Humanities Too ISSN 1461-4537 Humanities Too ISSN 1461-4537

Global Citizenship

The Humanities Association is indebted to Margaret Burr, of Tower Hamlets Humanities edition and there will be Education Centre, for passing on the Global Citzenship on Fair Trade which is enclosed Editorial another heading for Oakbank with your magazine. This is the first in a series of leaflets aimed at literacy and numeracy School when you read this. for Years 3 & 4 and Years 5 & 6. The series will be published over the coming year. Please continue with your To receive the other three leaflets on fair trade and the rest of the series:- he Association support, I hope that all of you continues to make will have renewed your subs by • Food progress. Last now and that many of you will • Water year's conference was a have signed up for the • Waste and Recycling great success and will be a conference. • Transport hard act to follow. Plans are well under way and we have Please send 10 1st class stamps and your name & address to: already secured the services of Christine Peter Walsh Counsell, Steve Johnson and Humanities Education Centre Membership Secretary Tower Hamlets Professional Development Centre Ian Colwill. Who will forget Christine's brilliant session English Street 11 Lloyd Street and Steve's usual fast London E3 4TA Ryton moving, witty address in Tel: 020 7364 6405 Tyne Wear 1999? It is welcome back to NE 40 4DJ Ian for so long a keynote speaker at our conferences. [email protected] The conference is at the Village, Warrington on November 10-12, 2000.

here has been a slight mix up with the issue numbers so we are restarting both TOO and NOW at Issue 10. However the magazine is International Development slowly improving. We are at last able to publish articles and materials, DfID has conducted a survey, published in March 2000 through MORI on children's understanding of which have not come international development issues. Fully completed questionnaires were received from 2,767 pupils. directly from the Executive. MORI reports that there are some encouraging findings from the study. Eight out of ten children say We see the magazine as a they at least know something about developing countries, and the majority say that they are concerned means of easily exchanging about the plight of people in poorer countries. There seems to be some understanding that the subject ideas and materials. We is more complicated than simply providing financial assistance. Copies of the survey can be hope we are succeeding. A downloaded from the DfID web site at: www.dfid.gov.uk/ (Working with Us) cheque is on its way to Thelma Wiltshire for her contribution to the Spring

