Encourage children and young people to eat healthily — WJEC-CBAC Other Life Skills Qualification Foundations for Learning Revision

    This element equips learners with the knowledge and practical skills to promote healthy eating among children and young people, covering nutritional guidel

    Topic Synopsis

    This element equips learners with the knowledge and practical skills to promote healthy eating among children and young people, covering nutritional guidelines, the Eatwell Guide, and the importance of balanced diets for growth and development. Learners explore evidence-based activities such as food preparation sessions, gardening projects, and interactive games that foster positive attitudes towards nutritious food. The focus is on applying this knowledge in real-life settings like schools or care environments to support lifelong healthy habits.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Encourage children and young people to eat healthily

    WJEC-CBAC
    vocational

    This element equips learners with the knowledge and practical skills to promote healthy eating among children and young people, covering nutritional guidelines, the Eatwell Guide, and the importance of balanced diets for growth and development. Learners explore evidence-based activities such as food preparation sessions, gardening projects, and interactive games that foster positive attitudes towards nutritious food. The focus is on applying this knowledge in real-life settings like schools or care environments to support lifelong healthy habits.

    37
    Learning Outcomes
    41
    Assessment Guidance
    42
    Key Skills
    37
    Key Terms
    47
    Assessment Criteria

    Assessment criteria

    WJEC Entry Level Diploma in Independent Living (Entry 3)
    WJEC Entry Level Diploma in Independent Living (Entry 2)
    WJEC Entry Level Certificate in Independent Living (Entry 3)
    WJEC Entry Level Award in Independent Living (Entry 2)
    WJEC Entry Level Award in Independent Living (Entry 3)
    WJEC Entry Level Certificate in Independent Living (Entry 2)
    WJEC Entry Level Diploma in Preparing for Work (Entry 3)
    WJEC Entry Level Diploma in Preparing for Work (Entry 2)
    WJEC Entry Level Certificate in Preparing for Work (Entry 3)
    WJEC Entry Level Award in Preparing for Work (Entry 3)
    WJEC Entry Level Award in Preparing for Work (Entry 2)
    WJEC Entry Level Certificate in Preparing for Work (Entry 2)

    Topic Overview

    The WJEC Entry Level Diploma in Independent Living (Entry 3) is a vocationally-related qualification designed to equip students with the practical skills and knowledge needed to live independently. It covers essential areas such as personal care, managing money, cooking, travel, and community participation. This qualification is ideal for students who want to build confidence and competence in everyday tasks, preparing them for adulthood and further study or employment.

    This diploma is part of the Foundations for Learning suite, which focuses on developing functional skills in real-world contexts. Students learn through hands-on activities and assessments that mirror everyday situations, such as planning a weekly budget, preparing a simple meal, or using public transport. The qualification is structured into units that can be studied flexibly, allowing students to progress at their own pace.

    Mastering independent living skills is crucial for personal development and social inclusion. This qualification not only helps students become more self-reliant but also enhances their employability by demonstrating responsibility, problem-solving, and communication skills. It provides a solid foundation for progression to higher-level qualifications in independent living or related vocational areas.

    Key Concepts

    Core ideas you must understand for this topic

    • →Personal care and hygiene: Understanding routines for washing, dressing, and maintaining health.
    • →Money management: Budgeting, handling cash, and understanding basic financial transactions.
    • →Cooking and nutrition: Planning and preparing simple, healthy meals safely.
    • →Travel and community: Using public transport, reading maps, and accessing local services.
    • →Safety and emergency procedures: Knowing how to respond in common emergencies, such as a fire or accident.

