ABSTRACT
This chapter explores how formal curricula around food – healthy eating in Science, and bread-making as a part of Design and Technology, is taught in primary schools. Children experience food learning through their senses and with/in their bodies. The bread-making classes provide examples of practices of foodieness that existed before their appearance in the policy text of the school food plan (SFP), and which the SFP later codes into policy text. They are an example of what food education can be achieved in the classroom. The chapter focuses on two schools, namely Fort Basset and Jevington, which taught healthy eating in different ways. Fort Basset invoked good/bad binaries around food and eating whilst Jevington focused on the idea of balance. Childhood pathologies can be viewed as children's tendencies to choose foods that taste good but are not necessarily healthy.
