The document discusses the role of nutrient knowledge in primary school nutrition education. It argues that the traditional approach of focusing heavily on teaching nutrients is over-simplified, unrealistic for children, and unbalanced. Instead, nutrition education should emphasize behavior, attitudes, practices and experiences over technical nutrient knowledge. While children should still learn about nutrients, the focus should shift to a new balance with only 10% on nutrient knowledge and 90% on developing healthy habits and dietary skills through hands-on learning. The "nutrient picture" approach in many coursebooks is problematic as it sidelines practical learning and assumes nutrients have single rather than multiple functions.

1. What is the role of nutrient knowledge in primary school
nutrition education?
NUTRIENTS AND
NUTRITION EDUCATION

2. THE NUTRIENT PICTURE
A traditional element of nutrition education
 Standard content
 Over-simplified
 Focusing on knowledge
 Unreal for children
 Unbalanced
Needs a re-think!

3. THE “NUTRIENT PICTURE”
Check your school coursebooks:
 Do nutrients get a lot of attention?
 Do they talk about proteins, vitamins etc?
 Do they talk about GO, GROW and GLOW?
 Do they say that
 there are “protein foods” which help you grow?
 carbohydrates in “energy foods” give energy?
 fruit and vegetables have a lot of vitamins which
protect your health?

4. THE FIRST POINT
IT’S NOT TRUE!
There are many functions, not just three
Most nutrients have several functions, not one
Most foods contain most nutrients, not one

5. DIETARY MESSAGES
“nutrient-true” “nutrient-free”
“Fruit has valuable micro- “Fruit is
W nutrients and also some
good for you
natural sugars, which
will, among other and tastes
things, help to protect your great”
health, bind your cells and
help your breathing and
digestion”
Which would you choose?

6. THE SECOND POINT
THE NUTRIENT PICTURE IS A KNOWLEDGE
PICTURE
 It puts knowledge at the centre
 It focuses on technical terms
 It produces “educated talk”
 It is easy to teach and test
BUT it sidelines behavioural learning and
dietary practice

7. THE THIRD POINT
NUTRIENTS ARE UNREAL FOR CHILDREN
They are invisible
They can’t be seen at work
They don’t correspond to foods or meals
They have to be taken on trust
They are not the best starting point!

8. THE ROLE OF NUTRIENTS IN EDUCATION
Children SHOULD learn about nutrients.
BUT
 It is not enough to know about nutrients
 It is possible to have a healthy diet without
any nutrient knowledge
 Nutrient knowledge must have a purpose
Nutrient knowledge is a means, not an end

9. A NEW BALANCE?
TRADITIONAL NEW
NUTRIENT
KNOWLEDGE
90% 10%
BEHAVIOUR,
ATTITUDES,
PRACTICES, 10% 90%
SKILLS,
EXPERIENCE

10. WE NEED TO RE-THINK
THE CURRICULUM!