps, the event has given me the ambition to set up and run my own business, which I hope to do one day.” Sandra O’Neill, head of business development at Grant Thornton said: “There is a growing national emphasis on forging stronger links between education and business, which is the focus of Umph! The competition gives students a valuable opportunity to meet and question entrepreneurs about what a career in business is really like and it is this kind of interaction that often provides the spark of inspiration and is generally unavailable as part of academic studies.” Matthew Blakeley, client relationship manager at law firm Dickinson Dees, which is also supporting the event, said: “Times are tough for school leavers at present, with a 20 per cent youth unemployment rate and costly university fees. Encouraging and inspiring enterprise and innovation in young people is essential, not only for emerging new businesses but also to inspire and refresh our region’s existing businesses.”
PSHE Association welcomes strong cross-party support for PSHE education The PSHE Association has welcomed strong cross party support for the subject in the House or Lords debate on PSHE education on 24 April. Baroness Doreen Massey led the debate and there were over 15 speakers from across the political spectrum, covering issues from emergency first aid to the impact of online pornography, as well as the crucial role PSHE can play in preparing children for life in a rapidly changing world. High-quality PSHE education binds these diverse issues together by supporting children to develop the tools they need to make good decisions - such as managing emotions and analysing risk - and is most effective when delivered in a regular timetable slot by teachers who are trained in, and comfortable with, the subject area – an issue many of the speakers in the debate addressed in their contributions. In this respect the PSHE Association’s Chartered Teacher programme was cited as a good way for PSHE teachers
to evidence their professional practice and one of the Association’s first Chartered Schools, Goose Green primary, was highlighted as having used PSHE to come out of special measures and move towards outstanding provision according to Ofsted. The Association commented: “We were heartened to hear support from peers for some of the key points we have made in our response to the consultation on changes to the national curriculum, particularly relating to the status of PSHE as a subject vital to helping schools to achieve their statutory obligations, and regarding changes to the science curriculum which we believe plays a critical role in supporting high-quality PSHE education. “We were also pleased to hear Lord Nash respond for the Department for Education by saying that PSHE is ‘a vital part of a broad and balanced curriculum’ and we hope to see this link reflected in the final version of the national curriculum.”
The Citizenship Magazine for Schools 9
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Introduction to
Healthy Eating A healthy body is not just about being fit. In reality it is a combination of many factors, of which exercise is a small part. The way to good health and a healthy body is directly related to what is put into that body and how it is treated. Eating well is an essential part of being healthy, and can help us perform well and feel our best.
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FEATURE – BY ANDREW DAVIES
What are the benefits of eating healthily? The benefits of healthy nutrition and good eating habits are unnumbered. There are many benefits which have now been scientifically proved, but we can never know the full extent to which eating healthily will affect our body. Using your common sense and your taste buds is usually the best way to know what is healthy. What are the benefits of eating healthy? Well, here is a list of some of them: • Higher energy levels • Improved sleep and concentration • More stamina • Improved skin tone and texture • Longer lifespan • Decreased occurrence of illness • Shorter duration of illness when it does take place • Weight loss • Better hair • Stronger heart • Improved digestion • Less acne • Possible prevention of diabetes • Regular bowel movements • Decreased risk of heart disease • Decreased risk of cancer
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What is a healthy balanced diet? A diet based on starchy foods such as potatoes, rice and pasta; with plenty of fruit and vegetables; some protein-rich foods such as meat, fish and lentils; some milk and dairy foods; and not too much fat, salt or sugar, will give you all the nutrients you need. When it comes to a healthy diet,
balance is the key to getting it right. This means eating a wide variety of foods in the right proportions, and consuming the right amount of food and drink to achieve and maintain a healthy body weight. Most adults in England are either overweight or obese. That means
many of us are eating more than we need, and should eat less. And it’s not just food: some drinks can also be high in calories. Most adults need to eat and drink fewer calories in order to lose weight, even if they already eat a balanced diet.
How do different food groups help us? All the food we eat can be divided into five groups. Try to choose a variety of different foods from the first four groups. They are: 1.) Fruit and vegetables. 2.) Starchy foods, such as bread, rice, potatoes and pasta. Choose wholegrain varieties whenever you can, or eat potatoes with their skin on for more fibre. 3.) Meat, fish, eggs and beans. 4.) Milk and dairy foods. 5.) Foods containing fat and sugar. Most people in the UK eat and drink too many calories, and too much fat, sugar and salt, and not enough fruit, vegetables and fibre. It’s important to have some fat in the diet, but you don’t need to eat any foods from the ‘Foods and drinks high in fat and/ or sugar’ group as part of a healthy diet.
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FEATURE – INTRODUCTION TO HEALTHY EATING 1. Fruit and vegetables Fruit and vegetables are a vital source of vitamins and minerals. It’s advised that we eat five portions of a variety of fruit and vegetables a day. There’s evidence that people who eat at least five portions a day are at lower risk of heart disease, stroke and some cancers. What’s more, eating five portions is not as hard as it might sound. Just one apple, banana, pear or similar-sized fruit is one portion. A slice of pineapple or melon is one portion. Three heaped tablespoons of vegetables is another portion. Having a sliced banana with your morning cereal is a quick way to get one portion. Swap your mid-morning biscuit for a tangerine, and add a side salad to your lunch. Add a portion of vegetables to dinner, and snack on dried fruit in the evening to reach your five a day.
