With links to DfES Standards Site Schemes of Work
Maths
• Conduct a survey / questionnaire about fair trade and process data using graphs• Pupils could use fair trade products to measure nets and weights
USING, APPLYING AND HANDLING DATA Key Stages 1,2,3,4,5
English
• Role play different people involved in the production of bananas to explore different perspectives and feelings concerning the unequal division of resources• Write about fair trade as part of persuasive writing/debate about fair trade
• Write poems about fair trade
• Explore World literature
SPEAKING AND LISTENING Key Stages 1, 2, 3, 4
READING Key Stage 1, 2
WRITING Key Stage 1, 2
ICT
Fair Trade Module Key Stage 3• Look at fair trade related websites when pupils are
learning about the internet
• Use fairtrade data for word processing, Excel and PowerPoint skills
• Research information from the internet to create a Fairtrade booklet
• Take part in virtual shopping tours in supermarkets and compare conventional and fair trade products,
including prices and discuss why people are still buying non fairly traded goods
FINDING THINGS OUT Key Stage 1
DEVELOPING IDEAS AND MAKING THINGS HAPPEN
Key Stage 2
EXCHANGING AND SHARING INFORMATION Key Stage 3
REVIEWING, MODIFYING AND EVALUATING WORK
Key Stage 4
Geography
• Key stages 1 and 2 (Year 1/2)Unit 5: Where in the world is Barnaby Bear?
www.standards.dfes.gov.uk/schemes2/geography/geo5/
• Key stages 1 and 2 (Year 4)
Unit 10: A village in India
The unit is based on a photopack produced by ActionAid about the village of Chembakolli in India. It can also be extended to include other ideas, eg weather and climate in different parts of the world.
www.standards.dfes.gov.uk/schemes2/geography/geo10/
• Key stages 1 and 2 (Year 5)
Unit 11: Water
Wateraid.org.uk
www.standards.dfes.gov.uk/schemes2/geography/geo11/
• Key stages 1 and 2 (Year 2)
Unit 22: A contrasting locality overseas
The unit offers links to art and design, PSHE and citizenship, history and literacy. The unit's links with other curriculum areas such as art and design give children a more rounded view of a place. The links to other subjects could be extended to, for example, music and design and technology.
www.standards.dfes.gov.uk/schemes2/geography/geo22/
• Key stages 1 and 2 (Year 1-6)
Unit 24: Passport to the world
This is a 'continuous' unit, designed to be developed throughout key stages 1 and 2. Each of the activities is short and can be linked to other geography units, eg Unit 1 'Around the school - the local area', Unit 5 'Where in the world is Barnaby Bear?', Unit 22 'A contrasting locality overseas, and to other areas of the curriculum.
The unit offers links to personal, social and health education and citizenship, ICT and literacy.
This unit supports citizenship: 5
www.standards.dfes.gov.uk/schemes2/geography/geo24/
• Geography at key stage 3 (Year 7)
Unit 6: World sport
Section 4: What jobs are there in football?
The issues of fair trade and wage rates in the manufacture of sportswear and equipment
www.standards.dfes.gov.uk/schemes2/secondary_geography/geo06/
• Geography at key stage 3 (Year 9)
Unit 18: The global fashion industry
www.standards.dfes.gov.uk/schemes2/secondary_geography/geo18/
History
• Investigate diversity in Britain and the wider world• Look at the impact of colonisation and the expansion of trade
• Study human rights in the 20th century world
KNOWLEDGE & UNDERSTANDING OF EVENTS, PEOPLE AND CHANGES IN THE PAST Key Stage 2, 3
D & T
• Investigate and evaluate fairly traded and unfairly traded products• Study the appropriate use of locally available resources
• Look at environmental impact of production
• Pupils could design and make fair trade packaging
DEVELOPING, PLANNING AND COMMUNICATING IDEAS Key Stage 1, 2
WORKING WITH TOOLS, EQUIPMENT, MATERIALS AND COMPONENTS TO PRODUCE QUALITY PRODUCTS EVALUATE PROCESSES AND PRODUCTS Key Stage 3
Art & Design
• Make posters to advertise fair trade products
• Study the use of images in the marketing of Fairtrade products
INVESTIGATING AND MAKING ART, CRAFT AND DESIGN Key Stage 2, 3
KNOWLEDGE AND UNDERSTANDING Key Stage 4
Music
• Compose songs about fair trade issues• A range of world music can be used to explore the cultural environment of producers and examine different genres, styles and traditions
CREATING AND DEVELOPING MUSICAL IDEAS, COMPOSING SKILLS Key Stage 2
LISTENING & APPLYING KNOWLEDGE & UNDERSTANDING Key Stage 4
RE
• Key stage 3 (Year 7)Unit 7B: What does justice mean to Christians?
