Cookery lessons look set to vanish from class timetables

FOR generations, it has taught pupils cooking and household management, and has been described as an ‘essential part’ of the curriculum.

But now home economics is at risk of being phased out of secondary schools because of a shortage of teachers and lack of support for the subject.

The Scottish Secondary Teachers’ Association (SSTA) has warned that more than a third of schools have experienced a drop in the number of home economics teachers in the past three years.

Seamus Searson, SSTA general secretary said: ‘Home economics as a subject is at serious risk of disappearing from secondary school timetables due not only to the shortage of home economics teachers but by the lack of support from local authorities and headteachers. How can this happen while home economics is vital in the current climate of improving health, sustainable food and budgetary issues for the family?’

An SSTA survey found that 43 per cent of home economics (HE) teachers lack technical or auxiliary support for preparing for the practical side of lessons.

One teacher told the SSTA: ‘I’m sure I speak for a lot of HE teachers when I say that trying to teach a full timetable of 27 periods per week as well as ordering food, preparing it, doing laundry, filling up soap, paper towels etc as well as the decrease in behaviour and respect is taking its toll on many HE teachers.

‘I am personally on my knees and my mental health is suffering terribly.’

Another said: ‘Totally shocked that this subject has been killed by both school headteachers and local authorities who are more worried about saving money rather than enriching their children’s educational experience.’

Mr Searson added: ‘Home economics has been for far too long regarded as the “poor relation” in the school curriculum.

‘Home economics teachers and technicians are not replaced when they leave and this only puts excessive pressure on those teachers left behind.’

A Scottish Government spokesman said: ‘We expect local authorities and schools, who are responsible for setting their own curriculum, to meet the needs of the young people they serve and deliver education and learning on food, nutrition, health and textiles.’