Food can be an engaging topic and also has a high level of authenticity and we want students to think about the food they eat. Specifically, the environmental impacts from the geography subject discipline point of view. The topic links to other geographical factors such as global warming and population pressures as well as retrieving trans-disciplinary knowledge. For this project, I have begun to think more about the ‘human centred design’ process. John Bosselman introduced me to the ‘double diamond design process’ and has got me thinking about curriculum design. Here is a simple diagram of the process;
The future food project deliverables can be seen below. I have resdesigned the food project to build in aspects of human centred design. Students will be designing their own concept for a sustainable restaurant. Their products, including a press release and menu designs alongside a sustainable food shop will be presented at an event for the local community. The design process could support this project, for example as part of the ‘discover’ stage students will be conducting research about sustainable foods and also conducting primary research of what people want and need in the local community. The project won’t go much further than ideation. However, my ambition would be to design a project that follows the process thoroughly and students working with other adults to desing a well researched prototype.
Masterclasses are also delivered on different issues relating to food building on a knowledge harvest of what students already know.
The week by week process is as follows hopefully demonstrating a range of appropriate pedagogies;
Week 1 – Launch and knowledge harvest – what do students already know about food issues. Food staples SOLO taxonomy lesson linking to climate change and food miles.
Week 2 – Meat issues such as factory farming, debating if we should be vegetarians. Press release drafting and redrafting.
Week 3 – Seafood issues such as bycatching and designing infographics. Press release drafting and redrafting.
Week 4 – Future foods research e.g. insect eating (bushtucker challenge) and urban farming. Press release drafting and redrafting.
Week 5 – Ideation – brainstorming foods for the restaurant menu. Linking to what learned. Creating info cards for restaurant guests. Using forms of ethnography such as questionnaire for local stakeholders.
Week 6/7 – Presenting, critquing and redrafting of ideas ready for exhibition. Exhibition would include forms of validation through presenting to local restaurantuers and residents for example through professional pitches.
The lessons are further supported by ‘flipped’ home learning, consequently coming to lessons prepared with knowledge from a video for example.