12 1 ISSN 1461-4537 Humanities Too

Anti-bullying

by Thea Tomlinson inadequate. However it was clear that the message was one we wanted to pursue. Continued Whilst trying to find funding to have the video I "ITS GOOD TO TALK" made commercially, a local firm, Custom Video Television from New Brighton, n Anti-Bullying video for use with suggested a partnership between Park High Secondary School pupils School, their company, and Wirral Education Thea Tomlinson: Anti-Bullying Authority. The result is the video "It's Good Co-ordinator, Park High School, To Talk" Birkenhead. It is a high-class product. It comes with a full "Words cannot describe how I felt. It was set of Teachers' Notes with suggested like mental torture. I kept on thinking that lessons. The video itself lasts about 20 Geography plays a significant part in promoting education for sustainable development it was my fault - as if I had done something minutes, but there are a number of points at through: that made them hate me. I was frightened which the pupils can discuss what they have and nervous. I would wake up in the seen. One example of this is the section Developing pupils' knowledge and understanding of the concept of sustainable morning not wanting to go to relating to the different types of builying development and the skills to act upon this understanding (for example, as part of school...... " behaviour. The suggested task is that pupils a Local Agenda 21 initiative). . sort a number of types of behaviour under Developing pupils' knowledge and understanding of key concepts of sustamable headings: Physical, Social and Verbal. development, such as interdependence, quality of life and diversity. These are the words of a 13-year-old pupil Instead they could use this as an exercise who tried to cope alone with the effects of Developing pupils' skills of critical enquiry and an ability to handle and interpret where all pupils agree on the types of information. bullying. Bullying exists in all schools and behaviour that will not be accepted in school: according to recent statistics affects as many Exploring values and attitudes about complex issues, such as resource use and what better way for pupils to develop a sense global development as a third of the pupils. It is not a new of ownership of the school's Anti - Bullying phenomenon, but the legal requirement for Policy? each school to have an Anti-Bullying Policy, History plays a part through developing pupils' skills_ of enquir_y, ~ritical thiz:iking and and some high profile cases of litigation communication, and knowledge of how past actions, choices and values may impact on The main message of the video is clear from future societies, economies and environments. against schools, has meant an increased its title. If we know when someone is being awareness of the need to develop a wide bullied then we can help. A school will have Citizenship plays a part through developing pupils' skills in, and commitment to, effect~ve range of strategies to help tackle this to develop its own strategies to respond to unpleasant aspect of life in our schools. participation in the democratic and other decision making proc~sses that affect the qual~ty, pupils, but one thing is clear: if you say "It's structure and health of environments and society and exploring values that determine Good To Talk" then it is essential that you people's actions within society, economy and the environment. It was against this background that this video promise to listen. was produced. While developing schemes of It seems that so many of the new initiatives are giving Humanities a much needed boost. work for students in Years 7 and 8 for their The video is targeted at Secondary School PHSE lessons, I was unable to find a suitable pupils and is available for use, free of charge, video that dealt with the types of questions by all schools in the Wirral. that I wanted to address. These included: lease contact Corinne Lands; General Inspector: Pupils Response and · What is bullying? PHSE, Wirral LEA. · Different types of bullying Some strategies that pupils can use to For schools outside the area copies can be deal with bullying situations. obtained from CVT, Station House Studios, Atherton Street, New Brighton, Merseyside. An initial attempt to make the video within CH45 9LT Price £49.99. school, using school equipment, and of course 0151 637 1114 pupils, was hopelessly and hilariously [email protected] www.customtv.co.uk 2 11 Humanities Too Humanities Too ISSN 1461-4537

Politics of the Shopping Trolley

Education for by Dan McEwan Sus~ainability

