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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes.

How might you use this stimulus material in class?

This video provides a great introduction to Fast Fashion - defining the problem and outlining the role of social and financial organisations in the industry.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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A Life of Child Labour: Pharady's Story | World Vision Canada

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Learning Outcomes

1.1, 1.7, 1.9, 2.4,2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on workers rights (child labour) and access to education in less developed countries.

How might you use this stimulus material in class?

This video provides a great introduction to worker's rights and access to education- defining the problem and outlining the role of social and financial organisations in the industry.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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Learning outcomes:
2.4
Learning intentions:
I will learn about the rights and responsibilities of employer and employee from a legal, social and environmental and ethical perspective.
I will think about employees rights
I will know the impact of strikes to the employee, employer and wider community.

How might you use this in class:
A video to introduce employees rights

Employment Law In Ireland - YouTube

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Workers rights and the gig economy
Worksheet on topics discussed
Learning outcomes:  2.4.
Minimum work entitlements
Distinction between work and being self employed

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Dan O'Brien, Columnist with Independent News and Media, Richard Grogan, Employment Law Specialist and Solicitor

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Are Electric Cars REALLY Better for the Environment?

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Employee Rights
Inequality
Gender Pay Gap

LO 2.4

Twitter user highlights the gender pay gap that exists between men and women of various businesses/industries everytime somebody tweeted about International Women's Day last week

Activity is to guess the gap before looking at different businesses/industries

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Something went wrong, but don’t fret — let’s give it another shot.

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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes

How might you use this stimulus material in class?

This video provides a great insight into the dark side of fast fashion and the impact it is having on the environment and on people's lives.

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Stacey Dooley travels the world to uncover the hidden costs of the addiction to fast fashion. She sees for herself how toxic chemicals released by the garment industry pollute waterways that millions of people rely on. She witnesses the former Aral Sea, once one of the largest bodies of fresh water, now reduced almost entirely to dust. These are shocking discoveries likely to make you think twice about whether you really need those new clothes.

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Fashion's Dirty Secrets - Stacy Dooley Investigates

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Stacey Dooley travels the world to uncover the hidden costs of the addiction to fast fashion. She sees for herself how toxic chemicals released by the garment industry pollute waterways that millions of people rely on. She witnesses the former Aral Sea, once one of the largest bodies of fresh water, now reduced almost entirely to dust.

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LO: 1.9 2.4 3.7 2.5

LI  Watch clip and identify ways Lidl pledge to be socially and environmentally friendly.
Get students to classify under different headings...social, environmental, ethical...
Discuss with students the benefits and costs of each of these decisions eg employees(costs more with living wage and courses but keep employees happy and retain them for longer)
For a task ask students to go to local Lidl, Aldi at weekend and take pictures of any evidence of Lidl being sustainable eg area to recycle packaging, fair trade products, solar panels on roof....
Ask students to come up with ways Lidl could improve further example all fruit and veg without packaging.
Discuss law in France where fruit and veg must now be sold without packaging.

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A Better Tomorrow | Our CSR Strategy 🌱 - Lidl Ireland

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Learning Outcomes:
1.9 and 2.5

Learning Intentions:
Understand what fast fashion is

Investigate how fast fashion impacts the environment

Interpret what we can do about its impacts

How might you use the article:
Distribute the article to students and split into groups. Each group has a section to focus on e.g. waste problem of fast fashion, impact on water, greenhouse gas emissions, rainforest destruction

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Fashion & Environment - SustainYourStyle

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Cheap clothing is an affordable option for our pocket. But what is the real cost of that? Learn more about the impact of the fast fashion industry on the environment 🌏.

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1.1
1.9
2.4
2.5
3.1

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Learning Outcomes:
2.3 & 2.4

Learning Intentions:
I will learn about the rights of employees.
I will look at employees rights under the headings social, legal, environmental and ethical.
I will learn about the impact unethical employment can have on workers lives.

How might you use this stimulus material in class?
defining the difference between a right and responsibility - 10 minute matching activity on rights .v. responsibility
We will begin looking at workers rights in Ireland and all we're entitled too

Your Rights at Work - YouTube

Then we will look at how not every country treats workers like Ireland - show clip on India.
Task - students will investigate workers rights in other countries bringing an example into the classroom conversation

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Indian workers' rights suspended to restart the economy

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Learning Outcomes
3:1 and 3:11
Learning Intentions
I will learn about the financial cost to Businesses/Shops of reducing the number of vehicles in urban areas.
I will think about how government can incentivize shoppers and workers to use public transport to access urban areas.
How might you use this stimulus material in class?
This video should initiate debate on the various costs associated with travelling into urban settings. Also students should think about transport methods and their environmental impact.

