Food and nutrition literacy in general schools

Peer reviewed / Manuscript (original) submitted: 26 September 2019 / Revision accepted: 14 January 2020

An analysis of the framework conditions of the federal states for subject-related lessons

Introduction

The aim of food and nutrition literacy is to enable people to democratically develop and shape their own nutrition in a politically and socially responsible way [1]. Food and nutrition literacy thus represents a basic education for everyday life and is a prerequisite for participation in society [2]. It is an active, life-accompanying process that should take place at home and, due to the rising importance of allday schools, also increasingly in schools [1]. There are several opportunities for food and nutrition literacy at school: It can take place informally through the school's catering services as well as formally in class or in school working groups, reaching children and adolescents from all educational groups.

The basis for individual health is already set in childhood and adolescence and health-related behaviour once acquired often persists into adulthood [3]. Therefore, it is of central importance to give children and adolescents a solid basis of abilities, skills and knowledge, also with regard to their nutritional behaviour, along on their path through life. Initial systematic evaluations of studies on the influence of school-based interventions on nutrition, physical activity and behaviour on cognition and school performance [4, 5], of school-based nutrition programs on nutrition quality and health [6], and of multiple intervention approaches with an appropriate duration (≥ 6 months) [7] show that improvements in food and nutrition literacy can be successful in many ways.

Abstract

In the study “Ernährungsbezogene Bildungsarbeit in Kitas und Schulen” (Nutrition- related educational work in day-care centres and schools), a document analysis was carried out to examine the extent to which food and nutrition literacy is anchored in the curricula of the federal states. Furthermore, the amount of lesson-hours allocated to the identified subjects with a nutritional reference was investigated. At primary schools, Sachunterricht can be defined as the leading subject for food and nutrition literacy. At secondary level 1 schools, nutritional topics are anchored especially in the curricula for biology/natural sciences, whereby the natural science perspective is mainly considered. In addition, secondary level 1 schools offer federal-state-specific- subjects with nutritional reference. In the curriculum of these subjects, nutritional topics are anchored in a multi-perspective manner. However, these are often offered in single grades and/or as an elective subject. Therefore, continuous and multi-perspective food and nutrition literacy in school for all pupils is not guaranteed. For this purpose, on the one hand, food and nutrition literacy in the existing subjects has to be ensured and, on the other hand, federal-state-specific-subjects with nutritional reference should be firmly anchored in all school types at secondary level 1.

Keywords: school, food and nutrition literacy, curricula

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