{"id":3228,"date":"2013-02-08T09:17:57","date_gmt":"2013-02-08T09:17:57","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=3228"},"modified":"2013-02-08T09:17:57","modified_gmt":"2013-02-08T09:17:57","slug":"can-you-really-have-food-without-growing-it-mr-gove-says-yes","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2013\/02\/08\/can-you-really-have-food-without-growing-it-mr-gove-says-yes\/","title":{"rendered":"Can you really have food without growing it?  Mr Gove says Yes!"},"content":{"rendered":"<p>The draft national curriculum proposals for design technology has this to say in relation to food (growing \/ cooking \/ eating):<\/p>\n<p>In Key Stages 1 to 3 pupils should be taught progressively more demanding practical knowledge, skills and crafts, working in fields such as:<\/p>\n<ul>\n<li>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<\/li>\n<li>horticulture: to cultivate plants for practical purposes, such as for food or for decorative displays<\/li>\n<\/ul>\n<p>\u2026 which seems a reasonably good outcome for the <em>Food Growing in Schools Task Force<\/em> which I had a very small part in over 2011 \/ 2012.\u00a0 At least two cheers, then, perhaps ...<\/p>\n<p>This is what the draft says about food at ...<\/p>\n<p>... key stage 1:<\/p>\n<blockquote><p>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.<\/p><\/blockquote>\n<p>\u2026 key stage 2<\/p>\n<blockquote><p>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.<\/p><\/blockquote>\n<p>\u2026 key stage 3<\/p>\n<blockquote><p>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.<\/p><\/blockquote>\n<p>However, what follows about food <em>growing<\/em> is much less satisfactory. \u00a0Essentially, it doesn't get a mention here apart from very vague references to horticulture. \u00a0It <em>is<\/em> mentioned in science, but here it is divorced from the idea of food. \u00a0Indeed, most of the uses of \"grow\" in the document are metaphorical: \"the growth of the railways\", for example. \u00a0And as for \"dig\", that only gets a mention in the context of \u00a0Cromwell and the Levellers. <span style=\"font-size: 12.000000pt;font-family: 'ArialMT'\"> <\/span><\/p>\n<p><span style=\"font-size: 12.000000pt;font-family: 'ArialMT'\"> <\/span>Only half a victory, then.<\/p>\n<p><strong> <\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,3,4],"tags":[],"class_list":["post-3228","post","type-post","status-publish","format-standard","hentry","category-comment","category-new-publications","category-news-and-updates"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/3228","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=3228"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/3228\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=3228"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=3228"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=3228"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}