2013 Guest Speaker2: Mr Milburn

These are notes from Mr Milburn's talk to, and question/answer session with, 10Y/Cz2 on 23.10.13 - if you were absent for Mr Milburn's talk with any class you can use these notes to help you write up your Q2 answer.

FT = Fairtrade

I've included some large images, so click read more below to read the full post.

Q3: Dine With a Difference

You can find the FairTrade guide to this at http://www.fairtrade.org.uk/get_involved/donate/dine_with_a_difference.aspx.

You need to start planning this NOW!

How will you evidence this? Photos? Video? Take quotes from guests (probably your family!) about what they think (before and/or after the meal)?

Q2: 2013 Guest Speaker1: Karen Palframan

This post has more info on Karen + Q2 guidance

You can find details of Karen's previous talks to IGS students here (a sample of this is pictured - there is more info on Karen, and guidance on how to answer Q2); below is the PowerPoint she used. Use
this to add any details you missed, thinking especially about points which help show how this issue works at both local and national levels (controlled test Section 1), but also about how opinions may differ on FT (section2) - as well as looking to BRIEFLY summarise (bullet points would be useful for your controlled test notes) what you consider to be the main points raised.
Hopefully, you will be able to add details of a question you asked our guest speaker, and the response you received (or notes on others' questions and the answer given).

Remember, you are also asked in section2 to consider whether or not our speaker's views match or clash with your own.

[To read the full post, including the PowerPoint Karen used, click on read more below]

Q2: 2012 Guest Speaker1 Karen Palframan

2. a) Communicate with two people in positions of power or influence to find out what they think about the issue. Attach evidence that shows how you tried to communicate, influence or persuade these people. Outline the views of the two people and compare these with your own view. 

2. b) Why do you think people hold different views on this issue?

This video footage will form the main element of evidence of your communication, though you have a better chance of getting higher marks if there is clear evidence you personally asked a question during the guest speaker sessions.
In the meantime, start to think about what factors may have influenced Karen's responses to your questions. Question 2b tasks you with analysing the differences between the responses of the two 'people of influence' you've contacted, as well as generally discussing why there might not be universal agreement on the goals or methods of FairTrade:

2b: Why do you think people hold different views on this issue?

Karen on the left, March 2012. Read the article here.

Its clear from some of the questions posed that many of you have already begun to consider Karen's primary focus on the welfare of producers/farmers in LEDCs (though she did note her belief that better conditions for UK farmers, and trying to buy local produce, are also worthy causes). Look for factors such as these that define her 'subjectivity' as opposed to objectivity - the individual, personal view as opposed to unquestionably following a rational, scientific path. Outside of maths and science everyone has their own subjectivity (and even the choice of what to research/experiment on arguably indicates that science is not entirely objective either!).

You can find a good example of conflicting views in this web page putting forward the opinions of a right-wing think-tank that argues that so-called free market economics should be followed, and interference with these (such as government subsidy) is wrong. A senior FairTrade member responded to the think-tank's criticism of FairTrade as an ineffective organisation, which you can read here.

STEPS TO TAKE FOR Q2:

Q2: Possible Questions/Why Views May Differ

As well as evidencing you've spoken to two people of influence over your chosen issue (the inequalities of global trade; how this works and can be challenged at a local and national level, especially through the group Fairtrade), you've got to analyse the differences between the views expressed by the two speakers.
Therefore you need to have prepared possible questions for both speakers, then analyse the difference. Your questions could be designed to highlight points of difference, so think about the role, responsibilities and likely opinions of both speakers in advance of meeting with them.
Here's a reminder of the section 2 questions:

2. Application of skills of advocacy and representation (15 marks) [35mins]

2. a) Communicate with two people in positions of power or influence to find out what they think about the issue. Attach evidence that shows how you tried to communicate, influence or persuade these people. Outline the views of the two people and compare these with your own view. 
2. b) Why do you think people hold different views on this issue?

Below are just some of the possible questions you have come up with in advance of these meetings (I've abbreviated Fairtrade to FT):

• how might FT benefit the school
• how might the school benefit FT

Q1: The Divine Story of Kuapo Kokoo + chocolate

Kuapo Kokoo is a Ghanian FairTrade-certified company that produces cocoa.

Their website has up-to-date info on what they do; their 'story' is also told on this webpage on the Divine Chocolate website.

Divine Chocolate is, of course, the FairTrade chocolate brand that has had a transformative impact on the lives of many Ghanians (here's a link to the Divine story!) - you can see videos about schoolchildren from there and what difference FairTrade has had at papapaalive.org.

Q1: unFairTrade? Resources for your research

Logo from a 2007 web page. Do FairTrade still refer to '3rd World'?

CITIZENSHIP GCSE ISSUE: Global Community

CASE STUDY USED TO EXPLORE THIS ISSUE: The apparent unfairness of global trade, the impact of campaign group FairTrade, and what can be done locally (including personally!) and nationally to influence this issue.

This post contains hyperlinks to useful resources, videos you can play directly from this blog, a summary of the controlled test, ideas for action plans, a few points on considering sources (as you need to for question 3), and, at the very bottom, a guide to the controlled test including tips and the markscheme for each question. As there is so much multimedia content, you need to click on 'read more' below to see the full post, as otherwise this content would slow the blog from loading in your browser.

There is a further post with resources specifically on the case study of Ghana, and how its farmers make more from their cocoa through Divine Chocolate and Fairtrade's higher prices for their crops.

Q1: Some Pointers on Notes + Research

This post outlines what you should be working to include in your answer to the 1st section of the Controlled Assessment (CA), which you have 35 minutes to write up. A reminder of the questions:

1. Enquiry into the citizenship issue (10 marks)

Annotated/highlighted web page print-offs are useful evidence

1a) Choose an issue and say why the issue is importantly locally and nationally. Attach issues-based evidence.

1b) Describe how the issue links to at least one of the following citizenship themes from Unit 1:

• Rights and responsibilities

• Power, Politics and the media

• The global community

USING NOTES IN THE CA
You are allowed to consult notes when writing up your answer. The key stipulation/rule is that these must not be written up as paragraphs; your notes must be in bullet point form only, otherwise you'd simply be copying up pre-prepared answers. So, keep your notes brief. Here are 2 examples of notes; the 1st breaks the rules, the 2nd is fine:

Yr10: Ctrld test in a nutshell...

You have 3 hours in total
This will be split over at least 4 lessons
SECTION 1: Identify the topic/issue (thinking locally + nationally) + research it

Q1-4 The 4 Qs for Controlled Assessment

You will have accessed a guide to your controlled test with these, but for convenience you can always access the questions for each of the 4 sections in this post. Remember, it is a 3 hour controlled test, and you will get 4 time slots in different lessons to complete this. You also have a Citizenship exam.

1. Enquiry into the citizenship issue (10 marks) [35mins]

1a) Choose an issue and say why the issue is importantly locally and nationally. Attach issues-based evidence.

1b) Describe how the issue links to at least one of the following citizenship themes from Unit 1:

• Rights and responsibilities

• Power, Politics and the media

• The global community

2. Application of skills of advocacy and representation (15 marks) [55mins]