Encourage children and young people to eat healthily — NCFE Apprenticeship Assessment Qualification Health & Social Care Revision

    This unit covers healthy eating for children and young people and activities to encourage it. Learners understand nutritional needs and practical ways to p

    Topic Synopsis

    This unit covers healthy eating for children and young people and activities to encourage it. Learners understand nutritional needs and practical ways to promote 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

    NCFE
    vocational

    This unit covers healthy eating for children and young people and activities to encourage it. Learners understand nutritional needs and practical ways to promote healthy habits.

    4
    Learning Outcomes
    13
    Assessment Guidance
    13
    Key Skills
    4
    Key Terms
    14
    Assessment Criteria

    Assessment criteria

    NCFE CACHE Level 1 Diploma in Introduction to Health, Social Care and Children's and Young People's Settings
    NCFE CACHE Level 1 Certificate in Introduction to Health, Social Care and Children's and Young People's Settings
    NCFE CACHE Level 1 Diploma in Introduction to Health and Social Care (Adults and Children and Young People), Early Years and Childcare (Wales)
    NCFE CACHE Level 1 Certificate in Introduction to Health and Social Care (Adults and Children and Young People), Early Years and Childcare (Wales)

    Topic Overview

    The NCFE CACHE Level 1 Diploma in Introduction to Health, Social Care and Children's and Young People's Settings is a foundational qualification designed for students who are new to the care sector. It provides an essential understanding of the principles, values, and practices that underpin work in health, social care, and early years settings. The course covers key areas such as communication, safeguarding, equality and inclusion, and the importance of person-centred care, preparing learners for further study or entry-level roles.

    This diploma is particularly important because it establishes the core knowledge required to support individuals of all ages, from children to older adults, in a safe and respectful manner. Students explore how different care settings operate, the roles of various professionals, and the legal and ethical frameworks that guide practice. By the end of the course, learners will have a solid foundation in the values of care, including confidentiality, dignity, and respect, which are essential for anyone pursuing a career in this rewarding field.

    Within the wider subject of Health and Social Care, this Level 1 diploma acts as a stepping stone to more advanced qualifications, such as the Level 2 Certificate or Diploma. It also aligns with the UK's national standards for care, including the Care Certificate and the Early Years Foundation Stage (EYFS). For students, this qualification not only builds knowledge but also develops transferable skills like teamwork, problem-solving, and effective communication, which are valued in both education and employment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred care: Tailoring support to meet the individual's unique needs, preferences, and choices, ensuring they are at the centre of all decisions.
    • →Safeguarding: Protecting individuals from harm, abuse, and neglect, and knowing how to report concerns following organisational policies and legal requirements.
    • →Equality and inclusion: Treating everyone fairly, respecting diversity, and removing barriers so that all individuals can participate fully in care settings.
    • →Effective communication: Using verbal and non-verbal methods to build trust, listen actively, and share information appropriately with individuals, families, and colleagues.
    • →Confidentiality: Keeping personal information private and only sharing it with consent or when legally required, as part of maintaining trust and professional boundaries.

    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.
    • 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

