Teach Secondary Issue 14.2

LET THEM COOK The food education children receive in school has changed a great deal since the 80s, says Maria Dunbar – but the skills it can teach are needed now more than ever... F ewwould argue against the suggestion that all children should learn how to cook from scratch. The ability to feed oneself is one of Maslow’s basic psychological needs, alongside water, warmth and rest – yet many children (and adults) now lack the knowledge and skills needed to turn basic raw ingredients into wholesome and nourishing meals. Almost a quarter of 10- to 11-year-olds are now described as obese (see tiny.cc/ts142-F1 ), with ultra-processed foods accounting for more than half of the total energy intake in the UK’s diet (see tiny.cc/ts142-F2 ). Diet is a key factor in what the Academy for Medical Sciences has called an ‘appalling decline’ in young children’s health (see tiny. cc/ts142-F3) – hence the pressing need for more understanding of the important role a good diet plays in long-termhealth. Back to the 80s Over the same period, however, there’s been a steady decline in food preparation and nutrition lessons. A recent survey by the Food Teachers Centre revealed that less than a fifth of secondary schools teach weekly food lessons throughout the school year (see tiny.cc/ts142-F4 ). So where did things go wrong? I was fortunate enough to attend a secondary school in the mid 1980s that had home economics as part of the core curriculum. I had weekly double practical cookery lessons, and learnt about everything from fruit and vegetable prep, to how to make a roux sauce, shortcrust pastry and even how to joint a chicken. Alongside this, I also learnt about food hygiene, basic nutrition and budgeting. Consequently, I left school with all the foundational skills required to turn fresh ingredients into affordable home cooked meals to feed myself, my friends, and in time, members of my family. The development of the National Curriculum throughout the early 1990s saw food technology sitting within design and technology, vying for curriculum time alongside resistant materials, graphic design and textiles. Food teachers were training to become D&T teachers, and would regularly have to deliver lesson across all related subjects. That may be part of the reason for the steady decline of food technology teachers in the years since, with only 3,745 teachers recorded for the 2022-23 academic year – a 4%drop from the previous year, and part of a worrying decade-long trend. Rethinking food education Food education is an important subject in itself, but it also has a huge role to play in addressing many wider issues, such as the aforementioned obesity trends. It’s a subject that contains a wealth of transferable skills, including organisation and timekeeping; the ability to prepare and work both independently and as part of a team; awareness of good hygiene practice; problem solving; and resilience. Delivered well, practical food lessons can be extremely powerful. Very few subjects can deliver such positive, tangible (and nutritious) outcomes within an hour, whilst simultaneously improving students’ levels of engagement, attendance and confidence, right across the curriculum. That said, the subject is similar to D&Tmore generally, in that practical food education can be costly to deliver, and managing So long as the space in question has some wipeable tables and a sink, food lessons can be taught effectively and sustainably. Simple equipment kits can be stored between lessons in a lidded box, making for an excellent long-termuse of PTA funds (as well as being useful preparation for students who may soon be contemplating the prospect of communal living spaces or bedsits). Often, the easiest solutions – such as using a set of wipeable, plastic- coated aprons to reduce laundry costs – can be the most effective. Straightforward, well- written recipes that utilise four or five main ingredients (plus store cupboard “Very fewsubjects candeliver such positive, tangible (andnutritious) outcomeswithinanhour” practical lessons within the typically allotted slots of around 50 timetabled minutes can be a challenge. There are, however, some effective strategies and approaches that can help. Beyond the equipment Specialist kitchen teaching space may be essential at KS4, but food preparation and cooking skills can be taught well at KS3 using just a pop-up kitchen space situated in a school hall, classroom or even outside. It’s surprising howmany delicious recipes can be prepared with a very simple set of equipment available from any supermarket, a bowl of hot soapy water and a plug-in induction hob. essentials) and can provide two portions will make food education easier. It’s also useful if recipes can allow for some flexibility. Could any ingredients be swapped with others?What seasonal food could be included? Cost-effective collaborations There are many reasons as to why schools should provide ingredients for all pupils. As well as being inclusive and ensuring both hygiene and safety for all students, buying in bulk results in some significant cost savings – whether it be 50 teachwire.net/secondary