Food for Thought: Redefining Experiential Learning at ICS Zurich
The challenge of developing a plant-based original meal is an experience that ICS Zurich students won’t soon forget. (image supplied)
At the Inter-Community School Zurich (ICS Zurich), education isn’t just about textbooks and tests—it’s about immersive, interdisciplinary experiences that connect students to the real world in meaningful ways. The school’s recent initiative, Food for Thought, exemplifies this ethos, blending physical education, science, ethics, and culinary skills into a dynamic learning journey.
Bearing witness to this transformation is James Forsythe, Experiential Learning Coordinator at ICS Zurich. With an eye for innovation and a commitment to making learning engaging and purposeful, James has helped shape Food for Thought into more than just a classroom exercise—it’s an experience students won’t forget.
Collaborating on A New Recipe for Learning
Before its reimagining, Food for Thought was a traditional unit on nutrition, covering food groups, macronutrients, and fitness assessments. As James recalls, “It was the classic chalk-and-talk health unit—informative but not necessarily engaging.” Recognizing an opportunity for deeper learning, James, along with Head of Physical Education Matthew Febrey and Inspire Citizens Co-Founder Aaron Moniz, set out to transform the curriculum into something hands-on, reflective, and impactful.
The key question: How do we help students care?
Their answer lay in gamification, in real-world connections, and in an interdisciplinary approach. Students wouldn’t just learn about nutrition—they would put their knowledge into action by designing, preparing, and presenting their own plant-based meals using camping stoves.
But the real magic happened when they brought in ICS Zurich’s cafeteria team. “It was definitely Aaron Moniz’s idea to ask the cafeteria staff if they would like to get involved,” says James. “So we approached them to be judges, and suddenly, it wasn’t just a class assignment—it was a contest.”
Chef Aaron, the school’s food service director, provided expert insight into food sourcing, sustainability, and the realities of feeding a diverse school community. “He spoke about the carbon footprint of food, packaging, local versus imported ingredients, and even cultural considerations—things our students had never thought about before.”
The high-stakes outcome of having the winning dish featured in the school cafeteria added a layer of competitiveness to this interdisciplinary unit. (image supplied)
The stakes were high: the winning dish wouldn’t just earn bragging rights; it would be served in the school cafeteria and showcased at an upcoming environmental symposium, where visiting schools would get a taste of students’ creations.
Physical Education as a Catalyst for Real-World Learning
For Matt, Food for Thought marks a transformative shift in how PE can engage students beyond traditional athletics. “Physical education isn’t just about movement—it’s about understanding the body, nutrition, and how our choices impact performance and wellbeing,” he explains. “We had students look at their nutritional needs based on lifestyle and activity choices, and we prompted them to look at their dietary needs before, during, and after specific activities.”
By incorporating food ethics and sustainability into the curriculum, the unit has broadened the role of PE in unexpected but deeply relevant ways. “Students were invited to look at the impact of specific food choices on the health of individuals and on the planet as a whole,” Matt notes. This shift encouraged students to think critically about the broader implications of their daily eating habits, fostering a more holistic understanding of nutrition.
Another key element was encouraging differentiated reflections. “With full respect for different cultural traditions,” he explains, “we invited students to consider the impact of knowledge about carbon footprint and food substitution.” By providing a space for students to explore their personal and cultural connections to food, the unit allowed for nuanced discussions on sustainability and ethical decision-making.
Head of Physical Education Matthew Febrey says, “students were surprised that plant-based foods could be so tasty and could be made without specialty ingredients.” (image supplied)
The pedagogical approach is anchored in rigorous, research-backed methodologies. “We keep as up to date with our research as we possibly can,” says Matt, referencing insights from Harvard and the United Nations. This commitment to evidence-based learning ensures that Food for Thought remains dynamic, relevant, and grounded in best practices.
How to Use Gamification for Student Motivation
One of the most impactful elements of Food for Thought was its gamification. By transforming nutrition education into a hands-on challenge, the unit reshaped how students perceived healthy eating. As Matt describes, the competition led to eye-opening realizations. “When we did the cooking,” he says, “students were surprised that plant-based foods could be so tasty and could be made without specialty ingredients.” This shift in perspective helped break preconceived notions about plant-based meals, showing students that nutritious choices can be both accessible and delicious.
