Intro -- Foreword -- Contents -- Contributors -- About the Authors -- Chapter 1: Introduction -- Part I: Food Teaching in Primary and Secondary Schools in Different Cultures -- Part II: The Professional Identity of Food Teachers -- Part III: Current Content and Contemporary Issues -- Part I: Food Teaching in Primary and Secondary Schools in Different Cultures -- Chapter 2: Exploring Food Education in the English Primary Curriculum -- The Primary National Curriculum -- 2009-2018: Potential Changes in the Position of Food in the Primary School Curriculum -- Discussion -- Interview Research from a Sample of Primary Schools Across England on What Food Is Taught in Their Schools -- Conclusion -- References -- Websites -- Chapter 3: Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia -- Introduction -- Teaching Philosophy -- Research Projects and Initiatives -- Move to Learn Program (1999-2003) -- The Adolescent Centre, Brain Gym and the Coffee Den (2004-2010) -- Gumbaynggirr Pathways to Learning (2012-2013) -- Reaching Out Reaching In (2014) -- STEM in the Garden (2017) -- External Initiatives Regularly Run in the School (2012-2019) -- Conclusion -- References -- Chapter 4: What Is the Current State of Play for Food Education in English Secondary Schools? -- How Did Food Education Begin in English Schools? -- Recent History 1995: To Present Day -- The Revised National Curriculum in England: D& -- T Programmes of Study (PoS) (DfE, 2013) -- The Impact of Changes in the English National Curriculum.

Current Views on Food Teaching Results from Author's National Questionnaire 'Current Views on Food Teaching' (2018a) (Appendix 1), Case Study Schools' 'In-Depth View on Food Teaching' (2018b) (Appendix 2) and the Fell Report (2017) -- The New GCSE Food Preparation and Nutrition for KS4 Pupils (Aged 14-16 Years) -- Summary of the Specifications for the New GCSE Food Preparation and Nutrition -- Examination Courses for KS5 Pupils (Aged 16-18 Years) -- Expertise of the Food Teacher -- Conclusion -- Appendix 1 -- Appendix 2 -- Case Study Questions -- References -- Chapter 5: A Technological Approach to Secondary Food Education in New Zealand -- The Educational Origins of Food Education in New Zealand -- Curriculum Development from 1970 to 1990 -- The Development of the New Zealand Curriculum (1987-2018) -- Food as a Technological Outcome -- Defining Technological Food Literacy -- The Characterisation of a Food Literate Person -- Discussion -- References -- Chapter 6: Developments in Secondary Food Education in England Since the 1970s: A Personal Perspective -- Introduction: Purpose and Validity of Food Education -- My Own Schooling in the 1970s -- My Experience of University and the Food Industry -- My First Year of Teaching and the National Curriculum -- Who Unified the Message for a Diverse Group of Subjects? -- Did Food Flourish Within D& -- T or Was There Just Too Much to Teach? -- Rotation Courses Play to Teachers' Strengths, But Do They Hamper Pupil Progression? -- The Impact of the Document Food Technology in Secondary Schools Report (Office for Standards in Education (Ofsted), 2006) -- Where Are We Now and Where Do We Want to Be? -- And Finally -- References -- Chapter 7: Food and Nutrition Education in Malta: A Journey Across Time and Subject Boundaries -- Introduction -- A Historical Overview.

National Policies Promoting Food and Nutrition Education -- Food and Nutrition in the Formal Curriculum -- The Contribution of Home Economics at the Secondary Level -- The Contribution of Other Subjects at Secondary Level -- The Contribution of Vocational Education and Training (VET) Subjects at Secondary Level -- Food and Nutrition at Primary Level -- The Fonzu l-Fenek Mascot -- The Home Economics Seminar Centre -- Food and Nutrition Component in Home Economics National Examinations -- Teacher Training in Food and Nutrition -- A New Vision for Food and Nutrition Education Provision in Schools -- Conclusion -- References -- Chapter 8: Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland -- Introduction -- Home Economics Education in the Republic of Ireland -- Junior Cycle Home Economics -- Senior Cycle Home Economics -- Home Economics Education in Northern Ireland -- GCSE (General Certificate Secondary Education) Home Economics: Food and Nutrition -- GCE (General Certificate Education) A Level Nutrition and Food Science -- Discussion -- Conclusion -- References -- Part II: The Professional Identity of Food Teachers -- Chapter 9: Positive Ingredients to Redefining Food Education in Schools in New South Wales, Australia -- Food Education in the Australian Curriculum -- Key Food Technology Teacher Qualities -- The Importance of a Food Teacher's Identity -- Teacher Interpretation and Relevance of Food in the Curriculum -- Flexible Professionalism -- Adopting a Transformative Approach as Agents for Change -- Advocacy and the New Voice of the Modern Food Technology Teacher -- References -- Chapter 10: Where Will Future Secondary Food Teachers Come from in England? -- Introduction -- Historical Influences on Food Education -- Political Influences on Food Education -- The Obesity Issue.