eflections on Doug Holly and a Doug's suggestions for further reading, Sustainable Development - Council for Environmental Education. Green Left Approach to Education. (Ivan Illich, Paulo Freire, and his own inspirational "Beyond Curriculum"); There is an interesting article in the CEEmail (a publication of resources and information Occasionally we realise that the way establish continuities with a tradition that by the CEE). It is entitled: we teach is part of who we are. Teaching is more has been unjustly neglected in our than the job that pays the mortgage. It is part of responding to government initiatives. What is sustainable development and how does it relate to education? our identity with roots that reach into our Illich's argument that "people will have to imaginations and deep down into our pasts. I was stop 'learning the need to be taught' and In practice, sustainable development is about balancing the needs of society, the recently reminded of this the night after a start learning the need to learn for economy and the environment through: Humanities Faculty meeting. The meeting had themselves" (p. 19) is at the heart of Doug's discussed the form we would use for OFSTED­ vision of education that is not based on The prudent use of resources. conscious lesson plans. The Head of Faculty and a domination. Protection of the environment. younger colleague had, quite rightly, presented Social justice. this as a tool for improving the learning and In his booklet Doug does not look to A vision for the future. teaching in each class. I had contributed little to schools to provide politically informed, the meeting. That night I woke in the midst of a collaborative education. He finds his hope How does this relate to education? disturbing dream. I was one of a group of men instead in campaigns like those around who were playing a game. My father, dead some genetically modified foods, the "politics of " Education for sustainable development enables people to develop the knowledge, values fifteen years, was part of the group. Each of us had the shopping trolley" in which consumers and skills to participate in decisions about the way we do things individually and collectively, a parcel and we had to open it and dress up with discover their power to drive a wedge both locally and globally, that will improve quality of life now without damaging the planet for whatever was inside. My father and I found sashes between the profit motive of the the future." for an Orangeman parade. Other men were supermarkets and that of multinational uncomfortably fingering Irish Republican flags agribusiness. Certainly such campaigns Education for sustainable development in the schools' sector: report to DFEE/QCA. and badges. Yes, changes of teaching style reach give grounds for hope and deserve active Government Panel for Education for Sustainable Development, 1998. down to the unreconstructed depths of our tribal support. I wonder if Doug overstates his identities. case when he contrasts the circle of a The revised National Curriculum 2000 states: campaign meeting with the rows of pupils All this was on the surface of my mind as I read a in the traditional classroom: "not just male "It (the National Curriculum) should develop their (pupils') awareness, understanding, new booklet by Doug Holly, former President of domination but dominating behaviour in and respect for the environments in which they live, and secure their commitment to the Humanities Association. Doug argues that itself has come to be avoided by activist sustainable development at a personal, local, national and global level" education is a political process with the power movements of the more recent sort." (p. relationship, between teacher and learner, at its 16). If it is so, it is wonderful. My own The article goes on to point out how the key concepts can be taught through all subjects centre. Much of what happens in schools experience of progressive movements is although they point out that geography and science will continue to play a large part in the engenders a feeling of failure and a sense of that, while challenging structures of delivery of ESD. incompetence. Developments since the 1970s domination, they need to be vigilant about have added to this negative effect of schooling. new and subtler forms of domination In another publication the CEE shows how subjects can promote ESD. Putting schools against schools and encouraging within themselves. students to outdo one another reinforces the assumption of free marketeers and others that nevitably Doug's invaluable critique human nature is essentially competitive. If human proceeds from his own nature is essentially anything, Doug continues, it is circumstances. He is in (a essentially collaborative. politically active) retirement from teaching. My own circumstances are those

