The Food Teachers Centre has launched a new report, Food education and reform:

Secondary food teacher perspectives on curriculum, accountability and post-16 pathways, sharing the views of secondary food teachers from across the country.

The report gives an important insight into how current education reforms are being understood by teachers, and what they could mean for the future of food education
in schools.

Food teachers are clear that food education matters. It supports young people’shealth, practical life skills, food choices, independence, confidence and future career
pathways. However, the report also highlights growing concern that the subject is becoming increasingly vulnerable within current policy, curriculum and accountability
structures.

Key messages from the report include:

 food education is highly valued by teachers, pupils and school communities
 GCSE Food plays a vital role in sustaining the subject across other key
stages
 there are concerns about declining KS4 provision and pupil uptake
 proposed Progress 8 arrangements could further marginalise GCSE Food
 post-16 vocational pathways remain limited and difficult to access
 funding, staffing, facilities and curriculum time continue to create real
challenges
 much enrichment depends on teacher commitment, which is valuable but hard
to scale.
The report also shows strong support for:
 clearer progression routes, including A Level Food & Nutrition
 greater recognition for food education within accountability measures
 protection of curriculum time and subject status
 stronger support for schools, teachers and pupils.

This report provides a timely evidence base for policymakers, school leaders and the wider education community. It adds to the ongoing conversation about how we
protect and strengthen high-quality food education, so that all young people can benefit from the knowledge, skills and experiences it provides. Read the full report here: https://foodteacherscentre.co....