www.standards.dfes.gov.uk/schemes2/secondary_RE/rel7b/
• Study peace, justice and fairness
• Look at the environment and stewardship
• Examine values and moral issues PHSE / Citizenship
• Consider social and moral issues through fair trade
• Understand the world as a global community and how our choices affect others
• Take responsibility and participate in fair trade activities
• Make choices and decisions
DEVELOPING CONFIDENCE & RESPONSIBILITIES AND MAKING THE MOST OF ABILITIES Key Stage 1
KNOWLEDGE AND UNDERSTANDING ABOUT BECOMING INFORMED CITIZENS Key Stage 1
DEVELOPING SKILLS OF ENQUIRY AND COMMUNICATION Key Stage 2
PREPARING TO PLAY AN ACTIVE ROLL AS CITIZENS Key Stage 2
DEVELOPING SKILLS OF PARTICIPATION AND RESPONSIBLE ACTION Key Stage 3
DEVELOPING GOOD RELATIONSHIPS AND RESPECTING THE DIFFERENCES BETWEEN PEOPLE Key Stage 4
Citizenship
• Key stages 1 and 2 (Year 1-6)Unit 02: Choices
www.standards.dfes.gov.uk/schemes2/ks1-2citizenship/cit02/
• Key stages 1 and 2 (Year 1-6)
Unit 05: Living in a diverse world
This unit provides opportunities for children to talk about issues through pair and group work, circle time and class discussion. The activities build on the early learning goals. For example, within 'Knowledge and understanding of the world', as children begin to know about their own cultures and beliefs and those of other people. The activities in the unit can be linked with unit 7 'Children's rights - human rights' and unit 10 'Local democracy for young citizens'. There are also opportunities to link with work in other subjects, including geography (geographical enquiry, sustainable development, a study of a contrasting locality); history (the history of the local community, the social, cultural, religious and ethnic diversity of societies, historical enquiry); English (work on literacy using story and speaking and listening); and religious education.
www.standards.dfes.gov.uk/schemes2/ks1-2citizenship/cit05/
• Key stages 1 and 2 (Year 3-6)
Unit 07: Children's rights - human rights
www.standards.dfes.gov.uk/schemes2/ks1-2citizenship/cit07/
• Key stage 3 (Year 7-9)
Unit 03: Human rights
www.standards.dfes.gov.uk/schemes2/citizenship/cit03/
• Key stage 3 (Year 7-9)
Unit 07: Local democracy
Section 3: How can we influence change?
Pupils consider the different groups they will need to consult/influence in order to get any suggested changes implemented. Which methods would work best with which groups, eg a public meeting, a petition, a public display, a public performance website, use of the media (TV, newspapers, radio)? How will the change happen, eg through actions of individuals such as the purchase and sale of fair trade goods in local shops?
www.standards.dfes.gov.uk/schemes2/citizenship/cit07/07q3
• Key stage 3 (Year 7-9)
Unit 17: School linking
www.standards.dfes.gov.uk/schemes2/citizenship/cit17/414424
• Key Stage 3
Unit 10: Debating a global issue and Unit 21: People and the environment.
www.standards.dfes.gov.uk/schemes2/geography/geo10/
www.bbc.co.uk/schools/citizenx/teachers/global/lessonplan_index.shtml
• Key stage 4 (Year 10-11)
Unit 09: Consumer rights and responsibilities
Pupils can relate what they have learnt to the school community by investigating ways in which the school can be a responsible consumer, and suggest how the school might contribute to local initiatives for sustainable development.
www.standards.dfes.gov.uk/schemes2/ks4citizenship/cit09/
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