    • Knowledge of key nutrients and their sources.
    • Understanding of age-appropriate portion sizes.
    • Ability to plan engaging healthy eating activities.
    • Awareness of special dietary needs and allergies.
    • Award credit for correctly identifying the main food groups and providing at least two examples of foods from each group.
    • Expect evidence that the learner can outline why healthy eating is important for children's physical development, including benefits like strong bones, good dental health, and sustained energy.
    • Look for practical suggestions of activities to encourage healthy eating, such as simple cooking sessions, games that teach about nutrition, or growing vegetables, with an explanation of how they promote engagement.
    • Award credit for demonstrating accurate knowledge of the main food groups and their role in a balanced diet for children and young people, with reference to the Eatwell Guide.
    • Award credit for explaining how nutritional needs vary across different age ranges, including portion sizes and key nutrients for growth.
    • Award credit for describing a range of practical activities (e.g., food tasting, simple cooking, storytelling, sensory play) that encourage healthy eating, clearly linking them to learning objectives.
    • Award credit for evidencing consideration of individual needs, such as allergies, cultural preferences, and dietary requirements, when planning healthy eating activities.
    • Award credit for correctly identifying the main food groups (e.g., using the Eatwell Guide) and explaining their role in a child's diet.
    • Award credit for providing at least two specific examples of healthy snacks or meals suitable for children and young people, with justification.
    • Award credit for describing a safe, engaging activity (such as a tasting session or simple food preparation) that promotes healthy eating, referencing the learning objective.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Learn the Eatwell Guide.
    • 💡Practice planning a simple healthy snack activity.
    • 💡Understand the importance of hydration.
    • 💡Always link your answers to the specific needs of children and young people—refer to age ranges and how nutritional needs differ between, for example, toddlers and teenagers.
    • 💡Use real-world examples in your responses, such as a simple fruit salad activity to teach about colours and textures, to demonstrate practical application of knowledge.
    • 💡In any coursework, clearly reference official guidelines like the Eatwell Guide (or equivalent UK resources) to show underpinning knowledge of national standards.
    • 💡Always relate your answers to real-world placement experiences or case studies, giving specific examples of how you encouraged healthy eating in practice.
    • 💡Use terminology from the Eatwell Guide and current UK government guidelines to demonstrate underpinning knowledge.
    • 💡When describing activities, clearly state the age group, the purpose of the activity, and how it supports healthy eating outcomes.
    • 💡Ensure you cover both learning objectives: show not only what you know about healthy eating but also how you would promote it through activities.
    • 💡Always link activities to official guidance like the Eatwell Guide, and explain the expected impact on children's understanding or behaviour.
    • 💡Plan inclusive activities that accommodate allergies, dietary restrictions, and cultural needs, and state these considerations explicitly.
    • 💡Use concrete examples (e.g., 'children will peel bananas and dip them in yogurt') rather than vague descriptions, and mention any key nutritional benefits.
    • 💡Use real-world examples: When answering questions about values or communication, refer to specific scenarios from your placement or case studies. This shows you can apply theory to practice, which examiners reward.
    • 💡Link to legislation: Mention relevant laws like the Health and Social Care Act 2008 or the Children Act 1989 when discussing safeguarding or rights. This demonstrates depth of knowledge and awareness of the legal framework.
    • 💡Explain 'why' not just 'what': For example, if you state that you should maintain confidentiality, also explain why it's important (e.g., to build trust, protect dignity, comply with the law). This shows critical thinking.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming all children need the same diet.
    • Focusing only on food groups without considering balance.
    • Ignoring the role of role modelling by adults.
    • Confusing healthy eating with strict dieting or eliminating entire food groups, rather than promoting balance and variety.
    • Suggesting activities that are not developmentally appropriate (e.g., complex cooking tasks for very young children) without consideration of age-specific capabilities.
    • Failing to recognize the role of setting a good example, such as staff eating with children and demonstrating positive attitudes towards food.
    • Confusing adult dietary guidelines with specific nutritional requirements for children and young people, such as energy needs and salt intake.
    • Overlooking the importance of addressing cultural, religious, or individual dietary preferences and restrictions when promoting healthy eating.
    • Focusing solely on information delivery without incorporating interactive, play-based methods that engage children and young people in learning about food.
    • Assuming that healthy eating promotion is separate from overall child development, rather than linking it to physical, social, and emotional milestones.
    • Confusing 'low fat' with 'healthy' for young children, forgetting that they need essential fats for growth and development.
    • Proposing activities that involve sharp knives, hot cooking surfaces, or choking hazards without appropriate risk assessment and supervision.
    • Assuming all children will immediately enjoy new healthy foods without considering gradual exposure, sensory exploration, or cultural preferences.
    • Misconception: 'Working in care is just about helping people with physical tasks.' Correction: While practical support is important, care work also involves emotional support, advocacy, and promoting independence. It requires strong interpersonal skills and understanding of legal and ethical responsibilities.
    • Misconception: 'Confidentiality means never sharing any information.' Correction: Confidentiality has limits; information must be shared with relevant professionals if there is a risk of harm to the individual or others, or if required by law. Always follow your setting's policy.
    • Misconception: 'Equality means treating everyone the same.' Correction: Equality is about ensuring fair access and opportunities, which may require treating people differently to meet their specific needs (e.g., providing a translator for someone who doesn't speak English).

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of health and social care values (e.g., respect, dignity) – often covered in introductory sessions.
    • •Familiarity with the concept of teamwork and communication skills – useful for understanding how care settings operate.
    • •No formal qualifications are required, but a willingness to learn about the needs of different groups (children, older adults, people with disabilities) is helpful.

    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.
    • 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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