Where Do, and Will, Food Teachers Come From? -- Conclusion -- References -- Chapter 11: Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia -- Introduction -- Overview -- Technology Education and Food Technology Curriculum Change, Tensions and Resistance -- Promoting Professional Identity Transition -- Framing Identity Through the Foundation Course -- Methodology -- Results -- Conclusion -- References -- Chapter 12: Qualifications for Working in the Food Industry: Understanding All the Available Options for Students and Educators in Victoria, Australia -- Introduction -- Food Studies/Food Technology Teachers in Victoria, Australia -- Careers Within the Food Industry -- Victorian Certificate of Education (VCE) -- Australian Tertiary Admission Rank (ATAR) -- Benefits to Students' ATAR by Studying Food Studies -- Options Within Schools -- Vocational Education and Training (VET) -- VET in Schools (VETis) -- Apprenticeships -- Accessing Information for Students and Teachers -- References -- Chapter 13: Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia -- Introduction -- The Process of Accreditation -- Data Collection and Analysis -- Analysis of Findings -- Conclusion -- References -- Chapter 14: Food Teaching in Upper Secondary English Schools: Progression Into Food-Related Undergraduate Courses in Higher Education -- The Introduction of Food in the English School Curriculum -- 1970s and 1980s -- The National Curriculum in England and Wales (DES, 1990) -- 2013-2018 -- Food Examination Courses -- University Food-Based Undergraduate Courses -- A Level Subjects Taken by Students Before Entry to Food-Related Undergraduate Degree Courses -- Exploring Views of a Draft of a New A Level Food Examination -- Key Issues/Issues Arising in the Food Consumption Section.

Key Views/Issues Arising in the Food Production Section -- Key Views/Issues Arising in the Food Processing Section -- Do You Think That There Should Be an A Level Food-Based Course? -- Assessment Procedures -- Non-examination Assessment (NEA) -- Suggestions for Alternative Framework -- Conclusions -- References -- Part III: Current Content and Contemporary Issues -- Chapter 15: Current Research in Nutrition in the School Curriculum in England -- Introduction -- The Teaching of Nutrition in the School Curriculum in England -- The School Environment -- Nutrition Research to Strengthen the Teaching of Food and Nutrition in Schools -- Developing Areas of Research -- Conclusion -- References -- Chapter 16: A Curriculum Developer's Perspective on the Place of Food in the Secondary School in England -- Introduction -- The Importance of Food Education -- Other Approaches to Health Eating -- Teaching Young People to Cook and Eat Well -- The Role of Science Understanding in Learning How to Cook and Eat Well -- The Possible Content of Food Technology Courses -- Considering Production -- Concluding Remarks -- References -- Chapter 17: Population Growth and Global Food Supplies -- Introduction -- Thomas Malthus -- After Malthus -- The First World Food Crisis -- The Second World Food Crisis -- A Shift in the Factors Underlying Global Demand and Supply of Food -- Malthus Revisited -- Conclusion -- References -- Chapter 18: Socially Acute Questions: How Biotechnology Can Provide Context and Content for Discussion in Food Technology Education -- Introduction -- What Are Socially Acute Questions (SAQs)? -- The Role of Genetic Education and Biotechnology in Food Production -- Exploring the Dimensions of SAQs for Food Education -- Risk and Its Effect on Consumer Acceptance -- Identification of Ethical and Moral Issues Impacting on SAQs.

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