A key factor in the unit’s success was strong communication between home and school. Keeping parents informed about the unit’s objectives ensured that families were engaged and supportive throughout the process. “When the day came to do the cooking,” recalls Matt, “not one student forgot their ingredients.” This high level of participation reflected not only student enthusiasm but also the meaningful role families played in reinforcing the learning experience beyond the classroom.
Promoting Engagement Like Never Before
The response from students was immediate and electric. On the contest days, James noted something remarkable: zero absences. “The teachers were stunned by how much the kids cared,” he says. “They weren’t just showing up—they were fully invested.”
Beyond the excitement of competition, the unit cultivated essential life skills. “For some students, this might have been the first time they ever prepared a meal from scratch,” James explains. “That’s real learning—something they’ll carry with them for life.”
Students also engaged in ongoing ethical reflection. Over the course of eight to ten weeks, they examined their food choices, considering factors like sustainability, fair trade, and personal impact. “We kept checking in, asking: ‘Has your thinking changed? Are you making different choices now?’” James says. “We can’t measure long-term impact yet, but just having those intentional reflections is a win.”
Building a Model for Interdisciplinary Learning
As the unit gained momentum, it quickly became evident that Food for Thought was more than just an isolated success—it was a model for interdisciplinary learning (IDU).
Interdisciplinary units are a priority at ICS Zurich, yet, as James points out, they can be challenging to implement at the middle school level. “In primary school, transdisciplinary learning is the norm. But in middle school, disciplines tend to become siloed,” he explains. “IDUs force us to break down those barriers, which leads to richer, more meaningful learning experiences.”
Building on this foundation, Food for Thought will expand next year to incorporate science. “We already had elements of climate impact with Chef Aaron discussing food sourcing,” says James. “But now, we’re teaming up with the science department to go deeper—calculating the water usage for crops, analyzing the carbon footprint of beef production, and really connecting food to climate change.”
The Inspire Citizens Impact
A critical force behind this transformation has been Inspire Citizens, a global education consultancy dedicated to fostering impactful, action-based learning. Aaron Moniz’s site visit played a crucial role in shaping Food for Thought, serving as both an inspiration session and a strategic planning opportunity.
James sees immense value in the partnership. “The power of Inspire Citizens is threefold,” he says. “First, they bring an outside voice—one that resonates because it’s grounded in experience across schools worldwide. Second, they are hands-on thought partners, throwing ideas at the wall and helping us refine what sticks. And third, they follow through. They come back, check in, and celebrate successes. That keeps the momentum going.”
From his perspective, James Forsythe, Experiential Learning Coordinator at ICS Zurich, is satisfied that the Food for Thought unit represents the ideal in which teachers collaborate “to create learning experiences that are engaging, interdisciplinary, and deeply relevant.” (image supplied)
In fact, Food for Thought was highlighted in ICS Zurich’s Spotlight, a school-wide newsletter typically reserved for messages from leadership. “As far as I know, it was the first time a curriculum-level initiative was featured like that,” says James. “It got people’s attention.”
Savouring Success
With plans to expand Food for Thought into a fully interdisciplinary unit incorporating science, Matt expresses the importance of marshalling the support of instructional teams as well as other facilitating partners within the school. “James has been an enthusiastic supporter of this unit,” says Matt. “We wouldn’t have been able to do this without his support.”
Reflecting on the success of Food for Thought, James sees a broader shift taking place. “This unit raised eyebrows. Other teachers saw the impact, and now they want something more,” he says. “And that’s the goal—to create learning experiences that are engaging, interdisciplinary, and deeply relevant.”
With motivated ICS Zurich teams being supported by partners like Inspire Citizens, educators are proving that real-world learning isn’t just possible—it’s essential. And in the process, they’re serving up a fresh, forward-thinking model of education—one that’s as nourishing for the mind as it is for the body.