Fairtrade Schools. An enquiry based approach. Fairtrade Schools: an overview Fairtrade in the classroom A participatory approach: Philosophy for children. Fairtrade Schools. 460+ schools awarded Fairtrade status Another 4,000 working towards it Five goals Hundreds of activities.
An enquiry based approach
Steering group – at least half are pupils and meet at least once a term
Fairtrade Policy – included in the school development plan, support by SMT
Fairtrade Products – selling, promoting, using FT products and encouraging others
Whole school learning – at least three subjects in two year groups
Promotion and Action – at least once a term in school and once a year in the wider community
“Citizenship is a way of behaving, thinking, and learning which supports personal and community development and life-long learning. ” (Global Gateway)
“Citizenship education is about helping young people understand the rights and responsibilities they have as members of society. “ (TeacherNet)
Global Citizenship and philosophical enquiry to explore issues of fairness and trade justice in the classroom
This project will support a small cluster of schools in Cumbria to embed Fairtrade and trade justice issues into their global citizenship work. As a result:
Pupils will have:
Teachers will have:
“They [Africans] have no money to buy shoes”
“My apple hasn’t travelled very far: it came from the supermarket”
“Africa is hot and they don’t have real houses”
“people are hungry because there isn’t enough food to go round”
“We can help them by sending our old books and raising money”
“We have proper food like pizzas here”
3. INVITING QUESTIONS
Why are the growers paid so little?
Can we make it fair?
Why did we think everyone in Africa was poor?
Would you rather live in Mali or Japan?
If everyone has a different ‘right thing’ then how do I know what is the right thing to do?
Year 3 children
A structured approach to learning
Intercultural understanding pupils more willing to listen to other points of view
Supports characteristics that are essential for recognising the world as their moral community
Children provoked into asking questions related to the topic and interesting to themselves.
Children respond thoughtfully to a number of conflicts or arguments, not listen to one view only
Teacher as facilitator - not giving own opinion
Discussion is through reasoning, to make the issues clearer
I care about
I am enabling others to take action
I know how to take action, to make a difference
I am taking action