10 3 Humanities Too ISSN 1461-4537 Humanities Too I continued of a classroom teacher with probably another OFSTED inspection before I can enter retirement. So I draw refreshment from Doug's booklet, but my practice continues to be centred on schooling in England here and now. I also draw way which prepares young people to inspiration from younger colleagues who understand and feel able to shape the devise ways of using OFSTED paperwork globalising and increasingly interdependent to improve the quality of teaching and world which they will inherit" learning in the fullest sense. Humanities can play a large part in this at all Doug has helped, once more, to keep a key stages: - vision alive. In particular he has taken the word "competence" from its narrow In History: by helping pupils to understand the application to basic reading and counting ways in which the local area, the British Isles and restored its richer meaning of the and other parts of the world have changed, or political confidence of learners who ask stayed the same, over time; by learning about challenging questions and organise the development of the cultural, religious and themselves in pursuit of more satisfying ethnic diversity of society; by helping students outcomes. understand the different perspectives on events in the past from different standpoints and by Doug Holly, The Politics of Competence: a joint study of events with partners abroad. Green Left Approach to Education, 22 pp., £1.50~ is available from Green Left, In Geography: by extending pupils' 13 Shetland Drive, Nuneaton, NEAD j_ awareness of the wider world and < Warwickshire, CVl0 7LA. understanding of sustainable development; by Tel: 01203 736130. NEAD is the Norfolk Education & Action for Development Centre. They have a grant from DflD of enabling pupils to study places in the UK and Email: [email protected]) £160,000 to help develop materials with teachers of Business Studies and Economics. Initially th~s will overseas at different stages of economic take place in East Anglia to identify opportunities to incorporate teaching about global, economic and development; by providing global contexts for the places they study and how places and business issues within existing syllabi. environments are interdependent. Their resources library contains a range of materials for use in the classroom. Whether it's rainforests or deserts, Benin or Bogota, feasts or famines, there's sure to be a teaching pack that wiii be of use to you. In Citizenship: by learning to understand the Membership is £30 a year and enables all staff to borrow materials. It's a valuable resource that will give world as a global community, including the teachers the opportunity to enrich work in the classroom and bring a wealth of new information to pupils. Commonwealth, and the UK's relations within Europe and the wider-world, and their role, There is also a tri-annual newsletter. rights and responsibilities; by learning about Contact: their diversity of identities in the UK and the Sarah Gann need for mutual understanding. NEAD International 38 Exchange Street Dimension In Personal, Social and Health Education: by NORWICH learning to respect differences and similarities NR21AX by Peter Walsh between people, the consequences of racism Phone: 01603 610993 and bullying, the effects of prejudice, Fax: 01603 625004 discrimination and stereotyping and how to Email: [email protected] Some of you may remember reference in challenge them assertively; by working with an earlier edition of TOO reference to a peers from other countries. This could be a good investment for a wide range of departments, speech by Clare Short at the 1999 SHA if you can persuade your Head to part with thirty quid. conference. In part of her speech she said The opportunity is there, let's hope we are "I want to look at how we can help bring allowed to take it international development issues more fully into the work and life of schools in a

