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Sandwood Primary School

Fairtrade Position statement

2015-2016

Sandwood Primary School is committed to educating pupils to a high standard, facilitating them to develop informed attitudes as Global citizens andsupporting Fairtrade wherever possible.

Fairtrade is about guaranteeing a better deal for third world producers by improving the livelihoods of marginalised producers and workers. It strives to change unfair structures of international trade, mainly by means of Fair Trade and co-operation.

Sandwood Primary School have gained renewed Fairtrade status for several years. As part of the new three tiered, hierarchical award system, we audited our senior Learners. We would like to analyse the responses and form an action plan specifically aimed at improving the knowledge of our learners in the area of Fairtrade. We will re-assess learners after this year’s fairtrade fortnight to measure any difference. We will also form our Fairtrade policy.

Audit area / Audit outcome / Action points / Evaluated
Choosing ethical products / Approximately 60% / Developing:Focus upon choice of ethical products and effects during Fairtrade fortnight.
Campaigning in local area for change / Approximately 45% / Introductory:Ensure that pupils understand that their hard work in Fairtrade is a campaign which is connected to the local community. Class Teachers will address during Fairtrade fortnight.
Raise money for charity / Approximately 50% / Developing:Comprehension?
Our establishment raise money for charity often. Emphasise to pupils that raising money for charity in school is how the question was directed.
Volunteer your time to help in the community / Approximately 40% / Introductory:Age of pupils? Many may not be encouraged by parents due to personal safety.
Due to links with the church and localcommunity centre- we will advertise any opportunities which do arise such as the gala day as a whole school.
I want to learn about areas that could change the world / Approximately 70% / Developing: In class- Encourage pupils to identify all of these areas currently taught and to request under pupil choice in social subjects.
I don’t have the power to change the world. / Approximately 80% / Interested: In class, whole school assemblies and during Fairtrade fortnight emphasise this ownership to pupils. They must see the big picture. They are the power of tomorrow.
Injustice is one of the biggest problems of today. / Approximately 80% / Developing:Pupils understood that this is a major area to be addressed. They now must learn that it is everyone’s responsibility to address this.
I have nothing in common with someone living in a poor country / Approximately 40% / Introductory:
Whole school assembly during Fairtrade fortnight. Emphasise similarities. (By emphasising the need for Fairtrade in developing countries have we alienated our pupils? They feel these countries require charity, children work etc. They feel they have little in common. Older pupils will research the similarities. Class teachers will be shown this audit to help address this.
What happens locally is more important than what happens globally. / Approximately 10% / Advanced: Pupils have taken the global message. We will continue to emphasise the interconnected nature from local to national to global citizens.
Nothing will change unless I change it / Approximately 20% / Introductory: Again as a whole school in assemblies and in class the responsibility of all to tackle injustice will be emphasised.
Do you recognise this mark?
/ 100% / Advanced: Annual emphasis of the Fairtrade symbol and it’s meaning would apprear to be successful. We will continue to complete this regulary to maintain this standard.
Fairtrade helps farmers? / 100% / Advanced: Annual emphasis of the Fairtrade symbol and it’s meaning would apprear to be successful. We will continue to complete this regulary to maintain this standard.
Fairtrade helps people who work in factories? / Approximatley 60% / Developing: pupils will continue to learn about all categories of people who are helped by Fairtrade in class learning challenges.
Fairtrade helps shoppers? / Approximately 30% / Introductory: pupils should have positives for shoppers emphasised in assemblies. Money benefits than just financial gain.
Fairtrade helps farmers in the uk? / Approximately 40% / Developing: During research learning objectives; allow pupils to find out why Fairtrade does not establish it’s mark for UK farmers.
Fairtrade helps shops and supermarkets? / Approximately 50% / Developing: Pupils will learn that Fairtrade helps to emphasise Trade justice- ensuring fair businessopportunities in the Uk too.
Which products are produced locally- which far away? / Approximately 70% / Developing: pupils will continue to research Fairtrade products online during fairtrade research lessons. The emphasis on local versus internationally produced items will be emphasised.

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