[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599784-105":59,"doc-detail-599784-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","food-in-the-school-curriculum-in-england-its-development-from-cookery-to-cookery","Food in the school curriculum in England - Its development from cookery to cookery","","The article examines how food education in England has evolved from the mid-1840s to the present, arguing that political objectives have often outweighed educational purposes. It traces shifts from cookery for girls to domestic science and home economics, then to home economics and food technology within the National Curriculum. Later changes—including GCSE and A Level reforms up to 2015—are assessed for their impact on students’ learning, progression, and the subject’s educational value. The study also reviews relevant literature and outlines possible future roles for food in schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/food-in-the-school-curriculum-in-england-its-development-from-cookery-to-cookery/599784/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/food-in-the-school-curriculum-in-england-its-development-from-cookery-to-cookery/599784.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about why food is taught in schools?","Question",{"text":112,"@type":113},"It argues that teaching about food has changed mainly to meet political aims rather than educational ones, and that these influences have harmed the educational value of food teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did food education change over time in England?",{"text":117,"@type":113},"It moved from cookery for girls to domestic science for more academically able girls, then to home economics with a broader agenda in the 1970s, followed by national curriculum developments linking food technology to design and technology.",{"name":119,"@type":110,"acceptedAnswer":120},"What curricular changes are discussed up to 2015?",{"text":121,"@type":113},"The article notes that GCSE Food Technology was replaced with GCSE Food and Nutrition, and that A Level Food Technology was removed, with implications for how pupils progress into food-related degrees and careers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599784,1792231258,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Food in the school curriculum in England: Its development from cookery to cookery  \nGwyneth Owen-Jackson, The Open University  \nMarion Rutland, University of Roehampton  \nAbstract  \nThe view of the authors is that the teaching of food in the school curriculum has varied throughout its history in order to meet political aims rather than educational ones. In this article they highlight the social and political changes that have influenced the teaching of food from its inception in the mid-1840s through to the present day. They argue that the political influences have been detrimental to the value of teaching about food and its potential for contributing to pupils’ overall education as well as what pupils should know, understand and learn about food and where it can be taught in schools.  \nThe teaching of food as cookery is traced from its introduction in the elementary school system, when it was for girls only, then to its development into domestic science, a subject for more academically able girls and the Sex Discrimination 1975 ensuring its availability for boys and girls. This was followed by the transformation into home economics, with a wider curriculum agenda, in the 1970s, the introduction of higher education degrees and the National Curriculum in 1990, which put food technology within design and technology. Changes within the National Curriculum are considered as are recent events impacting on the teaching of food, up to 2015 when GCSE Food Technology was replaced with GCSE Food and Nutrition and A Level Food Technology, which supports pupil progression into a range of food related degrees and careers, was removed.  \nThe article reviews a range of literature in order to consider the value of teaching food, the current situation in schools in England and the possible future role of food in the school curriculum.  \nKey words  \nfood, technology, education, teaching, design and technology, school curriculum, England  \nIntroduction  \nThe history of education in England, as elsewhere, is a reflection of the country’s political and social history. Popkewitz (2011 : 15) points out ‘the idea of school subjects was, in one sense, an invention of the nineteenth century’. Schooling has, at various times, promoted ‘civic virtues’ (Popkewitz 2011: 4), scientific thinking and, with  \nthe growth of urbanisation and industrialisation, the purpose of education became that of enabling children ‘to become productive citizens’ (ibid: 10) . More recently, with globalisation and increasing reliance on technology, ‘the emphasis has shifted again and a curriculum based on transferable knowledge and skills is advocated…’ (DfE 2011 : 14/15) . This changing emphasis is based on the assumption ‘that there is a direct causal connection between levels of educational attainment and economic growth’ ([Loxley et.al. 2014:](Loxley et.al. 2014:) 174), an important notion fora subject such as design and technology (D&T) .  \nIn this article we draw on a range of literature and our own research to consider the changing nature of food on the school curriculum. Our research has been conducted over the past 10 years with university staff, teacher educators, teachers and pupils and has looked at the rhetoric and lived experiences of those involved in teaching about food (see Rutland 2006, 2013 and Rutland and Owen-Jackson 2012a, 2012b, 2015a, 2015b) .  \nThe development of the teaching of food in the school curriculum  \nWith social and political concerns over the health of the lower classes, domestic economy was introduced in the elementary state system in the 1840s to help improve basic living standards. The 1870 Education Act introduced‘plain needlework’ to the curriculum and, in 1878,‘domestic economy’ -cookery, needlework and laundry work-was made compulsory for girls. In 1892 practical cookery was established in the code of Regulations for Public Elementary School, along with appropriate grant provision (Geen et al., 1988: 8) .  \nIn contrast, food did not ap","cbCainzwGD9LvcQ4","https://ap.wps.com/l/cbCainzwGD9LvcQ4","pdf",143743,11,"English","# Introduction\n## Changing political and social priorities for schooling\n## Food’s changing place in the curriculum\n# The development of food teaching from cookery to cookery\n## Elementary state system and compulsory domestic economy\n## Grammar schools and domestic science\n## Mid-twentieth-century reforms and reports\n## Economic change and policy responses","[{\"question\":\"What does the article argue about why food is taught in schools?\",\"answer\":\"It argues that teaching about food has changed mainly to meet political aims rather than educational ones, and that these influences have harmed the educational value of food teaching.\"},{\"question\":\"How did food education change over time in England?\",\"answer\":\"It moved from cookery for girls to domestic science for more academically able girls, then to home economics with a broader agenda in the 1970s, followed by national curriculum developments linking food technology to design and technology.\"},{\"question\":\"What curricular changes are discussed up to 2015?\",\"answer\":\"The article notes that GCSE Food Technology was replaced with GCSE Food and Nutrition, and that A Level Food Technology was removed, with implications for how pupils progress into food-related degrees and careers.\"}]","Food in the school curriculum in England - Its development from cookery to cookery | PDF",1792089436,28]