4 9 Humanities Too Humanities Too ISSN 1461-4537 ISSN 1461-4537

Sunday Morning at the '99 Conference

By Dan McEwan Don't Choke Britain.

The Association has received a newsletter, via Wirral LEA, entitled DON'T CHOKE BRITAIN. June 7 will see the launch of the seventh national Don't Choke Britain campaign. The message is athy Warren was delivering an Aldridge, who must have walked briskly to use your car less by using the bus, train or Metro or walking and cycling or by car sharing. informative talk on the work of the indeed and who startled some sleepy-eyed citizens on their way to buy the Sunday Car Free Day took place on June 14 at the House of Commons. There is a free online service at Active Drama Company in education http://www.liftshare.com the point of which is fairly obvious. There are action packs that and in the local community. Suddenly a newspapers. Oddly it was they, rather than include 50 leaflets, 5 A4 posters, 2 A3 posters and 2 Key Fact sheets. Please contact: fearsome shriek, from the back of the he, who looked out of place in the Victorian lecture theatre, made the woman sitting splendour of Hamilton Square. Orders: Enquiries: beside me rise visibly from her seat in terror. Of course, being a man, I reacted We arrived at Birkenhead Priory, a museum Going for Green Don't Choke Britain more rationally and turned round to judiciously integrating contemporary architecture with Tudor remains. We lost Elizabeth House Nexus appraise the situation: did someone require the skills of first aid I had acquired as a boy sight of our three Victorian friends but we The Pier 33 St James Boulevard WIGAN NEWCASTLE upon TYNE scout forty years ago? made the acquaintance of representatives of sundry periods of local history including a WN34EX. NEI 4AX Imagine the wonderment that overcame us Tudor friar, Henry VIII himself, an end-of­ pier entertainer and a song-and-dance duo Phone: 0800 7837838 Phone: 0191 203 3233 all when we learned that the two urchins who had burst so rudely into our midst had from the Flanagan and Allen tradition. We Fax: 01942 824 778 Fax: 01912033180 engaged in various diverting activities, Email:[email protected] Email:[email protected]. uk in fact tumbled through a time door from nineteenth-century Birkenhead. helped by geographical and historical learning materials, geared to each of the Key The children readily engaged us in Stages. conversation, shamelessly revealing humble origins through their regional ot only did we learn a great deal IBT accents. They were astonished to learn that about the local area, having fun all our days in school did not include "drill". the while. Not only did we handle We are pleased that Lynette Aitken of the International Broadcasting Trust has agreed to They persuaded us to participate in this excellent materials for learning including provide a workshop at conference in November at the Village Hotel, Warrington. The Trust somewhat primitive form of physical most presciently a programme for a rainy produces programmes for BBC, ITV and Channel 4. They produce video packs designed to education, which, I do admit, was rather day. Not only did we resolve to become meet curricular and training needs with activity based support materials for schools and amusing though taxing for those of us who better acquainted with the resources of our information booklets for youths and adults. There are a number of programmes that would be had tarried late in the Saturday evening own regional museum services. We also of use to Humanities teachers. For example: bar. Fortunately a Victorian gentleman of returned to our Monday morning classrooms Primary Geography: Distant Places quality, Mr Aldridge, arrived at that better refreshed and more enthusiastic, I Environmental Education in Primary Schools. moment, also through the time door, and am confident, than more utilitarian-minded Secondary Geography and Development we became involved in gentler though still delegates who left after breakfast. You don't Environmental Education in Secondary Schools. worthy activities. know what you missed.

