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Food
Book chapter

Food

Marion Rutland and Angela Turner
Learning to Teach Design and Technology in the Secondary School: A Companion To School Experience, pp.112-125
Learning To Teach Subjects In The Seondary School Series, Routledge, 5th
2026
DOI: https://doi.org/10.4324/9781003673668-10
Appears in  Recent Faculty of Education Publications

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Abstract

This chapter examines the knowledge, understanding, and skills required to deliver effective food education within English secondary schools. It traces the historical evolution of food teaching from domestic economy to its current position within design and technology, highlighting curriculum changes that have shaped its theoretical and practical foundations. The chapter situates English food education within an international context, comparing approaches in the UK, Australia, and New Zealand, and considers the growing influence of ultra-processed foods and public health concerns. Central to the discussion is the integration of design thinking in food education, encouraging pupils to approach cooking as a creative, investigative, and evaluative process rather than merely following recipes. It outlines pedagogical approaches for lower and upper secondary levels, emphasising progression, skill development, and the balance between theory and practice. The chapter explores a beginning teacher's subject knowledge, curriculum planning, and the role of extra-curricular activities in reinforcing learning. Finally, it highlights post-16 progression routes, identifying the urgent need for an Advanced (A) Level examination in food to strengthen academic pathways, professional opportunities, and the subject's educational status. With growing recognition of food's social, environmental, and health importance, the future of food education is increasingly innovative, interdisciplinary, and full of promise.

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