Last Updated: Wednesday, October 28, 2020

Enterprise - exploring ethical trade – second level

What is this?

Children will consider issues of ethical trade and make preparations for a debate by the school’s pupil council or equivalent.

Curriculum for Excellence (CfE) experiences and outcomes: Second level

Literacy and English

  • When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. (LIT 2-02a)
  • To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are. (LIT 2-08a)
  • I can convey information, describe events, explain processes or combine ideas in different ways. (LIT 2-28a)

Social studies

  • I can use evidence selectively to research current social, political or economic issues. (SOC 2-15a)
  • I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives. (SOC 2-16b)

Purpose of the activity

Children will explore issues of ethical trade and make preparations for a debate by the school’s pupil council or its equivalent.

Learning activity

Children should be asked to start by exploring definitions of ethical trade, by asking people they know and by carrying out research if possible.

Children should then be asked to prepare an agenda for a debate about ethical trade. Some examples of items for the agenda are offered below. However, children should be encouraged to create their own agenda, for example by seeking the views of the different members of the pupil council (or its equivalent), school staff, parents, the local councillor and local MSP and/or MP.

Ask the children to create an appropriate title for the debate, for example:

“Our school should promote ethical trade in all its activities.”

Further possible agenda items/topics for the debate:

  • What about each child as an individual – what can they do to encourage ethical trade?
  • What about the local council and local area community? How might they be supported to become ethical traders?
  • What about the Scottish and UK governments?

Extension activity

Children can be asked to draft a letter of invitation to guest “witnesses” for the debate. The letter should include details of the agenda for the debate, and invite suggestions from the guest witnesses.

National Benchmarks

Literacy and English

  • Contributes a number of relevant ideas, information and opinions when engaging with others.
  • Shows respect for the views of others and offers own viewpoint.
  • Builds on the contributions of others, for example, by asking or answering questions, clarifying points or supporting others’ opinions or ideas.

Social studies

  • Identifies the difference between fact and opinion with suitable explanation.
  • Selects appropriate evidence and uses it to research a social, political or economic issue.
  • Describes and pros and cons of using Fairtrade products and community service providers such as credit unions.

Possible approach to assessing learning

Children might be asked to list the main things they have learned about ethical trade. They can also be asked to highlight any thoughts they might want to contribute to the debate.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.