Ideally do this activity with a class who has a solid knowledge of the components of Fairtrade.
Curriculum Links: Art & Design 4(a), 5(a); Citizenship 2(j); PSHE 1(a), 4(b).
Learning Objective: To understand the different aspects of Fairtrade and how they fit together.
Learning Outcome: Pupils have made a Fairtrade jigsaw puzzle with each piece representing a different idea about Fairtrade.
Resources Needed: Jigsaw template photocopied onto card or thick paper, scrap paper, blu tack, a jigsaw puzzle, scissors.
Starter: Split the class into groups and provide each group with scrap paper. Ask pupils to think of different things and words to do with Fairtrade. These could be ideals or principles, ways in which Fairtrade helps people or Fairtrade facts that they’ve learnt.
After 5 minutes ask the class to blu tac their suggestions to the board. Remove any duplicates and look at them with the class. Does everyone agree that they represent the whole picture of Fairtrade?
Main Activity: Show the jigsaw to the class and look at a few of the individual pieces. How useful are they without the rest of the puzzle? How much information does it give us about the picture on the front of the box?
Look at the board again. If the class can only see one of the pieces of paper how much information do they find out about Fairtrade? Why is it important that we have access to all of it?
Explain that they are going to make Fairtrade jigsaw puzzles. Each piece will represent an idea or fact about Fair trade and when joined together they will be able to see a picture of the Fairtrade movement.
Think about some ideas of ways of illustrating the words and facts on the board with the class and distribute the producer stories for children to use.
Pupils use the jigsaw template. When they’ve finished they then cut out each piece and swap their puzzle with another member of the class.
Plenary: Write a controversial statement on the board. E.g. Fairtrade does not make a difference to the majority of farmers in the developing world. Students think of their replies either in pairs, or take on the role of someone else to answer, for example, a producer from one of the countries they have been studying.