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OECD suggests reducing reliance on private cars if Ireland to meet energy goals

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FoodCloud -A Social Enterprise that aims to redistribute Food Waste to help people and and the environment

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FoodCloud -A Social Enterprise that aims to redistribute Food Waste to help people and and the environment

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Learning Outcomes:
3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices
3.2 Explain how individuals, organisations (for profit and not-for-profit) and the government work together to distribute economic resources used to produce goods and services
2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective
Learning Intention:
I will learn how a not-for profit organisation is helping distribute resources in a sustainable way
I will learn how scarcity of economic resources is not equally distributed
I will learn how people can work together to help society and the environment
Stimulus Material
FoodCloud: Food waste hurts our planet
Food waste | Environmental Protection Agency (epa.ie)
https://www.youtube.com/watch?
v=xj9P2Gawk9I
https://www.irishtimes.com/business/mcdonald-s-to-strengthen-ties-with-irish-food-charity-1.4657236
How might I use this stimulus material in the classroom?
JIGSAW Activity-each group researches different aspects of food waste

How might you use this

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We connect businesses that have surplus food with Charities and Community Groups that need it.

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Learning Outcomes
1.7, 1.9, 2.4

Learning Intentions
Distinguish between and appreciate their rights and responsibilities as consumers.

Debate the ethical and sustainability issues that arise from their consumption of goods
and services and evaluate how they can contribute to sustainable development
through consumer behaviour.

Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective.

How might you use this stimulus material in class?
Provides an introduction to fast fashion and also highlights learning areas such as consumer choices, environmetal implications, workers rights and ethics.
Stimulus questions
What does “fast fashion” really mean?
Why has fast fashion succeeded?
What are the impacts of fast fashion?

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Fast Fashion Explained In Under 5 Minutes

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Learning outcomes
1.1 and 1.9

Learning intentions
I will be learn how my needs and wants will impact on society

Stimulus material
https://www.sustainyourstyle.org/en/reducing-our-impact

How to use stimulus material
Think pair share
Walking debate - The issues that arise from what we consume

Worksheets

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How can we reduce our Fashion Environmental Impact — SustainYourStyle

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How can we reduce our Fashion Environmental Impact?

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Learning Outcome 1.9/2.8

Can be used when discussing Marketing Mix.
Introduction to Environmentally friendly and sustainable packaging.

Can also be used in class discusssion about conscious and sustainable consumption (LO- 1.9)

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Learning Intentions:
1. I will learn about access to education around the world.
2. I will understand some of the barriers which prevent many children around the world to access education.

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Right to Education : Situation around the world - Humanium

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Situation of children’s right to education worldwide Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of […]

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'Substantial' fuel price rise on the way to forecourts

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Forecourt retailer Applegreen has confirmed that its business customers who use fuel cards have been informed of 'substantial' price increases for petrol and diesel, effective tomorrow. It said the move will bring the price of fuel for business customers into line with the price already being paid by retail customers.

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Hauliers concerned over impact on fuel supplies, costs

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The Irish Road Haulage Association has written to the Government to raise serious concerns about a threat to the continuity of fuel supplies and related cost implications for the sector, arising from the war in Ukraine.

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Learning Outcomes

1.9 / 2.5

Learning Intentions

Define 'sustainability'

Investigate examples of businesses acting in a sustainable/unsustainable manner

Discuss how consumer spending patterns can have positive or negative affects when shopping from sustainable/unsustainable companies

Learning Experience

Brainstorm definitions of sustainability - using Mentimeter

Display the link above on Amazon Alexa on projector. Discussion on how this relates with sustainability. What are laws in relation to young people working in Ireland, minimum wage, etc.

Think-pair-share: 1) Examples of businesses acting sustainably 2) Examples of businesses acting unsustainably 3) how can the students be come more aware or be proactive by becoming sustainable

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Amazon investigating claims its Chinese supplier used illegal child labor to make Alexa devices

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Chinese schoolchildren worked illegal overtime and night shifts to produce smart speakers for Amazon, according to leaked documents seen by the U.K.'s Guardian newspaper.

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I will learn about needs and wants and analyze how choices affect the environment

I will learn about sustainability and how choices of goods contribute to be part of the solution or problem

I will learn about the responsibilities of employers from a social and environmental perspective

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Learning Outcomes

Uses of waste food to create biofuel
Reduction of landfill
Use of technology in this industry
Effect on the environment

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Learning Outcome:
1.9

Learning Intention:
Learn about what responsibilities I have as a consumer in relation to food consumption and wastage.

