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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.

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fairtrade schools

Fairtrade Schools

An enquiry based approach

slide2

Fairtrade Schools: an overview

  • Fairtrade in the classroom
  • A participatory approach: Philosophy for children
fairtrade schools3
Fairtrade Schools
  • 460+ schools awarded Fairtrade status
  • Another 4,000 working towards it
  • Five goals
  • Hundreds of activities
the 5 goals
The 5 Goals …..

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

fairtrade in the classroom
Fairtrade in the classroom
  • Global Citizenship
  • Concepts, skills and attitudes
  • How do teachers teach concepts?

“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)

slide7

All’s Fair in Cumbrian Schools

Global Citizenship and philosophical enquiry to explore issues of fairness and trade justice in the classroom

www.cdec.org.uk

what s fair
What’s Fair?

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:

  • explored the moral case for trade justice
  • increased their understanding of part that Fairtrade can play in alleviating poverty
  • developed their skills, knowledge and confidence in advocating for a fair and sustainable world

Teachers will have:

  • increased their confidence to develop critical thinking in the classroom in the context of global citizenship issues
  • observed, supported and planned for curriculum-based activities that support pupils in exploring issues relating to trade justice, poverty and development
slide10

knowledge

values

skills

learning to live in a fair and sustainable world11
Learning to live in a fair and sustainable world
  • seeking an end to global injustice
  • reflecting on the causes of injustice
learning to live in a fair and sustainable world12
Learning to live in a fair and sustainable world
  • Relating to consumption
  • a sense of responsibility for the impact of our actions
learning to live in a fair and sustainable world13
Learning to live in a fair and sustainable world
  • Not just ‘out there’
  • How we relate to people and places that we consider different to ourselves
slide14

“There are no black people in my country”

“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”

the standard model for philosophical enquiry
The Standard Model for Philosophical Enquiry

1. CIRCLE

4. VOTE

2. STIMULUS

5. DIALOGUE

3. INVITING QUESTIONS

6. DEBRIEF

in philosophy you ask questions that you wouldn t ask in any other lesson
‘In Philosophy you ask questions that you wouldn’t ask in any other lesson’

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

philosophy for children p4c
Philosophy for Children P4C

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

  • asking questions that the pupils are interested in, not the teachers
  • Backing up opinions with good reasons
  • Building on the ideas of others in the group
  • Exploring concepts
  • Seeking truths and testing hypotheses
  • Dialogue not debate
what is different about p4c
What is different about P4C?

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

learning to live in a fair and sustainable world19
Learning to live in a fair and sustainable world
  • Not enough to ‘know about’
  • Change me, then I can change what I find in the world around me
slide20

I know about the issues relating to poverty and sustainable development

I care about

the issues

I am enabling others to take action

I know how to take action, to make a difference

I am taking action