ABSTRACT
This chapter highlights some of the ways children are taught and experience food education in primary schools, outside of the formal curriculum. It explains some of the challenges different schools face in enacting and delivering the policy expectations that children will be provided with a wide range of different food experiences and learning opportunities. Framley had adopted various elements of foodieness into its school environment – teaching children farm-to-plate knowledge, valuing being a farmer – practices designed to encourage children to produce themselves as food-knowing and healthy. The way cooking is taught varies from school to school, according to space availability, resources and teacher enthusiasm. Aside from cooking, the site of food education most oft revoked with nostalgia and sentiment is the food garden. Gardening had a different kind of agenda from regular, formal classroom lessons, where outcomes and measuring progress are of imperative importance.
