What’s happening in our schools?

What’s happening in our schools? Mairead Davidson, Ulster University

Overview • Background • Learning from the research in England • Methodology • Questions • Advice – interactive sessions • Your support and help

Background • Research undertaken in England. • The Food Education Learning Landscape Review was conducted from November 2016 through to September 2017. • The Jamie Oliver Foundation, in partnership with the British Nutrition Foundation, the Food Teachers Centre and the University of Sheffield, worked with over 50 expert organisations to gather evidence and opinion. • The review was launched on 18 October 2017.

Why did they conduct the review? Cooking and Nutrition was introduced into the English national curriculum for all 5-14 year olds in 2014, but no study or evaluation had taken place. They wanted to understand … What are pupils learning in their food education? How are pupils learning? (i.e. who is teaching; what kind of learning activities are going on; what resources are available; where are pupils learning; how does this vary across school key stages?) How does the wider school food culture support or hinder pupils healthy eating behaviours? What do pupils, parents, senior leaders and food teachers think can raise the quality and effectiveness of food education and food culture in schools, to enable pupils to learn about, and put into action, healthy eating behaviour?

Key recommendations The report made four key recommendations to ensure young people are receiving the education and start in life that they deserve: schools should be healthy food zones; more support should be given to the school workforce; improvements in food education qualifications and resources are needed; stronger reporting and evaluation needs to be in place. For more information on the findings, and to read the full review, the report and appendices can be accessed at: http://bit.ly/2hRBhwC

Teacher research The secondary school food teacher research indicated: • Opportunities for learning about food and nutrition are limited. • Teachers are constrained in their delivery of food education by a lack of time, budget and resources and limited opportunities for continuing professional development. • Minimum food education standards are needed.

Jamie Oliver said: “This major report has studied all the data. We’ve spoken to everyone, from headteachers, to food teachers, parents, school governors, and kids themselves. And we’ve proven the simple point that we need to help kids apply food knowledge in the real world, and we need to support our dedicated food teachers. We must stop giving our kids contradictory messages. Most of all, if we want healthy children, we need to make all schools healthy zones. Full stop.” So, what about Northern Ireland?

Aims • What are pupils learning in their food education in NI? • How are pupils learning? (Who is teaching; what kind of learning activities are going on; what resources are available?) • Compare against statutory requirements at KS3 – is this being taught? • Specifically, produce a ‘state of the nation’ report for NI on the status and state of food and nutrition education in secondary schools. This would include: time allocated to food and nutrition teaching; analysis of topic emphasis in teaching; any potential barriers to effective food and nutrition teaching, e.g. time, funding, facilities and resource provision; teacher professional development. • Understand the teaching workforce: ‘Food’ teacher analysis: background, skills audit, length of service. (Useful for planning in the future.) • Gain understanding of teacher perceptions of the subject – now and in future. • How does the wider school food culture support or hinder pupils healthy eating behaviours? (For example, comparison of schools with/with our food policies in place.)

Methodology • Review survey questions used in England, so some comparison can be made. • Create an online survey. • Test survey will small group of teachers. • Update survey in light of teacher feedback. • Launch survey and promote to secondary school food teacher in NI. • Analyse feedback. • Publish results. • Inform key stakeholders.

Questions Home Economics is compulsory at Key Stage 3. • What is being taught? • How is it being taught? • Who is teaching? • Are there any barriers to effective food education? • What are the opportunities? • Is there sufficient CPD? • … the list goes on

Advice needed • What key questions would you ask? • What should we aim to find out? • Who should we tell? You have 3 minutes to pull together your suggestions!

Your support – help … • What do you think? Useful? • Can you participate? • Can you ask other secondary teachers to participate? • How can we best promote?

Thank you for listening

What’s happening in our schools?