2. Starchy foods Starchy foods should make up around one third of everything we eat. This means we should base our meals on these foods. Potatoes are an excellent choice of a starchy food and a good source of fibre. Leave the skins on where possible to keep in more of the fibre and vitamins. For example, when having boiled potatoes or a jacket potato, eat the skin too. Try to choose wholegrain or wholemeal varieties of starchy foods, such as brown rice, wholewheat pasta and brown wholemeal bread. They contain more fibre (often referred to as ‘roughage’), and usually more vitamins and minerals than white varieties.
3. Meat, fish, eggs and beans These foods are all good sources of protein, which is essential for growth and repair of the body. They are also good sources of a range of vitamins and minerals. Meat is a good source of protein, vitamins and minerals such as iron, zinc and B vitamins. It is also one of the main sources of vitamin B12. Try to eat lean cuts of meat and skinless poultry whenever possible to cut down on fat. Always cook meat thoroughly. Fish is another important source of protein, and contains many vitamins and minerals. Oily fish is particularly rich in omega-3 fatty acids. Aim for at least two portions of fish a week, including one portion of oily fish. You can choose from fresh, frozen or canned, but canned and smoked fish can be high in salt. Eggs and pulses (including beans, nuts and seeds) are also great sources of protein. Nuts are high in fibre and a good alternative to snacks high in saturated fat, but they do still contain high levels of fat, so eat them in moderation.
4. Milk and dairy foods Milk and dairy foods such as cheese and yoghurt are good sources of protein. They also contain calcium, which helps to keep your bones healthy. To enjoy the health benefits of dairy without eating too much fat, use semiskimmed milk, skimmed milk or 1% fat milks, lower-fat hard cheeses or cottage cheese, and lower-fat yoghurt. The Citizenship Magazine for Schools 15
FEATURE – INTRODUCTION TO HEALTHY EATING 5. Fat and sugar Most people in the UK eat too much fat and too much sugar. Fats and sugar are both sources of energy for the body, but when we eat too much of them we consume more energy than we burn, and this can mean that we put on weight. This can lead to obesity, which increases our risk of type 2 diabetes, certain cancers, heart disease and stroke. But did you know that there are different types of fat? Saturated fat is found in foods such as cheese, sausages, butter, cakes, biscuits and pies. It can raise your blood cholesterol level and increase your risk of heart disease. Most people in the UK eat too much saturated fat, which puts us at risk of health problems. Unsaturated fats, on the other hand, can help to lower cholesterol and provide us with the essential fatty acids needed to help us stay healthy. Oily fish, nuts and seeds, avocados, olive oils and vegetable oils are sources of unsaturated fat. Try to cut down on foods that are high in saturated fat and have smaller amounts of foods that are rich in unsaturated fat instead. For a healthy choice, use just a small amount of vegetable oil or reduced fat spread instead of butter, lard or ghee. When having meat, choose lean cuts and cut off any visible fat. Sugar occurs naturally in foods such as fruit and milk, but we don’t need to cut down on these types of sugar. Sugar is also added to lots of foods and drinks such as sugary fizzy drinks, cakes, biscuits, chocolate, pastries, ice cream and jam. It’s also contained in some ready-made savoury foods such as pasta sauces and baked beans. Most of us need to cut down on foods with added sugar. Instead of a fizzy drink, for example, try sparkling water. Have a currant bun as a snack instead of a pastry.
For further information visit www.nhs.uk 16 The Citizenship Magazine for Schools
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An organisation is looking to highlight the importance of healthy eating amongst children for a whole week in June. We look at how you can get involved in this initiative coordinated by the British Nutrition Foundation.
nutrition to all those involved in education.
Specifically, the BNF supports the needs of: • Children, pupils and students in schools and colleges throughout the UK; • Teachers, support assistants, The British Nutrition Foundation (BNF) is launching a Healthy Eating other staff and governors at all Week for all nurseries and schools levels in educational establishments; to join in throughout the UK and they are asking you to register and • Trainers and trainees at initial teacher education establishments; get involved. Parents. The aim of the week is to further promote healthy diets (food and Key issues drink) and the need to be more Through the various activities of active, as well as to help improve the education programme, the the understanding of where food BNF seek to address current comes from and cooking (food and meal planning). issues in nutrition which relate to children. The week forms part of the Specifically, their priorities are: Foundation’s Education (a) Tackling the rising levels of Programme. The Foundation’s education group helps to achieve childhood obesity; their charitable objectives through (b) Strengthening food education in schools; its ‘Food - a fact of life’ food and (c) Encouraging and supporting nutrition education programme a whole school approach to food for schools. This comprehensive, progressive programme and nutrition; communicates up-to-date, (d) Promoting positive messages unbiased, consistent and accurate about healthy eating; (e) Supporting the teaching of messages about food and 18 The Citizenship Magazine for Schools 18
practical food skills and life skills; (f) Raising the importance of physical activity. The Foundation’s education group is in a uniquely strong position. It combines the rigour of expert nutrition advice, with the discipline of educational pedagogy. The result is a programme which is up-to-date, based on sound scientific evidence and has educational integrity. BNF Objectives • To help individuals recognise that food is a basic requirement of life and should be enjoyed. • To help individuals develop an understanding of the underlying scientific principles upon which current issues in nutrition are based. • To inform about methods of food production and food processing in domestic and commercial situations. • To encourage an awareness of social, economic and cultural aspects of food choice. • To enable individuals to demonstrate and apply appropriate knowledge of
FEATURE – HEALTHY EATING WEEK 2013 concepts and principles when planning and preparing meals and when making food choices. The education programme carried out by BNF is founded on a whole school approach. It provides advice and guidance on policy matters relating to children’s dietary requirements and provision of food throughout the school day. It ensures that wherever aspects of food and nutrition need to be taught within the formal curriculum, teachers and pupils have the opportunity to use the most innovative and effective resources available. In order to achieve this, the education group draws on the expertise of a number of key partners and interrogates a wide array of information sources to anticipate needs and determine priorities for forthcoming years. In order to do this effectively the group must ensure to build and maintain a network of key contacts in relevant government departments. This is in order to facilitate early identification of forthcoming changes likely to influence food and nutrition matters in schools.
