ABSTRACT
Since 1990, teachers of food education have been charged with the responsibility of delivering a course relating to food technology. However, many teachers, myself included, lacked clarity for some considerable time as to what the food technology curriculum should include. Subsequently the curriculum in my own school has been evolutionary, developing as the department has gained in knowledge and understanding and in response to many outside influences. Such influences have inevitably included GCSE syllabuses, SCAA non-mandatory tasks and tests, national projects and post-16 developments. As a department we feel that we have moved on considerably, but at the same time we recognise that there is continually room for improvement on our previous best.
