ABSTRACT
One of the key findings of research into creativity is the central importance of peers, supportive adults and role models. Teaching food creatively in the primary classroom should not be about making different varieties of cupcakes or pizza. With several classes growing, cooking and eating their own foods, waste products can be recycled into composting bins, with the end product added to allotment areas to help plants grow better. Public Health England suggests that adopting a whole school approach to food education across subjects such as science, personal, social, health and economic education and physical education can secure consistency of key concepts and healthy eating messages. Experiments and investigations are a practical way to teach skills and technical knowledge and understanding in a practical context. By considering progression in the complexity of skills, risk can be managed to suit the ability of the child.