The Foundation also actively seek and respond to all feedback received from teachers (both formal and informal) regarding the type and content of resources and conferences, and taking account of suggestions for future developments, in order to maintain integrity and rigour.
What’s in it for my school? • A welcome pack, giving you more details and ideas! • Free, new resources! • Free posters, for use in classrooms and dining rooms!* • Free stickers!* • Access to live presentations during the week about health from a range of experts. About Healthy Eating Week • The opportunity to take part in a national survey for children and New resources will be available for young people. free, including lesson, assembly • Being involved is a great way and whole school activity ideas. to show your school’s support In addition, classroom resources for healthy eating and food such as recipes, presentations, education. It can also be a great worksheets, interactive opportunity to have fun! whiteboard activities, stickers and *Posters are available to the posters will also be available. first 2,000 schools that register. Stickers are available to the first 1,000 nursery, primary or special schools. For further information or to register your interest in Healthy Eating Week, visit www.nutrition.org.uk/ foodinschools/programme/ healthweek
They also monitor statutory requirements for schools, such as those governing school curricula, examination requirements and minimum nutritional standards for school lunches. Meetings are carried out with the Foundation’s expert education working groups for England, Wales, Scotland and Northern Ireland to advise on current projects and identify priorities for future plans.
The Citizenship Magazine for Schools 19
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FEATURE – HEALTHY EATING WEEK 2013
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The Citizenship Magazine for Schools 21
LESSON FACT SHEETS - SMOKING AND ALCOHOL
SUITABLE FOR YEAR 6 TITLE:
TAKING RESPONSIBILITY ALCOHOL – THE FACTS Alcohol is a depressant drug which slows down body reactions and the working of the brain.
Alcohol is made by fermenting fruits, vegetables or grains and includes beers, lagers, wines, spirits and ciders.
The first part of the brain that alcohol affects As the body breaks down alcohol,
controls our social behaviour.
liver cells are damaged and die.
Alcohol affects your balance which would make walking along a white line difficult.
Alcohol sometimes makes it
difficult to speak clearly.
Alcohol makes the blood vessels near your skin bigger so you
lose more body heat.
Alcohol slows down all the nerve messages as they pass around the body. If a pregnant woman drinks alcohol it Alcohol makes some people
affects the foetus (unborn baby).
be aggressive.
Some people can become
addicted to alcohol and feel they need to drink a lot. This is expensive.
Alcohol makes you less hungry as it
suppresses your appetite.
Alcohol upsets the water balance in your body so
you become dehydrated.
Alcohol affects your ability to assess risks and make sensible choices. 22 The Citizenship Magazine for Schools
SMOKING – THE FACTS Tobacco smoke contains a mixture of over 2,000 chemicals. Many of these chemicals can
damage
your health. Smokers are 25 times more likely to die of lung cancer than people who don’t.
Tobacco smoke contains substances which irritate the cells in the air passages. The cells respond by producing mucus to try to protect themselves. Smokers cough to try to clear the irritants and the extra mucus. Smoking also causes other lung diseases, such as
bronchitis and emphysema.
Smoking causes heart diseases.
Smokers are
more likely to die from a heart attack than non-smokers.
Smoking affects people’s skin appearance. Their face has more lines. It also affects people’s breath. Their clothes start to smell and their fingers and nails may get stained yellow. Their teeth may also become yellow. The chemicals in cigarette smoke stop tastes different.
taste buds from working properly so good food
If a pregnant woman smokes, she risks damaging her baby. Women who smoke
smaller babies.
Breathing in cigarette smoke is called
give birth to
passive smoking.
The smoke from other people’s cigarettes can
damage your body.
It is currently illegal for anyone to sell tobacco to someone who is under 16. From 1 October 2007, the age limit was raised to 18. It is
illegal
to advertise cigarettes on television.
All cigarette packets and advertisements have to carry a
government health warning.
Since 1 July 2007, it is against the law to smoke in an enclosed public space. This includes platforms within railway stations. The Citizenship Magazine for Schools 23
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FEATURE - BY ANDREW DAVIES
THE
G N I C N A BAL Andrew Davies takes a closer look at the National Child Measurement Programme and what advice teachers could possibly look to give to parents concerned about their child’s weight.
