Food Education (England)

Louise Davies

In England, food education is a crucial component of the Design and Technology (D&T) curriculum, which is part of the broader National Curriculum. Design and Technology education aims to equip students with the skills and knowledge to creatively engage with real-world problems and design solutions (BNF 2019). Food education within D&T focuses specifically on developing students' understanding of nutrition, cooking techniques, food hygiene, sustainability, and food-related issues.

The inclusion of food education in the National Curriculum reflects the recognition of the importance of promoting healthy eating habits and culinary skills from a young age (Dimbleby and Vincent, 2013). It also addresses concerns about rising rates of obesity and diet-related illnesses among children and adolescents.

Key aspects of food education in England's National Curriculum include (DfE 2013):

  1. Nutrition: Students learn about the importance of a balanced diet, understanding the different food groups, and the role of nutrients in maintaining health. They may explore concepts such as portion sizes, recommended daily allowances, and the impact of dietary choices on physical and mental well-being.
  2. Cooking Skills: Practical cooking lessons form a significant part of food education. Students learn basic cooking techniques, kitchen safety, and how to follow recipes. They may also explore more advanced culinary skills as they progress through the curriculum.
  3. Food Hygiene and Safety: Understanding food hygiene principles is essential to prevent foodbourne illnesses. Students learn about proper food handling, storage, and preparation techniques to maintain hygiene and safety standards in the kitchen.
  4. Sustainability: The curriculum often includes discussions on sustainable food production and consumption. Students may explore topics such as food miles, seasonal eating, reducing food waste, and the environmental impact of different food choices.
  5. Cultural and Social Aspects: Food education provides opportunities for students to explore the cultural diversity of food, both locally and globally. They may learn about traditional dishes from different cultures, food customs, and the role of food in social gatherings and celebrations.
  6. Critical Thinking: Through food education, students develop critical thinking skills by considering ethical dilemmas, such as the treatment of animals in food production, fair trade practices, and the impact of food marketing on consumer choices.
  7. Practical Application: Students are encouraged to apply their knowledge and skills outside the classroom, such as planning and preparing meals at home, participating in cooking competitions, or engaging with local food initiatives.

Overall, food education in England's National Curriculum aims to empower students to make informed choices about food, develop practical cooking skills, and cultivate a lifelong appreciation for healthy and sustainable eating habits.

In recent times, the shift towards health as well as education policy can be seen through:

  • Publication of key government policy documents, such as the National Food Strategy (DfE 2023) recommendation, exploring how food and diet underpins the health, well-being and potential of our society and expressing concern that too many young people are still leaving education without the skills and knowledge to cook and live healthily
  • Government promoting accountability and transparency of school food arrangements (DfE 2023) by encouraging schools to complete a statement on their school websites, which sets out their whole school approach to food
  • Growing awareness of the importance of education and training in improving understanding of healthy, sustainable diets in the population, how diet shift can play a role in supporting the achievement of national climate and nature targets and how government and businesses can improve education and information on healthy, sustainable diets by embedding food education in school curriculums (for example: (British Dietetic Association’s One Blue Dot, and WWF’s Eating for Net Zero).

References

British Dietetic Association (BDA), 2020. One Blue Dot- Eating patterns for health and environmental sustainability. 

British Nutrition Foundation (BNF), 2019. Characteristics of good practice in teaching food and nutrition education in secondary schools.

Department for Education (DfE). (2013). Design and technology. Programmes of study for key stages (pp. 1–3). London, UK: Department for Education.

Department for Education (DfE), 2023. School food standards practical guide.

Dimbleby, H., & Vincent, J. (2013). The school food plan.

WWF, 2023. Eating for net zero-how diet shift can enable a nature positive net-zero transition in the UK. (Edited by Halevy, S. and Trewern-, J.)

Further reading

Dimbleby, H., 2021. National Food Strategy: Part One, National Food Strategy. United Kingdom. Retrieved on 23 May 2024. CID: 20.500.12592/k78t52.

Dimbleby, H., 2022. National Food Strategy: The Plan (Part Two: Final Report), National Food Strategy. United Kingdom. 

Food Teachers Centre, 2024.

Public Health England, 2015 Food teaching in secondary schools: knowledge and skills framework

Rutland, M., & Owen-Jackson, G., 2015. Food technology on the school curriculum in England: Is it a curriculum for the twenty-first century?. International Journal of Technology and Design Education, 25, 467-482.

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