How I might use this resource:
This website may be used as a resource to introduce the topic of food wastage as part of the consumer responsibilities section of the personal finance strand. It outlines how students can be more informed consumers through understanding of their food consumption and possible avoidable wastage. It provides 5 steps to reduce food wastage which they can use/relay at home.
Class discussion may be used the support this resource on food wastage and consumption.

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Reducing your food waste is one of the most effective actions you can take to help fight climate change. Any step you take to reduce your waste has the potential to cause significant effects.

The thing is, wasted food represents the waste of all sort of emissions and environmental impacts from across the food chain - everything that was done to grow, prepare and transport the food. And in Ireland, we waste a lot of food, over 1 million tonnes a year! Here are some of the things you can do, it really is small steps for big impact!
1 Make a meal plan
Getting into the habit of planning your meals is a sure-fire way to avoid unintended food waste. Many of us have started doing this over the past year due to restrictions. Let's keep it up for the planet!

2 Check your stocks before you go shopping

Take an extra minute to double-check what you already have in the kitchen before heading to the shops. This will help to avoid accidental double-ups and might give you ideas for what you could buy to help use existing ingredients up. If you've a head like a sieve, take a quick picture to refer back to.

3 Write a shopping list

Simple but definitely effective.

A less simple step is sticking to the list!

4 Freeze!

If plans change or you cook too much, the freezer is brilliant tool to help save your food. You can freeze food right up to it's use by date.
Top tip: slice up the second half of that sourdough loaf and stick it in the freezer. Then you can take a slice or two straight out to make toast whenever you feel like it.
5 Loosen up in the kitchen

If you're someone who follows recipes strictly or only ever uses certain ingredients for certain dishes, we encourage you to loosen up a bit! Let down your lockdown locks and experiment. Everyday meals don't always have to be perfect and you might surprise yourself. Take a few chances with additions or substitutions and see what happens.

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Five Ways to Reduce Food Waste - Stop Food Waste

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Reducing your food waste is one of the most effective actions you can take to help fight climate change. Any step you take to reduce your waste has the potential to cause significant effects.

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LO 1.9 and 2.5

Learning Intentions:

I will learn about the effect of waste on the environment

I will reflect on my shopping habits and learn how to make more sustainable choices

I will learn about company/employer responsibility in relation to food production

Stimulus material:
Watch the video on Origin Green and the food and drink sustainability programme.
https://www.kerry.com/insights/kerrydigest/2020/reducing-manufacturing-food-waste
https://www.farmersjournal.ie/ireland-generates-1-1m-tonnes-of-food-waste-every-year-251238
https://stopfoodwaste.ie/resources-download

Other resources and materials: stopfoodwaste.ie, epa.ie, ecoeye RTE programme

Using in class:
Watch video, review other resources such as epa posters, clips from eco eye.
Encourage projects both individual and in groups in relation to this topic
Opportunity for students who are particularly passionate about this area to use their findings for a potential CBA activity/presentation/project

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Origin Green - Ireland's Food and Drink Sustainability Programme

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Learning Outcomes:
1.9 and 2.5

Learning Intentions:
I will Understand wha fast fashion is
I will reflect on my own shopping and its impact
I will learn about the impact it has on the environment

How might you use this as a stimulus:

This provides us with an introduction to fast fashion
What does fast fashion really mean
What are the impacts

How to use stimulus material:

Walking debate: Issues arise, our own shopping habits, organisations that are and aren't sustainable
Discuss what we can do
Follow on Work sheets
Look at case studies on high street shops such as Zara and Penny's
Think, pair and share
Raise awareness around the school - Investigate students understanding

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How fast fashion adds to the world's clothing waste problem (Marketplace)

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LO - 1.9, 2.8

Learning Intentions
Ethical Consumer
Sustainable consumption

Discussions in relation to the Marketing Mix, USP's, consumer consumption.
Food waste and cost associated.

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Healthy Thai delivery chain Camile Thai, have launched their new compostable range of packaging across their restaurants, which can go straight into the compost bin without washing. They are the first restaurant chain in Europe to make this move and replace their packaging with a more environmentally friendly, 100% compostable solution. The innovation will reduce a large amount of waste generated by single use packaging and help reduce the impact on the environment.

Camile Thai are investing 25% more on their packing costs in order to reduce the amount of plastic used and have ensured the cost isn't passed onto their customers. Speaking about the move, Brody Sweeney (pictured left), Founder of Camile Thai, says: "We believe that by showing leadership in this area, we can encourage other businesses to follow suit, and make the move to compostables. We know we have a responsibility to our guests and the rest of the population, to take sustainability seriously, and make tangible steps, in our own small way, to leave our planet habitable for my grandchildren's children and the generations to come."