Growing up, my childhood diet was something that hardly varied. Like many 90s kids, it was a fairly simple decision at tea times – ‘peas or beans?’ Out playing football every night of the week and constantly taking part in some form of sport, I was lucky that I didn’t need to monitor my diet to stay ‘in shape’. For me, it was simply about replenishing whatever energy I’d spent on a field or in a sports hall. Salad and pasta never got a look in on our family menu. I was lucky too that I wasn’t subjected to masses of junk food growing up. There was ‘chippy tea’ every Thursday after mum had done the family shop but there was little else in the way of takeaways. In fact, it was not until I was in university that I had my first pizza and later still, my first curry. 26 The Citizenship Magazine for Schools
Nowadays, there is all sorts of pressure on parents to make sure their children eat well. The media spotlight shining brightly on childhood obesity means that parents are keen to make sure children prefer salads to Subways and pastas to Pizza Hut. But it’s an incredibly difficult balance. Work commitments often result in parents not having time to prepare a meal in the way they’d like. Financial constraints can also dictate the quality of food in the fridge. The key is finding that balance early and then allowing the child to possibly take a larger responsibility for their choice of food along with their activities to keep healthy. The reality of not keeping control of a
child’s diet can have far reaching consequences… National Child Measurement Programme If you make sure your children stay at a healthy weight you help
them to get the best start in life. In adults, being overweight is linked to health problems such as type 2 diabetes and increased risk of heart disease and certain cancers. As a parent, it can sometimes be difficult to identify that your child is overweight. You may notice signs, such as your child getting breathless easily during physical activity. Or you may be contacted about your child’s
weight after your child is weighed and measured at school as part of the National Child Measurement Programme. If your child is overweight, then achieving a healthy weight can bring significant health benefits. And as a parent, you can do a lot to help your child achieve a healthy weight. As part of the National Child Measurement Programme children in Reception Year (ages four and five) and Year 6 (ages 10 and 11) are being weighed and measured at school. Height and weight, along with gender and age, can be used to calculate a child’s body mass index. This is a measure of whether a child is a healthy weight. You will know if your child is in the healthy weight range. If your child is overweight, further support is available from your local NHS. Your child doesn’t have to take part, but every child measured is contributing to the national picture about how children are growing. The more children who participate, the clearer that picture will be. The
information collected helps your local NHS to plan and provide better health services for the children in your area. How do I find out my child’s results? In some areas, parents will automatically be sent their child’s results in the post. In other areas parents will need to contact their local NHS provider to find out their child’s measurements. The letter that you receive from your local NHS provider before the measurements take place will explain how you will be informed about your child’s results. If you already know your child’s height and weight and want to know if they’re a healthy weight for their age, height and sex, you can check using an NHS online healthy weight calculator. Your whole family can use the calculator. If you’re concerned that your child might be underweight or overweight, speak to your GP, school nurse or health visitor. They will be able to offer you advice and support.
ACT
The Citizenship Magazine for Schools 27
FEATURE - THE BALANCING ACT Why do we need to take the measurements? The BMI (body mass index) measure, used by healthcare professionals, is a good way of finding out whether a child is a healthy weight. By comparing your child’s weight with their height, age and sex, the Programme can tell whether they are growing as expected. This is something you may have done when your child was a baby, using the growth charts in the Personal Child Health Record (red book). Once your child’s BMI has been calculated, they will be in one of four categories: underweight, healthy weight, overweight or very overweight. Today, one in three children in the UK aged between two and 10 years is overweight. Because the number of children being overweight has gradually increased, as a country we have slowly become used to it, and it can be difficult to tell if your child is overweight as they may look similar to other children of their age. That’s why the NHS use the measurement of weight against height to get an accurate measure. Research shows that if your child is overweight now, they are more likely to grow up to be overweight as an adult. This can lead to health problems in later life, so this measurement is an important way of checking how your child is growing. Should I share these results with my child? The results are sent to you the parent or carer, so the decision about whether to talk to your child
28 The Citizenship Magazine for Schools
about the result is entirely yours. Some parents or carers like to discuss the result with their child and then decide together whether to make any changes to the family’s diet or activity levels, while others decide to make subtle changes without telling them. There is no right or wrong answer and your decision depends on your family and your child. Where can I get help?
for you to call if you want further information or advice from your local NHS.
If your child’s weight results take you by surprise or worry you, speak to your GP or school nurse for advice and support. Your primary care trust (PCT) should have also included a contact number with the results letter
Some parents also find it helpful to re-check their child’s BMI after a few months, to see if they have moved into the healthy range as they grow.
Many parents have found the tips on the Change4Life website useful in helping them make small lifestyle changes to keep their child in the healthy weight range. You can also find out what clubs, activities and fun events are happening in your local area. You can also call Change4Life on 0300 123 4567 (local call rates apply).
