Food glorious food
Malmesbury School
Internationalised Learning Project
• Develop a planned series of lessons on the
common theme of food which would enable us
to explore the international dimension with the
same group of Year 8 students.
• Develop links with the lives of children in our
partner schools.
• To utilise group work and develop students
image interpretation, empathy and linguistic
• To improve our teaching through peer coaching
• To link with Fairtrade Fortnight.
Lesson planning
• Used Oxfam poster as the initial staring point –
What’s your favourite food?
• To connect with previous Geography work on
global warming and faculty and school
development plan targets of improving global
dimension and exploring other cultures.
• To connect with Languages Year 8 work on food.
• To work collaboratively on a scheme of work.
Lesson 1- What’s your favourite
Teacher led with whiteboard activities
What is your favourite food? – explored the
variety and international flavour of their
favourite foods
Oxfam poster –what foods do you have in
common? Link to partner schools.
Food is common to our sense of identity and
culture –did they all write down the same
things when given special days/events?
What is our national dish? Fish and chips or
chicken tikka masala?
Why had British attitude to diet changed
over the last 40 years? – 4 images to prompt
discussion of the reasons behind this. Make
international links.
Listened to food stories extract from the
British Library web site –would you have
liked this diet?
Return to poster –which diet would you like
Lesson 2- what foods do we
typically eat?
Teacher led with language reenforcement exercises.
Images of partner school and towns –
what do these places have in
What foods are eaten in each country?
Students asked for what they typically
eat each day.
Team work competition – ‘Pour le petit
dejeuner je prends’. Listen and learn.
Match to images.
Survey in French your table’s eating
Next lesson we will find out what our
partner schools students eat
Lesson 3 – Food from around the
• Introduction to trade
and food miles issue
followed by dilemma
– group work
• Christmas dinner
where did it come
• World images from
www.yourclimateyourl – how far
did it travel? How did
it get here?Why do
we consume so much
food from abroad?
Dilemma based learning exercise – students assigned
roles and asked to come up with solutions
You work for a major supermarket as an under-manager. You get a bonus when
your company does well. Your supermarket claims that it has slashed the
prices of all its Christmas foods in order to make greater sales. To do this they
have imported more food from farmers in less developed countries (poorer)
where labour and land are cheaper.
You have recently become increasingly worried about global warming and last
Sunday you read this news article about food miles.
You are a single parent and money is tight so you have to decide whether to
buy food from your supermarket or do your Christmas food shopping at a rival
Review solutions and the process of decision making. Solutions - Online
shopping, only buying fairtrade products from abroad, switch supermarkets to
one which trades locally grown food.
Review their group work contributions
Lesson 4 – Food from around the
Aim to sharpen language skills by
looking for cognates and
Worked in teams to research the
English words for the foods
submitted from our partner
schools as their everyday foods.
Rainbowed into groups of 3. Using
IT asked to construct a
multilingual dictionary
Zaofan 6.30 – 7.10
Wufan 11.30 – 12.20
Wanfan 5.30 – 6.30
1. What’s the Chinese word for a meal?
2. What’s meat in Chinese?
3. How do you say pig/sheep/cow in Chinese?
Multi lingual dictionary example
• Excel spreadsheet
• Positive evaluations on the review sheets from students on the
dilemma based learning lesson. Made sound judgements on their
participation levels.
• Students commented on how their awareness of other cultures had
improved – particularly the similarities between children’s favourite
foods and also their understanding of how we are interrelated by
food trade and how difficult it is to make consumer decisions.
• Both lesson3 and 4 worked on improving their teamwork skills
• Languages should find ways of getting students to draw on their own
prior knowledge.
• Humanities needs to find ways of using reflection on learning and reenforcement activities more often.
• Extension presentations on food habits in partner schools– festival
food – a consideration of culture and language.
• Development compass rose to explore who has power in the food
chain e.g. South African wine and fruit. Role play potential.

Food glorious food - National Union of Teachers