THRIVE ISSUE 5 DECEMBER 2024 19 Sibusiso Mahlangu, first year student said that learning how to make their own spice in the kitchen practicals helped her to truly appreciate that local cuisine also has a place in restaurants. This approach further boosts their kitchen their kitchen problem solving skills, stimulates independent thinking and instils an innovative mindset. Further building on the scaffolding approach, in their second year of study, students are given full control of developing their own menus in the kitchen under the guidance and coaching of the chefs. This allows them to learn the basic principles of menu development, writing portfolios and costing. Guest lecturers who specialize in the use of indigenous cooking, local ingredients and traditional cooking methods are also invited to work with students during practical classes to bring an industry perspective and boost their confidence. The decolonisation of the curriculum at this stage does not only relate to techniques taught, but also in the movement away from convenience products and towards the use of locally sourced indigenous ingredients, products and spices. In one of our practicals, we were required to make their own curry spice blends using ‘C spices’ such as cloves, cardamon, cumin, cinnamon, chilies and coriander. Plating for service at the Ngeyethu Skills Restaurant Going forward, the kitchen and training restaurant spaces will continue to be used as living laboratories where the learning environment is transformed into a dynamic and interactive space where innovations can continuously be implemented for students to actively engage with their surroundings, applying theoretical knowledge to real life practical situations. As these innovations continue to be implemented it is envisioned that there will be further growth in these spaces in terms of interdisciplinary learning, community collaboration, research and the development of innovative sustainable practices. .
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