For more information visit www.nhs.uk/ Livewell/childhealth6-15/Pages/ Childrenandweight.aspx
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The Citizenship Magazine for Schools 29
FEATURE - BY ANDREW DAVIES
Guide For Teachers: Und As part of educating children on having a balanced diet, teachers can help children on how to interpret information displayed on food labels. Today, food labels are broken down in so many ways it is important to try and avoid children becoming confused with the percentages shown on whatever they’ve picked off the shelf. Nutrition labels can help you choose between products, and keep a check on the amount of foods high in fat, salt and added sugars that you’re eating. Most pre-packed foods have a nutrition label on the back or side of the packaging. • These labels usually include information on energy (calories), protein, carbohydrate and fat. • They may provide additional information on saturated fat, sugars, sodium, salt and fibre. All nutrition information is provided per 100 grams and sometimes per portion of the food. • An increasing number of supermarkets and food manufacturers repeat information on calories, fat, saturated fat, sugars and salt on more visible labels on the front of packaging. • Nutrition labels can also provide information on how a particular food or drink product fits into your daily diet.
30 The Citizenship Magazine for Schools
• You can use nutrition labels to help you choose a more balanced diet. For a balanced diet: • cut down on fat (especially saturated fat), salt and added sugars. • base your meals on starchy foods such as potatoes, bread, pasta and rice, choosing wholegrain where possible. • eat lots of fruit and vegetables: aim for at least five portions of a variety every day. • include some protein-rich foods such as meat, fish, pulses, milk and dairy foods. Guideline Daily Amounts (GDAs) Nutrition labels can also provide information on how a particular food or drink product fits into your daily diet. Guideline Daily Amounts (GDAs) are guidelines about the approximate amount of particular nutrients and calories required for a healthy diet. Because individual requirements for calories and nutrients are different for all people, GDAs are not intended as targets. Instead they are intended to give a useful indication of how a particular nutrient or amount of calories fits into your daily diet. Information on the GDA, and the
contribution a nutrient makes towards a GDA (expressed as a percentage) can usually be found on the back or side of packaging. The percentage GDA can also sometimes be repeated on the front of the pack. Traffic light colour coding Some front of pack nutrition labels use red, amber and green (traffic light) colour coding.
derstanding food labels - red means high - amber means medium - green means low In short, the more green lights, the healthier the choice. If you buy a food that has all or mostly green lights, you know straight away that it’s a healthier choice. An amber light means neither high nor low, so you can eat foods with all or mostly amber
lights most of the time. But a red light means the food is high in fat, saturated fat, salt or sugars and these are the foods we should cut down on. Try to eat these foods less often and in small amounts.
weight, so the main ingredients in the packaged food always come first. That means that if the first few ingredients are high-fat ingredients, such as cream, butter or oil, then the food in question is a high-fat food. Shopping tips
Ingredients list Most pre-packed food products also have a list of ingredients on the packaging or on an attached label. The ingredients list can also help you work out how healthy the product is. Ingredients are listed in order of
• You’re standing in the supermarket aisle looking at two similar products, trying to decide which to choose. You want to make the healthier choice but you’re in a hurry. • If you’re buying ready meals, check to see if there’s a nutrition label on the front of the pack, and then see how your choices stack up when it comes to the number of calories and the amount of fat, saturated fat, sugars and salt. • If the nutrition labels use traffic light colours, you will often find a mixture of red, amber and greens. So, when you’re choosing between similar products, try to go for more greens and ambers, and fewer reds, if you want to make the healthier choice. • But remember that even healthier ready meals may be higher in fat and calories than the homemade equivalent. If you make the meal yourself, you could save money, too.
The Citizenship Magazine for Schools 31
s ’ t n e r Pa r e n r Co
32 The Citizenship Magazine for Schools
PARENT’S CORNER In a change to our usual ‘Pupils’ Corner’ feature, this edition we get a parent’s viewpoint. Abi Davies, 31, is the proud mother of 13 year-old Josh and 11 year-old Emily and has recently had a new baby girl, Jemima. I asked Abi how important it is for Josh and Emily to eat healthily as well as keeping active. How much of an emphasis do you place on healthy eating in your home? We try to eat at least four healthy meals a week consisting of meat and vegetables or salad. It is hard finding meals both children will eat and it can get a little monotonous at times, so we do tend to have a take away treat once a week. The children have a box each with snacks in and these are limited to one between each meal. As your children have grown older, have you started to look at their diet more closely? We’re quite lucky that both children are quite active and although they do like eating crisps, etc, they don’t tend to put on weight so we don’t have to worry about that aspect. Maybe when puberty hits and they start
getting spots we will have to think again and limit the amount of greasy food and unhealthy snacks they have.
exercise in the media but as a mum I have always been quite conscious of encouraging my children to be healthy.
Has the way your parents influenced your eating habits as a child affected how you are now that you’re a parent? Definitely, when I was young we very rarely had crisps, biscuits, chocolate or pop in the house. I was encouraged to snack on fruit and other healthy alternatives and I try to do the same with my children.
How much responsibility do Josh and Emily take for their healthy well-being and how important is what they learn about food and exercise in school? Joshua plays for a local football team and Emily is a member of SNAG (School Nutrition Action Group) at school so they should know better but they do try to get away with eating far too many unhealthy snacks! I think learning Having recently had a new baby, about food and exercise in school how different do you think is very important and helpful to Jemima’s diet will be from Josh’s? parents as children seem to think that parents are just nagging or Do you see a change already in being mean not wanting them to terms of media hype and new research? have six chocolate bars, five I think there is now more packets of crisps and a bottle of pop for lunch! emphasis on healthy eating and
The Citizenship Magazine for Schools 33
Ten Tips For Parents (adapted from http://kidshealth.org/)
1
Parents control the supply lines. You decide which foods to buy and when to serve them. Though children will pester their parents for less nutritious foods, adults should be in charge when deciding which foods are regularly stocked in the house. Children won’t go hungry. They’ll eat what’s available in the cupboard and fridge at home. If their favourite snack isn’t all that nutritious, you can still buy it once in a while so they don’t feel deprived.
