1 - The Fairtrade Grape Islands

This lesson allows the class to explore man made and natural features on an island and which have been influenced by the development of Fairtrade.

Curriculum Links
This lesson plan links to Curriculum aims and programmes of study in Geography and to non-statutory programmes of study in Citizenship and PSHE.

Learning Objective
To know the difference between a natural feature and a man made feature.

Learning Outcome
Children have identified manmade and natural features on an island and in a river and identify which ones have been influenced by the development of Fairtrade.

Resources needed
Profile, A3 paper, art materials.

N.B. This activity can be linked to the PSHE Activity 'What is the Fairtrade premium?' 
This activity can be split into two parts as identified below. 
Alternatively, pupils could make junk islands using their paper plan, with different materials to represent different features (e.g. sand, turf, pebbles, cardboard, foil for water etc.) They then mark each feature which has been influenced by Fairtrade with a Fairtrade flag and explanation.

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Look at the photos of the islands in the Orange River in South Africa where the grape farmers of Eksteenskuil Agricultural Co-operative live and work. What sort of place does it look like? What similarities do the class see between the islands and the UK? What are the differences. The Orange River is the longest river in South Africa. One of the islands in the river where EAC farmers work and live is called Smith Island. You can only get to it by boat and fewer than 400 people live there.

Explain to the class that they will be creating islands like Smith Island, and exploring the difference Fairtrade has made to these communities.

Main Activity
Part 1
Ask pupils to think of different things which they might find on Smith Island (e.g. school, canal, water pump, vines, fields, trees etc)

Pupils read or listen to the EAC producer stories and producer group profile and note down any other things on the islands which are mentioned (e.g. schools, houses, vegetable garden, and farm machinery) Discuss what man-made and natural features are. In pairs, the class make two lists of man-made and natural features on the island.

Discuss with the class which of these things have been developed, grown or built because of Fairtrade and the Fairtrade premium.

Part 2
Each pupil draws an island onto an A3 piece of paper and marks some of the different features they’ve identified on it (remembering to also provide a key). By each feature which has been influenced by Fairtrade they draw a little Fairtrade Mark and include a short explanation of the difference Fairtrade has made (e.g. 'EAC have bought bags for school children using the Fairtrade premium.')
Underneath the map pupils write an explanation of the importance of Fairtrade to EAC and their communities.

Set a discussion question for the class e.g. How has Fairtrade helped the people who live on the islands in the Orange River? Students spend two minutes discussing in pairs. They then join with another pair and discuss the question for another two minutes before joining with another 4 students and discussing. This process can be continued until you have a brief full class debate on the subject.