Bord Bia's CEO, Tara McCarthy (pictured right) welcomed Camile's move to compostable packaging saying: "Packaging waste is a key sustainability issue of our time and Camile's commitment to environmentally friendly solutions across their entire packaging range should be applauded. This move is another example of how Origin Green members are leading positive change in the food industry."

While compostable packaging is a more sustainable option than standard paper or card single-use products, they are only truly better for the environment if they are disposed of correctly. Marketing Manager, Daniel Greene says: "People can often get confused and place compostable packaging in the green recycle bin when in fact this should be placed in the compost bin as they are biodegradable and can return to earth quickly."

Camile Thai are an online delivery restaurant with 16 locations nationwide. They offer customers traditional Thai dishes, using local food partners to bring customer's fresh, healthy take away.

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Irish Business is First in Europe to Launch Compostable Packaging For Takeaway Food | Industry & Business

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Healthy Thai delivery chain Camile Thai, have launched their new compostable range of packaging across their restaurants, which can go straight into the compost bin without washing. They are the first restaurant chain in Europe to make this move and replace their packaging with a more environmentally friendly, 100% compostable solution.

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Employee rights / safe working conditions

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Employee rights / safe working conditions

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Learning Outcome
2.4
Learning Intentions
I will learn about the rights and responsibilities of an employer and employee from a legal, social, environmental and ethical perspective
I will think about how to stay safe in the work environment
I will become more aware of environmental effects of waste
How to use this in class: Show the you tube video. Have class discussion
Have a supporting worksheet to be completed while video playing
Stimulus Safety Posters - group discussion then whole class
Farm scene - environmental hazards, personal safety hazards

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Explaining to employees what their responsibility at work is.-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Learning Outomes
3.1 and 3.6

Learning Intentions
Students will learn about the financial cost to Businesses/Shops of reducing the number of vehicles in urban areas.
Students will think about how the benefit of clean energy can benefit the environment

How might you use this materials in class:

I would get the students to relate to the cost of recent gas/oil/ petrol and diesel prices, get them to incorporate in how these could affect the individual over the year costly. How will renewable energy then reduce these costs over time

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Learning Outcomes
1.1, 2.1 and 3.1

Learning Intentions
-Identify how my food consumption can impact on other people and society.
-Discuss the role I play in sustainable and ethical consumption.

How might you use this stimulus material in class?

This video provides a great introduction to Food Waste - also provides a good introduction to a social enterprise.

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What is FoodCloud? Meet founders Iseult and Aoibheann

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Learning Outcomes:
2.4 Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective.

Learning Intentions:
Outline the rights and responsibilities of employee's and employers
Outline types of industrial action

Having watched the video, the class would work individually to identify as many breaches of workers rights as they could. After this exercise the class would share their idea's with their peers and with the teacher. The teacher could display the thoughts of the students on a mind-map on a board at the top of class.

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Workers At A Chinese Site Protest Over Poor Working Conditions

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Learning Outcomes
1.9
Learning Intentions

I will understand the meaning of Fairtrade and be able to distinguish between Fairtrade and Non-Fairtrade products.

I will gain an insight into how Fairtrade farmers benefit from partaking in a Fairtrade Co-operative.

How might you use this stimulus material in class:

Partake in a Video Task in relation to Fairtrade Minimum Price for products.

Pair discussion using resource pack.

Have a Fairtrade product and a Non-Fairtrade product, so that students can identify the Fairtrade logo.

Video: https://schools.fairtrade.org.uk/teaching-resources/fairtrade-family-portrait-sidies-story/

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A collection of activities suitable for KS2 and KS3, or Second and Third Level in Scotland, about cocoa farming, transparent trade and the Fairtrade Minimum Price. Sidie's Activity Pack includes the following resources to accompany Sidie's Story in the Fairtrade Family Portrait film series:

Key words and definitions

Matching cards to help students learn the meaning of key words in the film

Word search

Discussion cards to elicit conversation around fair prices and transparency

A doodle page to showcase your creativity and understanding of the film

Key words: Fairtrade Minimum Price; market price; transparency; trade; kilo; receipt

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Sidie's Activity Pack on Fairtrade Minimum Price - Fairtrade Schools

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A collection of activities suitable for KS2 and KS3, or Second and Third Level in Scotland, about cocoa farming, transparent trade and the Fairtrade Minimum Price.

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Learning Outcomes
2.4 and 3.6
Learning Intentions
Learn the rights of employees
Learn what business ethics means
learn the ethical responsibilities of an organisation to its employees

Students will discuss in groups rights of employees, and compare to their own rights as students and citizens of ireland