In the booklet there are 15 programmes aimed at Geography and 5 for History. They can be Together with our luggage and the two What an advertisement for the Warrington viewed at Development Education Centres. For further details contact: children we boarded a double-decker bus Conference! The Office Manager that belongs to the Birkenhead Museum International Broadcasting Trust Service and drove through Port Sunlight 2 Ferdinand Place and Birkenhead. The excitement of the LONDON children was palpable: "Mary, guess what! NWI SEE. They've built a tunnel under the Mersey." Phone:020 7482 2847 Fax:020 7284 3374 Email: [email protected] At several points en route we passed Mr

8 5 Humanities Too ISSN 1461-4537 Humanities Too ISSN 1461-4537

DEA AUTHORS The Humanities Association is now represented on the DEA Council and there The Association has received a letter will be an article in every edition of TOO to from Tim Gutteridge regarding authors n,:ic,c, nn ;,.,fn-rm,:it;nn th,:it uTo hnno UT;ll ho ,r__ ...... +,...-; ..... , ...... ,."1-a;,.i. ~«--- 1-,,._,.,,.~...,.,. ~""' .. .,...._1,...Y"'l,,,.,.,1 .t' .... 11,.J'l,,.J' ....,...... _, .. .. lolo\,,I,'-...... ,... lo .. lo'"6,I, 11'11' "'-' ...... , .t'"--' VY...... ~'-"' .LV.&. .LLLQ.I.C.L.LQ..L, VV .LL.LV.LL .1..-:J ,._,,;;:;;,1,.1.L1!:f \,,,,L'lli;;, V C.I.VJ:-ICU. useful to you. We are actively involved in by the National Extension College on trying to develop a NE Group, with the behalf of the Key Skills Support support of DflD and hope to launch it with a Programme. They are looking for seminar day early in 2001. SOUTH AFRICA materials in History at A level.

A head teacher in the Eastern Cape would The material will consist of between 10 The DEA are working closely with the like to make contact with a secondary and 12 subject based learning activities Council for Environmental Education on the school in the UK to work on one or more that provide opportunities for students development of strategies on Sustainable joint projects with reference to to generate evidence for the key skills Development. The Council has secured development education or North South of Communication, Application of funding from DflD to develop a stategy for links. Schools interested should contact: - Number and Information Technology at the global and international development Phyllis Thompson Level Three. A template and clear perspectives to sustainable development DEA, 29-31 Cowper Street, guidelines will be provided for this, and CEE opportunities within the national curriculum LONDON, EC2A 4AT. authors will also receive support from a for schools. Tel: 020 7 490 8108 subject specialist and a key skills The Council for Environmental Fax: 020 7 490 8123 consultant. Education is a focus for environmental Email: [email protected] and sustainable development education. Proposals need to be made between Its strength is in its ability to form July 1 and August lS, 2000. partnerships with members and associates. Mailings are: The fee will be £2,500. Philip UPDATE - a quarterly review of news OXFAM Interested authors should contact Tim: and initiatives. Lawrence 22/4 Hammerman's Entry EARTHlines - a quarterly youth work Oxfam have formed the Oxfam Teachers' EDINBURGH newsletter. Advisory Group. They are looking for Awards EH88PA. Briefings - analysis and interpretation of primary and secondary school teachers issues. who would like to get involved in These awards, named in honour of the Fax/Tel:0131 556 3765 News releases. developing and trialling classroom head teacher murdered outside his Email:[email protected] Project Reports. resources, which address important issues. school while going to aid a pupil, Consultation papers. Members of the group will receive regular recognise outstanding achievements in Imritations to CEE seminars and other mailings with advance information about active citizenship by young people aged events. Oxfam's Development Education 11 to 20. They aim to reward Publications and will have the opportunity contributions to the community which Schools can join for £40 per annum. to work on selected projects. bring out the best in young people, empower them to take the initiative and Contact: Further information can be obtained from: - make a real contribution to others' lives. Rebecca Sudworth Anne White Oxfam Development Education, For information or to request a nomination Membership Services Officer 274 Banbury Road, form contact: Council for Environment Education OXFORD, OX4 7DZ. The Philip Lawrence Awards, 94 London Street Fax: 01865 313133 National Youth Agency READING Email: [email protected]. uk 17-23 Albion Street, RGI 4SJ LEICESTER LEI 6GD. Tel: 0118 950 2550 Phone: 0116 285 3792 Fax: 0118 959 1955 Fax: 0116 285 3775 Email: [email protected] Email: [email protected]. uk

