Teachers' perceptions of change in food-related subjects : a study of historical roots and future directions

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Teachers’ experiences of teaching young people about the food industry

In design and technology (D&T), pupils are expected to design for manufacture in quantity, and simulate production and assembly lines (QCA, 2005). This presents a professional challenge for teachers as they seek to help young people to develop industrial knowledge and understanding. This paper discusses findings from a research project exploring the relationship between food technology (which is taught within D&T) and industry. Data was generated through semistructured interviews with teachers of food technology and a questionnaire completed by a sample of members of the Design and Technology Association (DATA). Key findings relating to teachers’ experiences of teaching young people about industry are presented. Issues include teachers’ views on the importance of keeping upto- date with technological developments, accessing teaching materials, and making contacts with industry. The support they receive and the challenges they face as they seek to give young people ‘real life’ impressions of industry are discussed

Review of the curriculum and qualification needs of young people who are at risk of disengagement

This review suggests that consideration of curriculum and qualification needs is relevant for all learners, and especially those who are at risk of becoming not in education, employment or training (NEET). Common themes to consider are: the need for positive teaching approaches that adapt to meet young people’s needs; supportive and informal environments to learn where young people can achieve success; supportive relationships with teachers; high quality advice and guidance; and the availability of high quality curricula and qualification options (including vocationally-related options) that give young people opportunities to progress to their choice of further learning or employment. Much of the literature comments, to some extent, on how the curriculum and qualifications can influence young people’s engagement with learning, but rarely makes links with the segment of NEET young people who are ‘open to learning’ or ‘undecided’ about their futures but at risk of temporary disengagement from learning. This suggests that there is currently a gap in research around effective strategies to engage or re-engage those who are ‘open to learning’, or ‘undecided’ NEETs. This gap will be the focus of the From Education to Employment theme within The NFER Research Programme