    Learning Objectives

    What you need to know and understand

    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Identify the five food groups and provide a food example for each.
    • State two benefits of eating a balanced diet for children's growth.
    • List three fun, hands-on activities that encourage children to try new healthy foods.
    • Describe how to create a positive mealtime environment that promotes healthy eating.
    • Explain why it is important for adults to model healthy eating behaviours.
    • Identify the main food groups and their importance for children's growth
    • Describe the benefits of healthy eating for young people
    • List strategies to encourage children to try new foods
    • Demonstrate ways to make healthy eating fun through activities
    • Outline the role of positive role modelling in promoting healthy eating
    • Identify the main food groups and give examples of healthy foods for each.
    • State at least two benefits of healthy eating for children and young people.
    • Describe a simple activity that encourages children to try new healthy foods.
    • List safe ways to involve children and young people in meal preparation.
    • Outline how role modelling can promote healthy eating habits.
    • Identify the main food groups and their role in a healthy diet for children and young people.
    • Describe the Eatwell Guide and how it can be used to plan balanced meals.
    • Explain the importance of encouraging children and young people to eat healthily from an early age.
    • List common barriers that prevent children and young people from eating healthily.
    • Suggest practical, age-appropriate activities that can be used to encourage healthy eating.
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Identify the main food groups and their importance for children's growth
    • Describe the key principles of a balanced diet for children and young people
    • Explain how to make healthy food choices appealing to children
    • Demonstrate a simple activity that encourages children to try new foods
    • State the recommended daily portions of fruit and vegetables for different age groups
    • Discuss the role of parents/carers in promoting healthy eating
    • Identify the main food groups and their importance for children's growth.
    • Describe age-appropriate portion sizes and meal patterns for different developmental stages.
    • Explain strategies to encourage children to try new foods.
    • Plan a creative activity that promotes healthy eating in an early years setting.
    • Evaluate the effectiveness of different reward systems in fostering healthy eating habits.
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear understanding of the Eatwell Guide and its application to children's portion sizes and nutritional needs.
    • Credit should be given for planning an activity (e.g., a taste-testing session or a snack preparation task) that clearly links to a specific healthy eating goal, with consideration of age-appropriateness and safety.
    • Look for evidence of evaluating the effectiveness of a chosen activity in encouraging healthy eating, including reflection on what worked well and how it could be improved.
    • Award credit for correctly identifying at least three key food groups and providing healthy examples of foods from each, relevant to children and young people.
    • Award credit for describing why healthy eating is important for children and young people, for example linking it to growth, energy, and concentration.
    • Award credit for outlining a simple, age-appropriate activity to encourage healthy eating, with a clear explanation of how it would engage and motivate children or young people.
    • Award credit for demonstrating how to identify the five main food groups (fruit and vegetables; starchy carbohydrates; proteins; dairy and alternatives; oils and spreads) and explain their roles in a balanced diet.
    • Award credit for providing examples of at least two activities that encourage children to eat healthily, such as creating a colourful food chart, organising a 'taste test' of fruits, or using storybooks about food.
    • Award credit for outlining the importance of hydration and describing suitable drink choices for children, such as water and milk, while limiting sugary drinks.
    • Award credit for correctly naming at least four food groups and providing appropriate food examples.
    • Credit given for suggesting an activity that is engaging and age-appropriate, with a clear link to encouraging healthy eating.
    • Assessor should look for understanding of the importance of positive role modelling in influencing children's eating habits.
    • Evidence should demonstrate awareness of safety and hygiene when involving children in food preparation activities.
    • Award credit for clearly stating the five food groups and giving examples
    • Credit for explaining why children need a balanced diet
    • Credit for describing at least two activities that encourage healthy eating, with reasoning
    • Credit for demonstrating understanding of how to handle challenges like refusal to eat
    • Award credit for correctly naming the Eatwell Guide food groups or equivalent model.