More in our next issue. 6 7 Further ideas, contacts and information Addressing issues of Global Citizenship Fair trade Chocolate Fair Traders through British Association of Fair Trade Shops (BAFTS) c/o Literacy Year 3 and 4 Chocolate is one of the most popular foods in the Western Gateway World Shop, Market Place, Durham DH1 3NJ world. It is dependent on a supply of cocoa from developing Cafedirect (and teadirect) 66 Clifton Street, London EC2A 4HB ,, countries. Yet, ironically most cocoa farmers have never tasted ff 020 7422 0730 www.cafedirect.co.uk a manufactured bar of chocolate. Coffee and tea sold in all major supermarkets. Also supply large tins of • Important topic information • Classroom activity ideas coffee suitable for staffroom bulk purchase. • Suggested further resources and information Our appetite for chocolate continues to grow: the best selling Divine The Day Chocolate Company, PO Box 18224, London EC2A 3TP chocolate bar in the UK, Kit Kat, is consumed at the rate of 50 EXERCISING RIGHTS, 1:1' 020 7490 4842 e-mail: [email protected] What is Fair trade and why should we every second! On average £40 is spent per person per year on Equal Exchange 1OA Queensferry St, Edinburgh, EH2 4PG A question of AND TAKING chocolate in the UK. Yet just three companies, Nestle, Mars and Organic teas, coffees, honey, brazil nuts, peanut butter. support it? RESPONSIBILITY: Cadbury's are responsible for over four fifths of all chocolate Green & Black's PO Box 1937, London W11 1ZU Fair trade Fair trade products ensure a better deal for third world THE WORLD OF GLOBAL sales in the UK. A range of chocolates as well as ice-cream and hot chocolate. producers guaranteeing them a minimum fair price for CITIZENSHIP Ridgeways: Fair trade and organic teas available in selected products which is always above the world price, fairer There is therefore enormous scope for the expansion of Fair supermarkets. The rules of international trade wages, and decent working conditions. It enables Global citizenship education trade chocolate, guaranteeing Traidcraft Kingsway, Gateshead, Tyne & Wear NE11 ONE consumers to declare their support for the principles identifies key areas of favour rich countries over poor knowledge, skills and cocoa farmers a better deal. 1:1' 0191 491 0591 www.traidcraft.co.uk of social justice in trade with Third World Producers. The main Fair trade brands are A full range of food products. countries. attitudes which foster Divine, a milk chocolate aimed at How can we know if it is a Fair trade concern for social justice and the environment. competing with popular UK milk Where to find out more Yet for its industry and product? chocolate brands, and Green and The Fairtrade Foundation, Suite 205, 16 Baldwin's Gardens, consumption the north is Look out for the Fairtrade Mark on the packaging of It helps develop critical Blacks who offer a range of high teas, coffees, chocolates, honey and other products. London EC1 N 7RJ ff 020 7405 5942 dependent on commodities from thinking skills and enables cocoa solids chocolate. e-mail: [email protected] the south. In return, many in the these to be applied to Does Fair trade really make a complex and controversial Web site: www.fairtrade.org.uk south rely on selling basic goods, Activity and Action Ideas difference? issues. such as coffee, tea, cocoa and * Examine the wrapping of a well-known brand and compare it The Fairtrade Markis only awarded to producers that A Global Citizen is someone Development Education Centres (DECs) cotton for their livelihoods. meet specific requirements as outlined by the who: with that of a Green and Black or Divine chocolate bar wrapper. This resource was produced by two DECs: Humanities Education Ask children to list the similarities and differences between the Fairtrade Foundation. The producers must show Centre, Tower Hamlets and RISC in Reading. Your local DEC will be democratic organisation, allow participation in a Trade • has an understanding of how wrappers. able to provide a range of exciting resource ideas for the teaching of However prices for these goods the world works Union, and guarantee good housing and health and Global Citizenship. fluduate widely, and working economically, politically, * Ask children to name and design a wrapper for a Fair trade conditions are often bad, with low safety standards. There must be no child labour and socially, culturally, production techniques must ensure environmentally technologically and chocolate bar. What features should the wrapping contain? To find your nearest DEC contact the wages, poor health and safety (Attractive eye-catching wrapper, ingredients, Fairtrade Mark, sustainable practices. environmentally Development Education Association, and no job security. contact address of manufacturing company and information 29-31 Cowper Street, London, EC2A 4AP • understands the links inside on the benefits of purchasing Fair trade products). n 020 7490 8108 e-mail [email protected] What products can we buy which are between their own lives and The injustices of world trade are fairly traded? those of people throughout * Design a poster advertising Fair trade chocolate. the world reading highlighted by the adivities in this There are currently more than 70 coffee, tea, inttrnational pack Fair trade offers an adive chocolate and honey products that carry the Fairtrade • is outraged by social injustice * Give a bar of Fair trade chocolate to a friend and explain why solidarity Markand more and more Fairtrade products are centre way to combat these injustices you have chosen Fair trade chocolate. becoming available. • participates in and 35-39 and promote social justice. contributes to the Staffroom action on Fair trade London Street Where can we buy Fair trade products? community at a range of Reading !!Cl ,ws levels from the local to the The most obvious practical way that a school can demonstrate its England Most supermarkets now sell Fair trade products as well global commitment to Fair trade is by ensuring that all tea and coffee in Tower Hamlets PDC Development Education as Oxfam shops and Traidcraft. Look out for shops English Street, • is willing to act to make the the staffroom is fairly traded. See the list of Fair Traders for details Resources near you which are members of BAFTS (British world a more equitable and of the extensive list of suppliers of Fair trade products. London E3 4TA Association for Fair Trade Shops). Fair trade products telephone sustainable place 0118 958 6692 are also available from some catering suppliers. Your local DEC: Tel: 020 7364 6405 0118 956 9800 (based on Oxfam Curriculum Fax: 020 7364 6422 fa~ for Global Citizenship) email: [email protected] 0118 959 4357 email risc@ri~c.org,uk One ofa series ofleaflets exploring important global http:/ fwww.risc.org.uk citizenship issues through numeracy and literacy Essential meaning in text using non-littion inlormation sourte Extratt lor text level work