2
From the foods you offer, children get to choose what they will eat or whether to eat at all. Children need to have some say in the matter. Schedule regular meal and snack times. From the selections you offer, let them choose what to eat and how much of it they want. This may seem like a little too much freedom. But if you follow step one, your children will be choosing only from the foods you buy and serve.
3 4 5 6 7 8 9 10
Quit the ‘clean-plate club’. Let children stop eating when they feel they’ve had enough. Lots of parents grew up under the clean-plate rule, but that approach doesn’t help children listen to their own bodies when they feel full. When they notice and respond to feelings of fullness, they’re less likely to overeat. Start them young. Food preferences are developed early in life, so offer variety. Likes and dislikes begin forming even when children are babies. You may need to serve a new food on several different occasions for a child to accept it. Don’t force a child to eat, but offer a few bites. With older kids, ask them to try one bite. Rewrite the kids’ menu. Who says children only want to eat hot dogs, pizza, burgers, and chips? When eating out, let your children try new foods and they might surprise you with their willingness to experiment. You can start by letting them try a little of whatever you ordered or ordering a starter for them to try. Drink calories count. Sweetened drinks add extra calories and get in the way of good nutrition. Water and milk are the best drinks for children. Juice is fine when it’s 100 per cent, but children don’t need much of it - four to six ounces a day is enough for those aged 4-6. Put sweets in their place. Occasional sweets are fine, but don’t turn dessert into the main reason for eating dinner. When dessert is the prize for eating dinner, children naturally place more value on the cupcake than the broccoli. Try to stay neutral about foods. Food is not love. When foods are used to reward kids and show affection, they may start using food to cope with stress or other emotions. Offer hugs, praise, and attention instead of food treats. Children do as you do. Be a role model and eat healthy yourself. When trying to teach good eating habits, try to set the best example possible. Choose nutritious snacks, eat at the table, and don’t skip meals. Limit TV and computer time. When you do, you’ll avoid mindless snacking and encourage activity. Research has shown that children who cut down on TV-watching also reduced their percentage of body fat. When TV and computer time are limited, they’ll find more active things to do. And limiting ‘screen time’ means you’ll have more time to be active together.
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GROW YOUR OWN - LESSON PLAN
GrowYour Own
Cucumbers With the summer upon us and with healthy eating being the theme behind this issue, it’s fitting that we once again provide some Grow Your Own tips for our readers. On this occasion we’re going to look at how to grow cucumbers at this time of year and how this could become a classroom activity. You can grow cucumbers in the ground, pots or in growing bags and home-grown cucumbers taste fabulous. Choose the type that’s right for you – some can be grown outside, some indoors. Outdoor cucumbers can be sown directly into the soil in late May and early June – or you can buy small plants from the garden centre.
36 The Citizenship Magazine for Schools
Sow
Sowing outdoors Sow seeds 2.5cm (1in) deep indoors in late April. Alternatively, sow directly outside in late May or early June and cover the soil above the seeds with fleece, a cloche or glass jar. This method can work well in southern regions and in warm summers. Young plants are also available from garden centres in spring.
Grow
Growing indoors 1.) Transfer young plants to 25cm (10in) pots of good potting compost in late March (heated greenhouse), late May (unheated greenhouse). Keep the compost evenly moist – little and often is the best way. You can also use growing bags but plants will need to be carefully watered and looked after. 2.) Train the main stem up a vertical wire or cane. Pinch out the growing point when it reaches the roof. Pinch out the tips of sideshoots two leaves beyond a female flower (recognisable by tiny fruits behind flower). Pinch out the tips of flowerless sideshoots once they reach 60cm (2ft) long. 3.) Keep the humidity high by watering the floor and, once planted out, feed every 10-14 days with a balanced liquid fertiliser. Growing outdoors 1.)Either sow seeds or plant out young plants in early June, ideally under fleece or cloches. Any fertile
parasitic wasp that controls the pest. Alternatively use a suitable pesticide. Cucumber mosaic virus: Plants and leaves are stunted and deformed, and leaves show distinctive yellow mosaic patterning. Flowering is reduced or non-existent, while any fruit that do appear are small, pitted, hard and inedible. Remedy: The disease is spread from plant to plant by sap-sucking aphids, so take any necessary measures to control them. Infected plants should be destroyed – wash your hands after touching infected material to avoid contaminating healthy plants. Powdery mildew: A white, powdery fungal growth occurs on the upper leaf surface and often spreads Harvest to the underside. It is most often a problem where Cut the fruits when they are about 15-20cm (6-8in) soil is dry but the air around plants humid and long using a sharp knife. stagnant. Remedy: Ensure healthy growing conditions. Keep Varieties plants adequately watered, but avoid overhead When growing indoors always select F1 cultivars as watering. Remove affected leaves promptly. Dusting these don’t, under good growing conditions, produce with sulphur and fish oil fungicides can be used. male flowers – these need pinching out regularly otherwise the female flowers will be pollinated and Source: Royal Horticultural Society the fruit will taste bitter. www.rhs.org.uk • ‘Femdan’ AGM: Cucumber with dark fruit for growing indoors. All female - remove any male flowers. • ‘Carmen’ AGM: Dark-ribbed, well-shaped fruits for growing indoors. All female - remove any male flowers. • ‘Marketmore’ AGM: Ridge cucumber with trailing habit; yields well outdoors. Do not remove male flower. Good yield of short, attractive, dark fruits. • ‘Tokyo Slicer’ AGM: High yielding, outdoor variety with long smooth fruits. Do not remove male flowers. F1 hybrid; long, smooth-skinned, dark slightly ribbed fruits. • ‘Zeina’ AGM: Very high yield of short fruits on strong plants best suited to indoor use. All female - remove any male flowers. garden soil in full sun is satisfactory. 2.) Dig in up to two bucketfuls of rotted organic matter, such as garden compost, and rake in 100g per square metre (31/2oz per 103/4sq ft) of general purpose fertiliser. 3.) Pinch out the growing tip when the plants have developed seven leaves. The developing sideshoots can be left to trail over the ground or trained up stout netting. Pinch out the tips of flowerless sideshoots after seven leaves. 4.) Don’t remove the male flowers, and keep the soil constantly moist by watering around the plants – not over them.