    • Accept any reasonable examples of healthy snacks or meals suitable for different ages.
    • Look for evidence of understanding that activities should be fun, hands‑on, and age‑appropriate.
    • Credit answers that link healthy eating to growth, concentration, or energy levels.
    • Mark positively for practical suggestions such as helping to wash vegetables or setting the table.
    • Award credit for correctly identifying the five food groups and providing examples for each.
    • Evidence must show understanding of why healthy eating matters for children’s growth and development.
    • Look for at least two distinct activity ideas that are clearly described and suitable for the chosen age range.
    • Credit responses that mention involving children in food preparation or growing food as a strategy.
    • Award credit for accurately identifying the key food groups (e.g., from the Eatwell Guide) and explaining their importance for children's growth and development.
    • Award credit for demonstrating an understanding of appropriate portion sizes for children of different ages.
    • Award credit for suggesting at least two creative, age-appropriate activities (e.g., food tasting, growing vegetables) that encourage healthy eating, with clear links to learning.
    • Award credit for correctly naming at least four food groups and giving examples
    • Learners should be able to list at least two activities that make healthy eating fun for children
    • Evidence of understanding portion sizes through visual aids or charts
    • Recognition of the importance of water and limiting sugary drinks
    • Clear explanation of how role modelling influences children's eating habits
    • Award credit for accurately listing the Eatwell Guide food groups.
    • Award credit for providing a clear, step-by-step description of an activity that involves children in food preparation.
    • Award credit for demonstrating understanding of safety considerations when conducting food-based activities with children.
    • Award credit for linking the activity to specific benefits for children's health and development.
    • Award credit for identifying at least three main food groups and giving examples suitable for children.
    • Look for evidence of understanding why healthy eating is important for children's growth, energy, and concentration.
    • Learners should be able to suggest one or more simple activities (such as a fruit tasting session or a story about vegetables) to encourage healthy eating.
    • In practical assessments, observe the learner interacting positively with children during mealtimes or snack preparation, promoting healthy choices.
    • Award credit for correctly identifying the five main food groups (fruit and vegetables, starchy carbohydrates, proteins, dairy and alternatives, oils and spreads) and giving examples of each.
    • Award credit for suggesting at least two developmentally appropriate activities that encourage healthy eating, e.g., creating a 'rainbow plate' collage or a supervised tasting session of new fruits.
    • Award credit for explaining why healthy eating is important for children and young people, referencing factors like growth, energy and concentration.
    • Award credit for linking activities to children's learning and development, such as fine motor skills during food preparation or language development through describing tastes and textures.
    • Award credit for demonstrating recognition of safety and hygiene considerations when involving children in food-related activities.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Always reference the current UK healthy eating guidelines (e.g., the Eatwell Guide) explicitly in your assignment or evidence, and show how your activities align with these.
    • 💡Provide specific, named examples from your own practice or placement, such as a ‘rainbow plate challenge’ or a ‘smoothie-making workshop’, to demonstrate applied knowledge.
    • 💡When evaluating an activity, use simple reflective models (e.g., What? So What? Now What?) to structure your analysis and show a deeper level of learning.
    • 💡When completing assignments, always relate your answers back to the needs of children and young people, using simple, clear language and practical examples.
    • 💡For the activity planning part, ensure you describe exactly what the adult will do to encourage healthy eating, not just what the child will learn.
    • 💡Use visual aids like the Eatwell Guide to support your evidence and demonstrate your understanding of a balanced diet.
    • 💡Support your answers with specific, realistic examples of activities, such as 'planting cress seeds on a windowsill to show how vegetables grow,' rather than vague statements.
    • 💡In observed tasks or role-play scenarios, demonstrate practical encouragement techniques like using positive language ('these carrots help you see in the dark!') and avoiding negative pressure.
    • 💡Refer explicitly to the Eatwell Guide when discussing balanced diets.
    • 💡When suggesting activities, explain clearly how each activity engages children and promotes healthy choices.
    • 💡Use personal or observed examples to strengthen your answers and demonstrate practical understanding.
