What Is the Current State of Play for Food Education in English Secondary Schools?

Abstract

Secondary school food teachers have faced a period of unprecedented change in England. With recent fundamental changes to the National Curriculum (NC) for design and technology (D&T) and for food technology, food education is going through a crisis in secondary schools.

These changes are in the context of the government’s new school accountability measures—Progress 8 and Attainment 8 (Department for Education, 2016)—and the privileging of academic subjects in the curriculum through the introduction of the English baccalaureate. This chapter will describe each of these features and use the research findings from a national questionnaire by the authors to assess what the general situation is across schools in England.

National questionnaire: current views on food teaching (Appendix 1)

The authors distributed a national questionnaire to as many education contacts as possible. This was to gather as wide a picture of the current climate for food education provision. Nineteen responses were received from schools spread out across the UK. It investigated what provision there is at Key Stage 3 (KS3) (pupils aged 11–14 years in food) and the available options for pupils at Key Stage 4 (KS4) (pupils aged 14–16 years) and what is the uptake of these opportunities by pupils. The questionnaire attempted to ascertain what options there are available to students at Key Stage 5 (KS5) (pupils aged 16–18 years) and if there is variability for such courses across England. This research also hoped to highlight changes in lesson timetabling for such courses by Key Stage and how this would impact upon the range of practical versus theory teaching strategies that are possible.

Case studies: in-depth view on food teaching (Appendix 2)

Three case studies provided by food teachers from secondary schools around the country in London, Cornwall and Derby were also used to more deeply explore and understand ‘the state of teaching food’ in secondary schools in England. The case studies particularly highlighted the changes in uptake of such courses across the secondary school phases.

Appendices

Appendix 1

Appendix 2

Case Study Questions

• 1. Historically what food teaching was there at KS3, prior to the new National Curriculum?

  • What sort of food were cooked?

  • Any science?

  • How many hours p/y?

  • Specialist food teachers?

• 2. What options were available at KS4?

  • Vocational?

  • Diploma?

  • GCSE?

  • Catering?

  • Level1 or 2?

  • Take up at GCSE level?

  • What option block?

  • What were the outcomes?

• 3. Anything at KS5? Please give examples.

• 4. Exam boards chosen?

• 5. Since new N/C what is taught now at KS3?

  • How many hours?

  • Sorts of dishes?

  • How many hours p/y?

  • Any science?

  • Any nutrition?

  • Food specialists?

• 6. Since new N/C what is taught now at KS4?

  • What is the take up now at GCSE level?

  • What options are available?

  • What option block?

  • Food specialists?

  • How many staff?

• 7. Anything at KS5? Please give examples.

• 8. Do pupils pay for ingredients or does school provide?

  • At KS3?

  • At KS4?

• 9. Do you have technicians?

• 10. Examination boards chosen now?