According to a recent study reported by the BBC, 30% of children in England are overweight and a significant factor affecting this statistic is that children have limited understanding of food, including what should be consumed and in what proportions. Nutritional choices made by children in today's society can dramatically affect their health and wellbeing for the future (Pollan, 2008), and therefore "Food and Nutrition" is a crucial topic to be taught in the primary classroom. Because of its significance, the task of teaching this topic can be daunting. In this article trainee teachers Jack Jones, Laura Jones, Lauren Robson and Katie Webb describe three classroom sessions that focused on children being able to demonstrate what they already knew about a healthy balanced diet and the five food groups. One activity included asking the children to write down on post-it notes their ideas of what they wanted to learn next and what they already knew. Building directly on what they had told the trainee teachers they wanted to learn, the activity that followed used secondary sources and a role-play enquiry to further engage the students. The third and final lesson was dedicated to gaining an insight into the children's views and opinions on what they had been doing. Post-it notes were used again to ask the children four questions: What have you learnt? What have you enjoyed? What do you want to learn next? and What could we have done better? After the three sessions concluded, the teacher trainees reflected that using children's ideas to influence thinking and lesson planning provides children with ownership of their work, which improves overall motivation to learn (Kempa and Dias, 1990). The level of children's work appeared to be of a higher quality because of this, and therefore this is something that they will embrace in the future. At the close of the article they indicate that it is now clear to them that the child-centred approach, eliciting and using their ideas is the way to create successful and exciting lessons.