    • 💡Use real-life examples from your placement or home to support your answers
    • 💡Refer to the Eatwell Guide to structure your explanation of a balanced diet
    • 💡When describing activities, explain how they link to the benefits for children's health
    • 💡Always relate your answers to the age and stage of the child
    • 💡Use real‑life examples from placement, volunteering, or personal experience to support your answers.
    • 💡When describing activities, focus on simple, low‑cost ideas that can be easily implemented in a home or care setting.
    • 💡Always link your responses back to the well‑being and developmental needs of the child.
    • 💡In written assignments, structure your work clearly: state the healthy eating fact, then explain how an activity supports it.
    • 💡Remember to mention safety considerations when involving children in food preparation.
    • 💡In your portfolio, include photos or diagrams of activities you have planned or could plan to show practical understanding.
    • 💡When describing activities, be specific: say what you would do, what materials you need, and how it encourages healthy eating.
    • 💡Refer to current guidelines from the NHS or government to support your answers.
    • 💡When describing activities, always connect them to a learning objective; for example, a tasting session to develop sensory awareness and openness to new foods.
    • 💡Use specific, real-world examples in your answers, such as referencing the Eatwell Guide or national guidelines for physical activity, to show applied knowledge.
    • 💡Use real-life examples of mealtime scenarios to demonstrate understanding
    • 💡In practical tasks, clearly describe the activity steps and learning outcomes for the child
    • 💡When discussing healthy eating, always refer to official guidelines (e.g., NHS Eatwell Guide)
    • 💡Photographic evidence can support activity-based assessments—capture engagement and outcomes
    • 💡For written tasks, refer to official guidance such as the Eatwell Guide to support your answers.
    • 💡When planning activities, always consider the developmental stage of the children and the resources available in a typical setting.
    • 💡Use specific examples from work experience or case studies to demonstrate practical understanding.
    • 💡Ensure that your activity plans include clear aims, methods, and evaluation criteria.
    • 💡When completing written tasks, use clear examples from the Eatwell Guide or similar resources.
    • 💡If observed, practice explaining healthy choices to children using simple language and positive reinforcement.
    • 💡For portfolio evidence, include photographs or descriptions of activities you have led, clearly linking them to healthy eating promotion.
    • 💡Remember to mention the role of water and hydration as part of a healthy diet.
    • 💡Use the Eatwell Guide as a visual reference to structure your understanding of food groups and proportions.
    • 💡When describing activities, always mention how they will engage a child's senses and link to areas of learning (e.g., communication, physical development).
    • 💡Provide real-world examples from placement or school experience to strengthen portfolio evidence and demonstrate practical competence.
    • 💡Remember to highlight the role of the adult as a role model in eating healthily, as this is often a key assessment point.
    • 💡Show your working out in money management tasks. Even if the final answer is wrong, you can get marks for correct steps.
    • 💡In practical assessments, talk through what you are doing. This shows the examiner your thought process and can earn communication marks.
    • 💡Use real-life examples in your answers. For instance, when explaining how to plan a journey, mention a specific route you have taken.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming that healthy eating for children is identical to that for adults, overlooking higher requirements for calcium and iron, or misjudging portion sizes.
    • Focusing solely on fruit and vegetables as the only component of a healthy diet, neglecting the need for whole grains, proteins, and dairy or alternatives.
    • Designing activities that are too didactic or lecture-based, rather than interactive and hands-on, which often fail to engage young people effectively.
    • Believing that all fats and sugars must be completely eliminated rather than consumed in moderation as part of a balanced diet.
    • Suggesting activities that are not developmentally appropriate, such as complex cooking tasks for very young children who lack fine motor skills.
    • Failing to consider children’s individual preferences, cultural backgrounds, or allergies when planning healthy eating activities.
    • Confusing portion sizes for adults and children, assuming that children need the same amounts as adults rather than age-appropriate servings.
    • Misunderstanding that all fats are harmful, overlooking that some fats (like those in avocados and oily fish) are essential for brain development in children.
    • Thinking that 'healthy eating' means banning all treats, rather than promoting moderation and balance without creating negative associations with food.
    • Focusing only on restricting unhealthy foods rather than promoting nutritious alternatives.
