Traditional Nutrition

Organisation piloting the Good Practice

Secondary School Center Hadžići

Country

Bosnia and Herzegovina

Description of the good practice

The activity “Traditional Nutrition” was aimed at students with developmental disabilities and other students, with the goal of introducing them to traditional food preparation methods. Students learned how to make butter from cream and how bread was made without yeast in the past. Through practical exercises, students gained basic knowledge about ancient food preparation techniques, which allowed them to appreciate the richness of tradition and the exchange of cultural values.

Background

This activity was designed to give students an insight into traditional food preparation methods that were common before industrialization. Since students are often unaware of how everyday foods were prepared in the past, the goal was to demonstrate the value of these methods and increase awareness of the importance of preserving cultural heritage.

Goal: To educate students with developmental disabilities and other students about traditional methods of food preparation and the preservation of cultural heritage.

Problem to solve: The activity was introduced to give students a basic understanding of how meals were prepared before modern kitchen devices became widely available. It also provided students with an opportunity to practice motor skills through active participation in food preparation.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Planning

Prepare the necessary materials for practical activities, including cream for making butter and ingredients for preparing yeast-free bread.
Organize the space for activities where students can safely participate in food preparation.
Prepare basic information about traditional food preparation methods to be used during the activity.

2. Execution

Explain to students the basic processes of making butter from cream and preparing bread without yeast.
Students actively participate in both activities – making butter by churning cream and preparing dough for bread.
Organize a presentation about how these methods were important in the past and why they were effective.

3. Evaluation

Have discussions with students to assess what they learned about ancient food preparation methods.
Evaluate how engaged students were in the process and how successfully they adopted the techniques.
Discuss students’ experiences and their sense of pride in preparing food in a traditional way.

Target group/s of the practice

Primary target group: Students with developmental disabilities who participated in the practical food preparation activities.

Secondary target group: Other students who took part in the activity and learned about traditional food preparation methods.

Number of students involved

10–15 students with developmental disabilities, as well as other students who participated in the activity.

Benefits, impact on the students and learning outcomes

Benefits for students:

Development of basic motor skills through practical food preparation.
Increased awareness of the importance of preserving tradition and cultural heritage.
Learning about traditional food preparation methods and gaining confidence through hands-on learning.

Impact on learning outcomes:

Enhanced ability to practice traditional skills.
Developed appreciation for simple yet effective methods of life.
Learning about the importance of cultural identity through everyday activities.

Suggestions for future users of this good practice

Prepare all materials in advance and make sure to include safety guidelines for working with food.
Ensure that students have an active role in all stages of the preparation process so they can learn as much as possible from the experience.
Consider organizing workshops that will continuously remind students of the importance of preserving cultural heritage and traditions.
Connect this activity with other learning topics, such as ecology and sustainability, so that students can have a holistic approach to these issues.

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro