|Literacy, Language and Communication
Pupils present, dramatise, debate and discuss learning on the theme of trade and fairtrade, taking into account wider perspectives including those around sustainability and carbon footprints;
Select and use appropriate register to communicate about issues after a study, e.g. writing letters about trade justice and fairtrade;
Pupils critically investigate the language of advertising that tell us to buy products, yet hides the conditions under which they are made or grown or produced, learning how to be critical consumers.
|Knowledge and Understanding of the World
Through a study of the achievements of the earliest civilizations in KS2, pupils learn about the highly sophisticated trade links of parts of Africa, the Middle East and Asia long before Britain;
Within geography, include a study of economic activity including trade, trade links and Fairtrade, for example through mapping on a world map where pupil’s clothes have travelled from, or the foods they eat.
Organise a Fairtrade Olympics event in a PE lesson (groups representing 6 representative countries). You could keep the distribution of resources (like PE equipment) different. Ensure time is spent discussing who makes the rules, who makes trade rules, which countries have most influence, the ideals behind the Olympics and their similarities with Fairtrade, and ‘level playing fields’. Allow plenty of time to debrief from the activity.
Within a choice of budgets and ingredients, pupils design, and prepare recipes that represent their personal priorities, considering organic, vegetarian, Fairtrade and other basic food products. Limiting this to a budget makes the decisions even more challenging, and can be linked with maths.
|Personal, Social, Health, Citizenship and Economic Education
Pupils develop their sense of social justice and moral responsibility and begin to understand that their own choices can affect local, national or global issues;
They know about rules and laws that protect us, including The UN Rights of the Child; developing their ideas about what is right and wrong, what is just and fair, and the work of social justice organisations such as the Fairtrade movement;
Pupils undertake enterprise activities, for example by having upcycle events where pupils and adults can trade and exchange toys, books, clothes or other items.
|Mathematical, Scientific and Technical
Pupils take part in a simulation Trading Game using shape and measure to consider how resources are unequally distributed globally;
Pupils compare the prices of fairly traded products against non- Fairtrade brands and investigate percentages and ratios when looking at final costs and earnings for producers; they present their finding through ICT to decision makers in their school and parents.