Oh, yes. Home Economics lessons.
Go home with your list of ingredients for next week.
'You don't need that'
'We don't eat that'
'Who do they think they are, thinking people can waste money on that sort of thing?'
'Ewwwww. You'll poison yourself eating that'
'Don't think you'll be making a mess and setting fire to the house by cooking here with your Home Economics rubbish'
'They're making a fuss about nothing with all this washing up and drying and aprons and cleaning surfaces like everybody has a huge kitchen and servants'.
I spent three years getting up early and sneaking out various knives, cutters and other tools to make what I cooked better, along with scrounging the money from my older brothers for ingredients to buy at lunchtime and sneak into the Home Economics fridge. But I knew I wouldn't be able to keep that up for GCSE, so dropped the subject (as I did for anything that required money).
Were it not for those lessons aged 11 to 14 and an HE teacher who said she thought I was actually very good, lending me some cookbooks/recommended some programmes when they were on, I would have left school without the slightest clue. As it was, due to my mother taking herself off to bed with a bad back when I was 13 and not coming downstairs until I was nearly 16, I learned what I needed to be able to feed myself properly.
The baffling thing was that the house was full of gadgets and tools for cooking. They just weren't used - so I'd have to smuggle them out of the house, use them in school and then smuggle them back in again.
So I do think that cooking, preparing food, food hygiene and the like are important skills. Interestingly, at the poorest schools I've worked at, the lowest achieving cohort (BAME Boys) absolutely loved their Food Tech and Food Prep and Nutrition lessons and many got top grades - but the school/faculty did provide far more ingredients than is usual, out of their meagre budget, to make it possible for them to do so.
Some schools don't even have food tech rooms anymore. But kids learn functional literacy, numeracy, science, design and how to cook through the subject - suddenly, the mysteries of fractions make sense when there's a cake involved, for example.
So I think it is necessary. Just as calculating percentages goes on to calculating compound interest (and the teacher used it to illustrate for us why storecards were a daft idea, all the way back in the 1980s), or certain topics were planned with practical applications to grasp what the numbers and symbols meant, things that have a practical application NEED to be kept in the curriculum.