Problems Whitefly: This tiny sap-sucking insect will fly up when the leaves are disturbed. It creates a sticky substance, known as honeydew, which acts as a host to sooty mould. Remedy: Sprays containing fatty acids are effective both indoors and outdoors. Under glass, use a biological control – Encarsia formosa is a tiny The Citizenship Magazine for Schools 37
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ONLINE WWW.THECITIZENSHIPMAGAZINE.CO.UK There’s much more to our website than just the latest issue… News – Our news section provides you with all of the latest developments in PSHE and citizenship Twitter – Social media enthusiasts can follow the @Citizenship_Mag account and have updates sent straight to their own home page Blog – Our editor, Andrew Davies, offers advice, reflections and insights e-Subscription service – We offer a free subscription service that enables readers to receive a round-up of the latest news as well as links to new features and resources
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The Citizenship Magazine for Schools 39
FEATURE – BY ANDREW DAVIES
The Ongoing Fight Against
Childhood
Obesity Health professionals and teachers have been locked in a hard fought battle for some time. The responsibility of ensuring healthy children become healthy adults is as large as the risks of childhood obesity carrying on into adulthood. The World Health Organisation (WHO) regards childhood obesity as one of the most serious global public health challenges for the 21st century. Obese children and adolescents are at an increased risk of developing various health problems, and are also more likely to become obese adults. The National Child Measurement Programme (NCMP) measures the height and weight of around one million school children in England every year, providing a detailed picture of the prevalence of childhood obesity. The latest figures, for 2011/12, show that 19.2 per cent of children in Year 6 (aged 10-11) were obese and a further 14.7 per cent were overweight. Of children in Citizenship Magazine forfor Schools 4040The The Citizenship Magazine Schools
Reception (aged 4-5), 9.5 per cent were obese and another 13.1 per cent were overweight. This means almost a third of 10-11 year olds and over a fifth of 4-5 year olds were overweight or obese. Being overweight or obese in childhood has consequences for health in both the short term and the longer term. Once established, obesity is notoriously difficult to treat, so prevention and early intervention are very important. The emotional and psychological effects of being overweight are often seen as the most immediate and serious by children
themselves. They include teasing and discrimination by peers; low self-esteem; anxiety and depression. In one study, severely obese children rated their quality of life as low as children with cancer on chemotherapy. Obese children may also suffer disturbed sleep and fatigue. Overweight and obese children are more likely to become obese adults, and have a higher risk of morbidity, disability and premature mortality in adulthood. Although many of the most serious consequences may not become apparent until adulthood, the effects of obesity – for example, raised blood pressure, fatty changes to the arterial linings and hormonal and chemical changes such as raised cholesterol and metabolic syndrome – can be identified in obese children and adolescents. Some obesity-related conditions can develop during childhood. Type 2 diabetes, previously considered an adult disease, has increased dramatically in overweight children as young as five, and has been dubbed ‘diabesity’. The global rise in obesity and Type 2 diabetes among children and adolescents has led to an urgent call for action by the International Diabetes Federation, which warns that the world is currently facing a twin epidemic of obesity and Type 2 diabetes in young people. Other health risks of childhood obesity include early puberty, eating disorders such as anorexia and bulimia, skin infections, asthma and other respiratory problems. Some musculoskeletal disorders are also more common,
including slipped capital femoral epiphysis (SCFE) and tibia vara (Blount disease). The relationship between body mass index and fatness in children varies substantially with age, so a growth reference is used to define overweight and obesity in different age groups. The British 1990 growth reference (UK90) is the most commonly used reference within the UK, and the International Obesity Task Force (IOTF) thresholds, World Health Organization Growth Reference and the Centers for Disease Control Growth Reference are more frequently used in other countries. Worldwide prevalence of obesity is increasing rapidly, and many low and middle-income countries are now significantly affected as well as richer nations. An estimated 42 million children under the age of five are estimated to be overweight or obese in 2010 worldwide. The United States is widely recognised as having the highest prevalence of childhood obesity and overweight, although the UK and Australia are not far behind. The UK has one of the highest rates among European countries. The Public Health England Obesity Knowledge and Intelligence team (formerly the National Obesity Observatory) provides a single point of contact for wide-ranging authoritative information on data, evaluation, evidence and research related to weight status. NOO has become part of Public Health England, an executive agency of the Department of Health. Public Health England has been established to protect and