Relevant elements of the Y3 NLS Teaching Activity notes for teachers Akasuwa' s story Programme This activity enables children to identify the important points in a Akasuwa is a cocoa grower in Ghana. This is her story. Term 3 short non-fiction passage that presents them with a few details on

the life of a cocoa farmer in Ghana. The activitv could orovide an '"-A"._....__.,,":,.. Al, ..... ,... nu""' A,...... _.f.""11, ...... h I --..l""W"\ A'::) ,,,..., ..... ,,.,.. nlrl •"u"\rl I --.m ""'f""rr-mor I -.m 26. to summarise in writing the content of a passage or text , ' 1•1y 11a1rn::; 1::, nl\a.::>uvva n::,a.1m:::vvaa.11. 1 a111 ""tJ y,:;,a1::, u1u a11u I a111a1a1111,:;,1. 1 a111 and the main point it is making opportunity to revise and extend note-taking while the passage is read to them. married with eight children. Two of them go to school. The others have finished (25. to revise and extend work on note-taking from previous school but they have not found jobs. term) Children should have the opportunity to discuss the main points raised by the passage before writing a summary. This discussion can also provide an opportunity to identify the links and connection I did not go to school. I was helping my mother on the farm from the age of ten. My between their own lives and those of other people in different parts Educational aims of the activities mother taught me everything about farming, from sowing to harvesting. Now I grow of the world. cocoa to sell but also vegetables to feed the family: banana's to cook: maize; ✓ To be able to identify the main points made in a piece of The activity also provides an opportunity for introducing the children cassava; spices and lots of other things. non-fiction text to Fair trade products, and particularly Divine chocolate. This is ✓ To be able to summarise in writing the main points of produced by the Day Chocolate Company which uses cocoa beans the non-fiction text from the 'Kuapa Kokoo' co-operative, an association of 30,000 I have a mixed crop farm and the different crops I plant help each other to grow small-scale cocoa growers in Ghana. The farmers are paid a well- for example the larger ones help to shade the smaller ones from the hot sun. ✓ To enable children to identify the connections between guaranteed premium above the world market rate for their cocoa their own lives and those of people and communities in Of course as well as farming I also have lots of work to do in the house. I clean the beans, which means that money is ploughed back into village other parts of the world yard, wash the clothes, and cook every day. communities. ✓ To help children understand the relationship between Other suggested activities focusing on Divine chocolate: people and environment Growing cocoa to sell is very important to my family. We can earn a little money for • A blind tasting competition between Divine and a well known ✓ To know how Fair trade can contribute to a better dea! established brand the clothes, for the children's school fees, things for the house, and other basic for third world producers • Discuss the slogan used for Divine chocolate: Heavenly milk things. ✓ To equip children with the knowledge and ehoeolate with a heart and consider why it has been chosen. understanding to empower them to take positive actions Ask children to think of alternative appropriate slogans for Harvesting cocoa is hard work. When the cocoa pods are ready they turn yellow. We Divine chocolate which ensure greater social justice cut them from the trees with knives on sticks. Then we cut the pods open and take • Further chocolate activity ideas can be found on the back page ✓ To instil! in children a belief that individuals can make a the beans out. We cover the beans with banana leaves and leave them for five difference The literacy activity in this leaflet comes from the OXFAM pack: Making a meal of it ! .~ photoset and activity pack for 7 to 11 days. The beans then get another colour and taste - this is called fermentation. Many of the aims above are based on the Oxfam Curriculum for Global Citizenship, available from Oxfam Education, 274 Banbury Road, Oxford, OX2 7DZ year old, looking at food issues around the world. (Oxfam GB 1998) After fermentation we carry the beans to the drying mat in front of our houses and leave them to dry in the sun. We turn them from time to time so that they get dried New resource: out on all sides. After that we put the beans in bags and they are taken by lorry to Locococo game Further resources the coast to be sold abroad'. The following is a list of titles which will offer Also available from Oxfam is the An exciting game involving the opportunities for further activities on issues of Fair Oxfam education resources for schools trade of cocoa beans and Fair trade for KS2. They should be available through catalogue which lists a range of trade chocolate. Learn about your local Development Education Centre (DEC). resources, on this and similar topics, Simply Divine! global trading issues and the from Oxfarn and other organisations. Rights of the Child Akasuwa has a better life than many cocoa The Clothes Line Oxfam Suitable for Year 6 upwards. farmers. She sells her cocoa to a Fair trade English or Spanish. Go Bananas Oxfam organisation. The cocoa beans she sells go to Price: £18 including p&p. Feedback on the activities contained Making a Meal of It Oxfam make Divine chocolate, a delicious new The Whole World cake Christian Aid Available from the Humanities in this leaflet, would be much Education Centre. appreciated. Please forward your chocolate bar, now available in UK shops. Free leaflets available from Christian Find out how buying Fair trade chocolate comments to HEC or RISC, contad helps people like Akasuwa have a better life Aid: People friendly coffee and Time for Tea. details on the back page.