    • Assuming that children will instantly like new healthy foods without repeated exposure.
    • Overlooking the impact of adult behaviour on children’s eating habits.
    • Thinking children need the same portion sizes as adults
    • Believing that healthy eating means restricting all treats
    • Overlooking the importance of involving children in food choices
    • Assuming all children will like the same foods
    • Confusing healthy eating with strict dieting or excluding entire food groups unnecessarily.
    • Thinking that encouraging healthy eating only involves telling children what to eat, without considering engagement techniques.
    • Assuming all fats or carbohydrates are unhealthy and should be avoided.
    • Forgetting to tailor activities to the developmental stage of the child.
    • Confusing ‘healthy’ with ‘low calorie’ or restrictive eating, rather than balanced nutrition.
    • Providing activities that are not developmentally suitable (e.g., expecting young children to read complex nutrition labels).
    • Overlooking the importance of the adult’s role in setting an example.
    • Confusing 'healthy' and 'unhealthy' foods without considering balance and moderation, leading to overly restrictive advice.
    • Failing to account for children's individual dietary needs, allergies, or cultural preferences when planning activities.
    • Proposing activities that are not developmentally suitable, such as expecting young children to understand complex nutritional concepts.
    • Confusing healthy snacks with low-calorie options, ignoring nutritional value
    • Assuming that all children have the same nutritional needs regardless of age or activity level
    • Believing that 'fat-free' foods are always healthy choices
    • Overlooking the influence of advertising and peer pressure on children's food choices
    • Assuming that all children have the same nutritional needs regardless of age.
    • Selecting activities that are too complex or not engaging for the intended age group.
    • Overlooking the importance of involving parents or guardians in promoting healthy eating.
    • Mistaking a one-off activity for a sustainable approach to changing eating habits.
    • Confusing portion sizes for children with adult portions.
    • Focusing only on fruit and vegetables and neglecting other food groups like proteins or carbohydrates.
    • Suggesting activities that are too complex or not age-appropriate for young children.
    • Believing that children should completely avoid treats rather than learning moderation.
    • Confusing 'healthy eating' with 'dieting' or restrictive eating, rather than focusing on balance and moderation.
    • Listing activities that are not age-appropriate, such as complex cooking tasks that pose a safety risk to young children.
    • Overlooking the importance of cultural inclusivity when suggesting healthy foods or activities.
    • Assuming that children will immediately enjoy healthy foods without considering gradual exposure and positive modelling.
    • Misconception: Independent living means doing everything alone. Correction: It actually involves knowing when and how to ask for help, such as from family, friends, or support services.
    • Misconception: Budgeting is only about saving money. Correction: Budgeting is about balancing income and expenses to meet needs and wants, not just cutting costs.
    • Misconception: Cooking healthy meals is expensive and time-consuming. Correction: Simple, nutritious meals can be quick and cheap, like stir-fries or pasta with vegetables.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic numeracy and literacy skills at Entry 2 level.
    • •Some experience with everyday tasks like making a snack or handling small amounts of money.

    Key Terminology

    Essential terms to know

    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Healthy eating guidelines
    • Engaging activities
    • Positive mealtime culture
    • Adult role modelling
    • Nutritional needs of children
    • Balanced diet and food groups
    • Creating positive mealtime environments
    • Involving children in food preparation
    • Addressing fussy eating
    • Healthy eating guidelines
    • Benefits of balanced nutrition
    • Involving children in food preparation
    • Role modelling healthy behaviours
    • Overcoming fussy eating
    • Nutritional requirements
    • Food groups and balanced diet
    • Role of the adult in modeling
    • Planning engaging activities
    • Overcoming barriers
    • Positive encouragement strategies
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Balanced diet and food groups
    • Age-appropriate nutrition
    • Engaging activities and games
    • Role modelling healthy choices
    • Overcoming common barriers
    • Promoting positive mealtime environments
    • Nutritional requirements
    • Age-appropriate food activities
    • Positive eating environments
    • Role modeling healthy habits
    • Promoting fruit and vegetable intake
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily
    • Know about healthy eating for children and young people, Know about activities to encourage children and young people to eat healthily

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