The draft national curriculum proposals for design technology has this to say in relation to food (growing / cooking / eating):
In Key Stages 1 to 3 pupils should be taught progressively more demanding practical knowledge, skills and crafts, working in fields such as:
- food and cookery: to learn about food and, where possible, plan and prepare healthy, wholesome dishes, following straightforward recipes and using a range of common ingredients and techniques
- horticulture: to cultivate plants for practical purposes, such as for food or for decorative displays
… which seems a reasonably good outcome for the Food Growing in Schools Task Force which I had a very small part in over 2011 / 2012. At least two cheers, then, perhaps ...
This is what the draft says about food at ...
... key stage 1:
Pupils should be taught the basic principles of balanced eating and where food comes from, and should be encouraged to develop an interest in cooking.
… key stage 2
Pupils should be taught about the major components of a balanced diet and how ingredients can be combined to prepare healthy meals. They should be taught basic cooking techniques and how to cook a variety of savoury dishes. In meeting these requirements, schools without access to a teaching kitchen, nearby kitchen or mobile kitchen may have to adapt the dishes and techniques they teach accordingly to the facilities available.
… key stage 3
Pupils should be taught about the importance of nutrition, a balanced diet, and about the characteristics of a broad range of ingredients in choosing and preparing food. They should be encouraged to develop a love of cooking. They should be taught to cook a repertoire of savoury meals and become confident in a range of cooking techniques. In meeting these requirements, schools without access to a teaching kitchen, nearby kitchen or mobile kitchen may have to adapt the repertoire and techniques they teach accordingly to the facilities available.
However, what follows about food growing is much less satisfactory. Essentially, it doesn't get a mention here apart from very vague references to horticulture. It is mentioned in science, but here it is divorced from the idea of food. Indeed, most of the uses of "grow" in the document are metaphorical: "the growth of the railways", for example. And as for "dig", that only gets a mention in the context of Cromwell and the Levellers.
Only half a victory, then.
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