Health and Wellbeing
What do we mean by Health and Wellbeing?
The health and wellbeing of the UK population is of interest to everyone and the
Scottish food and drink industry takes an active role in working with
Government, regulators and others to help find solutions to the complex issues
at the
heart of our health challenge.
The food and drink industry has a clear role in looking at ways to encourage an
informed and healthy approach to diet: however, like all other UK business
sectors, food and drink companies also have a responsibility to consider the
health
and wellbeing of their own workforce.
What it might mean for a food or drink manufacturer?
Health & wellbeing is a vast topic for the food and drink industry and includes:
Labelling – front of pack labelling is a key tool in helping to boost the food literacy
of consumers and help them make informed choices. A variety of statutory and
voluntary codes can apply.
Workplace wellbeing – an increasing number of food and drink companies are involved in workplace
schemes that go beyond the traditional health and safety agenda to focus on
initiatives that will help employees lead healthier lives.
This may include support with healthy eating, weight loss, alcohol and drugs,
mental and emotional wellbeing, smoking cessation, physical activity (e.g.
discounted sports equipment), work/life balance, etc.
Product development and reformulation (see Issue 2: New Product Development (NPD)) – this could involve looking at portion sizes, reduction of salt/sugar/fat,
creation of completely new products that use healthy ingredients and/or are
prepared in a healthy/ier way, use of packaging that supports nutrient
retention, use
of functional/health enhancing ingredients, etc.
Collaboration with primary producers – by working with the agricultural, horticultural, aquaculture and fishing
sectors, the food and drink industry can help to support and drive forward the
development of new/ improved crops, healthier and safer proteins, use of
underutilised seafood species, etc.
Links with research bodies and academic bodies – Investment in new processing technologies and research across the entire food
chain (especially in agriculture) is crucial to ensure the future supply of
healthy food and a sustainable global food industry.
Responsible marketing – statutory and self regulatory codes control how food and drink is marketed,
especially to children; however some companies go even further to ensure their
products are marketed in a responsible manner.
Context within Curriculum for Excellence?
Likely to cover all five core skills – communication, numeracy, problem solving,
IT and working with others.
Clear 'partnership' opportunities with food & drink industry, Scottish food and
agri research bodies and universities, and other agencies (e.g. Healthy Working
Lives, Scottish Business in the Community, Health Scotland, Food & Health
Alliance, etc.).
Outcomes: Very strong link with Health & Wellbeing (esp. food and health) and
Technologies (esp. business contexts) but, as can be seen below, possible
applications
across other curriculum areas, e.g.
Health & wellbeing – Some outcomes on other H&W areas but most obvious links are in Food & Health
(nutrition e.g. HWB 1-30a[1], HWB 4-30a, HWB 3-31a, HWB 2-32a, HWB 3-32a; safe
&
hygienic practices e.g. HWB 4-33a; food & the consumer e.g. HWB 4-35a[2], HWB
4-36a[3], HWB 2-37a[4]).
Literacy & English – listening and talking (esp. finding and using information and understanding,
analysing and evaluating ), writing (esp. organising and using information) and
reading (esp. finding and using information and understanding, analysing and
evaluating).
Sciences – depending on project it could have implications across several areas.
Possibilities include Biodiversity (SCN 3-03a[8], SCN 4-02a[9]), biological
systems
(SCN 4-13c[10]) and topical science (SCN 2-20a, SCN 3-20a[11]).
Social Studies – depending on project, possible links with people, place & environment and
people in society, economy and business.
Technologies – many technology outcomes that would be a good fit , in particular,
technological developments in society (TCH 4-01c5), many outcomes within ICT to
enhance
learning, perfect outcomes within Business contexts for developing
technological
skills and knowledge (e.g. TCH 3-06a, TCH 3-07a[6], TCH 3-07b), most of the
same
outcomes in food & textiles as NPD inc. TCH 4-10b[7], TCH 4-11b and TCH 2-11b.
View more on the Learning and Teaching Scotland website Curriculum for Excellence.
Potential Study Areas
- Nutrition & Dietetics
- Food Science & Technology
- Human Resource Management
- Marketing
- Biosciences
- Aquaculture / Agriculture / Horticulture / Agronomy
Relevance to Possible Food & Drink Careers
- Product Development
- Nutritionist / Dietician
- Home Economic
- HR Manager
- Marketing
Health & Wellbeing in Action in the Food & Drink Industry
Examples of Relevant CfE Outcomes
[1] HWB 4-30a - Having researched food and health policy, and dietary
legislation, I can explain how this impacts on individuals, the community and
the world of
work.
[2] HWB 4-35a - Having investigated the effects of food processing on the
nutritional value of foods, I can critically assess the place of processed
foods in
a healthy balanced diet.
[3] HWB 4-36a – I have examined and evaluated food packaging and can
understand the legal requirements for manufacturers.
[4] HWB 2-37a - I can understand how advertising and the media are used to
influence consumers.
[5] TCH 4-01c - I can debate the possible future impact of new and emerging
technologies on economic prosperity and the environment.
[6] TCH 3-07a - When participating in a collaborative enterprise activity, I
can develop administrative and entrepreneurial skills which contribute to the
success of the activity.
[7] TCH 4-10b - I can explore the properties and functionality of
ingredients,
materials, equipment or software to establish their suitability for a task at
home or in the world of work.
[8] SCN 3-03a - Through investigations and based on experimental evidence, I
can explain the use of different types of chemicals in agriculture and their
alternatives and can evaluate their potential impact on the world's food
production.
[9] SCN 4-02a - I have propagated and grown plants using a variety of
different methods. I can compare these methods and develop my understanding of
their
commercial use.
[10] SCN 4-13c - I can debate the moral and ethical issues associated with
some controversial biological procedures.
[11] SCN 3-20a - I have collaborated with others to find and present
information on how scientists from Scotland and beyond have contributed to
innovative
research and development.