Food Technology Is A Subject Our 21st Century Pupils Need To Explore
There's much more to food technology than just teaching young people to follow a recipe, writes Marion Rutland…
In his book The Nature of Technology: What It Is and How It Evolved, W. Brian Arthur defines ‘technology’ as, ‘The exploitation of the phenomena revealed by science.’
If we see the work that pupils do in food technology in this light, then it’s clear that an understanding of some science should underpin their learning. Food product development is a major component of the design and technology curriculum – so a useful starting point in devising learning is with the study of specific phenomena that are important in food product development, such as the gelatinisation of starch, (useful in the design of sauces), and the formation of solid foams that is useful in the design of cakes – both of which are taught at Key Stage 3.
a) Gelatinisation Wheat flour or cornflour, margarine or butter is blended with a liquid such as milk or stock to form a suspension. The mixture is heated and stirred continuously and the starch granules begin to swell. The mixture is boiled for 1-2 mins with continuous stirring until it is thicker and has become a sol.
Inside the sol, the starch granules swell and rupture. Starch molecules escape from the granules as water moves into the granule. A gel is formed as the sol cools and thickens; the firmness of the starch gel will depend on the amount and type of starch, the temperature to which the mixture is heated and the effect of other ingredients, such as sugar and acid.
b) A solid foam In a plain cake rubbed-in method, the gas part of the foam is a mixture of air and carbon dioxide, and the solid part formed from the carbohydrate and protein in the egg and gluten in the flour. Fat is rubbed into the flour to form a thin film around flour particles, trapping air in the mixture.
Egg and milk are added to bind the mixture together, and gluten strands form between the flour particles. The flour contains baking powder, which produces carbon dioxide. The expansion of the trapped air causes the cake mix to rise on heating. Fat is absorbed by the flour. At the same time, the starch gluten stretches and gelatinises, while the egg and flour protein coagulates to form the solid foam and structure of the cake.
Learning to innovate
Essentially, if pupils learn and understand concepts such as those outlined above, food product development while enable them to develop the basic practical skills of cooking underpinned by a relevant scientific, technological and nutritional understanding of food.
It’s important, especially at Key Stage 3, that the teachings of basic scientific concepts are integrated into practical work alongside the teaching of basic recipes and practical cooking skills. This is a more effective approach than having pupils simply follow a recipe without understanding how they can control the processes and make changes, while not compromising the effectiveness and quality of the final outcome.
Knowledge of nutrition is essential in food product development, whether it’s developing food for young children, athletes, vegetarians, pregnant women or people on a low income.
The design process should include activities such as:
• Identifying a need and developing a design brief and specification • Generating ideas for possible products/solutions • Undertaking product development to test and trial different ideas • Planning their making, using equipment appropriately and safely • Undertaking product evaluation
Essential ingredients
These vital aspects of food technology are likely to take up a majority of teaching time at Key Stage 3 – approximately 75-80% in fact, so that pupils can develop the essential practical cooking skills and the necessary knowledge and understanding to continue their study of food.
However, there are other aspects that should also be included. Pupils need an understanding of existing, new and emerging food technologies in the context of sustainable food supplies in local, national and international contexts. This includes food sustainable sources, where they are grown, processed, preserved, packaged, transported, stored and sold.
They also need to appreciate the roles of consumers, the food industry and government agencies in influencing, monitoring, regulating and developing the food we eat. As future consumers, pupils at Key stage 3 should be able to develop an understanding of the potential impact of these products on their well-being and health.
Eating patterns and habits in society have changed radically. Food product development teaching can help to better prepare today’s pupils for adulthood by developing their ability to prepare foods from basic ingredients in the home. In addition, however, they will acquire a critical awareness of the potential benefits and implications to their health and wellbeing of eating some of the foods available in food outlets, shops and supermarkets.
This is both a relevant and academically challenging for 21st century pupils to explore. Together with other science-based subjects, it can further provide a pathway for those who will continue their food studies through to employment in the catering and hospitality arena, as well as those entering the food industry and teaching.
Marion Rutland is a leading academic and authority on food technology, who has advised and worked with the D&T Association in the capacity of both consultant and member of the Board of Trustees. This feature was written on behalf of the Association
