Fairtrade Module for Hospitality and Culinary Arts Fetac courses
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Fairtrade
Module for
Hospitality and
Culinary Arts
Fetac courses
Table of Contents
Learning Outcomes p.2
Activity 1 Fairtrade Product Investigation p.2
Activity 2 The Cost of a Cuppa p.3
Activity 3 Kuapa Kokoo Video Clip p.3
Activity 4 Moving Debate on Fairtrade p.4
Activity 5 Putting Fairtrade Into Practice p.5
Activity 6 Evaluation p.5
Worksheet The Real Cost of Coffee p.6
Worksheet Fairtrade Product Investigation p.7
Worksheet Kuapa Kokoo Case Study p.8
1
Level: FETAC
Curriculum Area: Hospitality
Culinary Arts
Lesson: Fairtrade
This lesson plan is designed for FETAC Hospitality and Culinary Arts Courses.
Learning Outcomes:
1. Learners will be able to demonstrate detailed knowledge of Fairtrade tea,
coffee, chocolate and other products, including their country of origin,
composition and quality standards;
2. Learners will be able to identify the unique selling points of Fairtrade
prod ucts;
3. Learners will be able to effectively communicate Fairtrade information to
customers.
Total Time: 60 minutes
Activity 1: Fairtrade Product Investigation
Objective: To consider the origin of popular foods and beverages and to establish
learners’ baseline knowledge of Fairtrade.
Time: 15 Minutes
Materials: Sample Fairtrade items (tea, coffee and chocolate) and Fairtrade
investigation sheet (attached)
Directions: 1. Have participants move into small groups and give each group a
product;
2. Provide each group with a product investigation sheet and have them
fill it out;
3. Discuss the following questions (or others like them):
~ Why does some of our food come from distant countries?
~ Is the Fairtrade label familiar or unfamiliar to you? What do you know
about it?
~ What might be some reasons why consumers are attracted to Fairtrade
brands?
~ Why are ethical issues important to some consumers?
2Level: FETAC
Curriculum Area: Hospitality
Culinary Arts
Lesson: Fairtrade
Activity 2: The cost of a cuppa
Objective: To investigate how the profits of coffee are distributed.
Time: 10 minutes
Materials: The Real Cost of Coffee worksheet (attached)
Directions: 1. Ask the groups to guess how much a coffee grower receives for a
pound of coffee, how much a supermarket in Ireland receives and how
much a café in Ireland receives. After filling in the attached worksheet,
have the groups exchange their answer sheets and read out the answers.
The group closest to the actual figures is announced as the winner.
2. For discussion: How fair or unfair is the distribution of profits for
coffee? Can you think of some structures that support the current
system? How might these unfair systems be changed?
Teacher Notes: 1. Approximately .75 USD*; 2. Approximately €8.00; 3. Approximately
€2.00; €160.00; 4. 9.37%, 0.46% (* The cost of a kg of coffee changes frequently depending
on the market price).
Activity 3: Kuapa Kokoo Video Clip
Objective: To learn how Fairtrade has brought benefits to cocoa producers and their
communities in Ghana.
Time: 10 minutes
Materials: ‘Swap your Choc’ youtube video (3 minutes), available at:
http://www.youtube.com/watch?v=qV4ywE_gPSU.
Directions: 1. Watch the film clip.
2. As part of the discussion, name five benefits that Fairtrade has
brought to Kuapa Kokoo members. What do you think is the single most
important benefit, and why? Direct students to the Kuapa Kokoo web
site for further information, available at: http://kuapakokoogh.com/.
3Level: FETAC
Curriculum Area: Hospitality
Culinary Arts
Lesson: Fairtrade
Activity 4: Moving Debate on Fairtrade
Objective: To explore some of the issues underlying Fairtrade in the context of the
hospitality industry.
Time: 15 minutes
Materials: ‘I agree’ and ‘I disagree’ signs, plus 4 statements. Sample statements:
• In Ireland, people are too worried about their own money to care
about producers in far away countries.
• Producers have a right to be paid fairly for the foods that they
grow.
• Catering staff do not need to know where food come from or how it
is produced.
• Fairtrade products on a menu create a positive, upbeat atmosphere
in a café.
Directions: 1. Read each statement and ask students to position themselves on the
‘I Agree—I Disagree’ spectrum (label one end of the room ‘I agree’
completely and the other ‘I disagree’ completely, participants can
position themselves anywhere along that line.
2. Ask a few of the students to explain their choice and encourage
debate among students. After listening, students can change where they
have placed themselves on the spectrum.
3. Ask students to formulate their own statements for additional rounds
of the moving debate.
4Level: FETAC
Curriculum Area: Hospitality
Culinary Arts
Lesson: Fairtrade
Activity 5 Putting Fairtrade Into Practice
Objective: To learn about commercially sourcing Fairtrade products.
Time: 5 minutes
Materials: Access to Fairtrade Ireland website (www.fairtrade.ie)
Directions: Discuss how students might use this information if they were a café
manager. Is the Fairtrade site useful or not useful? Why?
Activity 6 Evaluation
Objective: To allow students to reflect on their learning and plan appropriate
actions.
Time: 5 minutes
Materials: Flipchart paper divided into two columns ‘one thing I learned’ & ‘one
thing I will do’
Post-it notes
Directions: Provide students with two post-its each and ask them to leave a response
in both columns as they leave the room.
Additional Resources
Fairtrade Ireland: www.fairtrade.ie.
The Fairtrade Foundation: http://www.fairtrade.org.uk/.
Development Education.ie module on ethical consumption: http://
www.developmenteducation.ie/issues-and-topics/ethical-consumption/.
Milking It, on-line interactive site from Oxfam on trade injustice: http://
www.oxfam.org.uk/education/resources/milking_it/milkingit/.
Making Trade Fair lesson plan from Development Education.ie: http://
www.developmenteducation.ie/files/teachers/SmallWorld_07.pdf.
5Fairtrade Product Investigation
1. Where was your product grown?
Name of Country: __________________________
2. Name two reasons why some of our food comes from distant countries:
A. ________________________________________________________
B. ________________________________________________________
3. What did your product look like when it was growing?
©Fairtrade Foundation
4. What information about Fairtrade can you learn from the product package?
5. Why might customers want to purchase Fairtrade products?
6The Real Cost of Coffee
1. What does a farmer in Ethiopia get for a kilogram of raw coffee beans?
Price per kg: ______
©Fairtrade Labelling Organiszations International
2. What does a supermarket charge for ground, roasted, high-quality coffee?
Price per kg: _____
3. What does a café charge for a cup of coffee?
Price per cup: _____
Price per kg of coffee: _____
(@80 cups/kg)
4. Percentages
The farmer makes _____% of the supermarket price.
The farmer makes _____% of the café price.
7Kuapa Kokoo Case Study
1. List three benefits that Kuapa Kokoo brings to its members.
A. _______________________________________________________
B. _______________________________________________________
C. _______________________________________________________
2. The Divine Chocolate Company and Cadbury’s are similar in that they both buy
Fairtrade chocolate from Kuapa Kokoo. However, there are some differences in
how the two businesses interact with the cooperative.
Explain those differences and give your opinion as to which of the two companies
brings a greater positive impact to the lives of cocoa farmers in Ghana.
3. If you were a member of Kuapa Kokoo, what plans would you like to make for the
future of the organisation?
8You can also read