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FEATURE - CHILDHOOD OBESITY improve the nation’s health and wellbeing and to reduce inequalities. It will lead on the development of a 21st century health and wellbeing service, supporting local authorities and the NHS to deliver the greatest possible improvements in public health. In July last year, the National Obesity Observatory published the following key points linked to childhood obesity: • Obesity among 2–10 year olds rose from 10.1 per cent in 1995 to 14.6 per cent in 2010 according to Health Survey for England (HSE) figures. There are growing indications that the previous upwards trend in child obesity may now be flattening out. However it is still too early to be certain that this represents a long-term change in the trend, particularly for older boys. Future HSE data will confirm whether this is a persistent pattern, or just a short-term change in a long-term upwards trend. • According to the HSE, in 2010, obesity prevalence among 11–15 year olds was 18.3 per cent. The 2010/11 National Child Measurement Programme (NCMP) showed that obesity prevalence among 4–5 year olds (Reception) was 9.4 per cent and among 10–11 year olds (Year 6) was 19.0 per cent. • NCMP data show a trend of increasing obesity prevalence among both boys and girls in Year 6 between 2007/08 and 2010/11. The pattern of changes in body mass index (BMI) is different in different age groups. Compared to the British 1990 baseline, Reception year children have slightly higher BMIs and the 42 The Citizenship Magazine for Schools
shape of the distribution has remained the same. However in Year 6 the pattern is skewed, with many more children at the right hand side of the chart, with higher BMIs, in 2010/11 compared to the 1990 baseline. • Obesity prevalence shows strong links with deprivation. As deprivation rises so does the prevalence of obesity, for both Reception and Year 6 children. There is variation in obesity prevalence by ethnic group for
both Reception and Year 6 children. Boys in Year 6 from all minority groups are more likely to be obese than White British boys. For girls in Year 6, obesity prevalence is especially high for those from Black African and Black Other ethnic groups. Some of these differences may be due to the influence of factors such as deprivation and, possibly, physical differences such as height. Source: http://www.noo.org.uk/
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BARNEY & ECHO FROM THE POLICE COMMUNITY CLUBS
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The Police Community Clubs of Great Britain in partnership with Community Initiatives Associates helps to educate children on environmental issues by delivering the Barney & Echo Citizenship Project to schools.
Sparky's Big Idea poster set
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Sparky’s Big Idea: Barney Says Let’s Talk about The Environment is the latest title in the range of Barney and Echo educational resources for schools. The book was developed to help teachers and parents introduce primary school children to the topic of the environment in an ageappropriate manner, enabling pupils to understand both the nature of the problems the environment faces and also the importance of sustainability. With the environment under threat, it is incumbent of schools to encourage children to make responsible choices and develop a sustainable lifestyle. Aimed at pupils in key stage 1-2, Sparky’s Big Idea aims to educate children on the importance of protecting the environment and using sustainable energy. Sparky’s Big Idea is the sixth book in the series. Living in a forest, there appears to be an endless supply of wood but as the animals use it up without planting new trees the forest starts to die. Sparky Fox tries to tell everyone to recycle and save energy but nobody will listen until the Treetop Forest
Council announce that they will need to cut down an area of forest to supply wood for the winter. This includes cutting down Echo Squirrel’s home. It’s time for change and with Sparky’s help, Echo starts an Eco Club. The mixture of puzzles and activities that punctuate the narrative then offer them the chance to consider their own thoughts on the issues raised which they can then discuss with others in the group. In addition to the resource itself, all schools will benefit from the Sparky’s Big Idea schools programme pack including colourful and informative posters, a dramatisation of the book and extra lesson plans to be found online on our dedicated website www.barneyecho.co.uk. There are also five other books in the series. The Magic Mirror addresses the dangers of drugs, tobacco and alcohol in a fun but informative way by looking at how a group of friends cope with harmful substances. A Friendship Made tackles issues relating to bullying and vandalism, and examines what life would be like
For more information please go to
www.barneyecho.co.uk To see additional projects that The Police Community Clubs of Great Britain are involved in visit www.policecommunityclubs.org
in a society where people have no respect for each other or the environment. Echo’s New Watch approaches the dangers of knife crime within the social environment of children. Caught in the Web tackles internet safety and The Bad Apples looks at anti-social behaviour. These stories are intended to not only warn children about the dangers that they might be confronted with in everyday life, but also to educate children and their carers on numerous subjects relating to the promotion of life skills. Included with each title is a play based upon the narrative of the book which pupils can use as part of their lesson plan, and posters which convey the message of each resource booklet. As part of promoting the citizenship programme, The Police Community Clubs of Great Britain and Community Initiatives Associates hold instructive conferences at which schools and organisations involved in sponsorship and support of the programme can come together and share ideas.
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