Fairtrade Module for Hospitality and Culinary Arts Fetac courses

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1 Waterford One World Centre 18 Parnell Street Waterford Module for Hospitality and Fetac courses Table of Contents Learning Outcomes p.2 Activity 1 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 p.4 Activity 5 Putting Into Practice p.5 Activity 6 Evaluation p.5 Worksheet The Real Cost of Coffee p.6 Worksheet Product Investigation p.7 Worksheet Kuapa Kokoo Case Study p.8 1

2 Activity 1 Product Investigation p.2 Activity 2 The Cost of a Cuppa p.3 Activity 3 Kuapa Kokoo Video Clip p.

2 Level: Curriculum Area: Lesson: FETAC Hospitality This lesson plan is designed for FETAC Hospitality and Courses. Learning Outcomes: 1. Learners will be able to demonstrate detailed knowledge of 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 prod ucts; 3. Learners will be able to effectively communicate information to customers. Total 60 minutes Activity 1: Product Investigation To consider the origin of popular foods and beverages and to establish learners baseline knowledge of. 15 Minutes Sample items (tea, coffee and chocolate) and investigation sheet (attached) 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 label familiar or unfamiliar to you? What do you know about it? ~ What might be some reasons why consumers are attracted to brands? ~ Why are ethical issues important to some consumers? 2

Learners will be able to identify the unique selling points of prod ucts; 3. Learners will be able to effectively communicate information to customers.

3 Level: Curriculum Area: Lesson: FETAC Hospitality Activity 2: The cost of a cuppa To investigate how the profits of coffee are distributed. 10 minutes The Real Cost of Coffee worksheet (attached) 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; ; %, 0.46% (* The cost of a kg of coffee changes frequently depending on the market price). Activity 3: Kuapa Kokoo Video Clip To learn how has brought benefits to cocoa producers and their communities in Ghana. 10 minutes Swap your Choc youtube video (3 minutes), available at: 1. Watch the film clip. 2. As part of the discussion, name five benefits that 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: 3

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.

4 Level: Curriculum Area: Lesson: FETAC Hospitality Activity 4: Moving Debate on To explore some of the issues underlying in the context of the hospitality industry. 15 minutes 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. products on a menu create a positive, upbeat atmosphere in a café. 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. 4

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.

5 Level: Curriculum Area: Lesson: FETAC Hospitality Activity 5 Putting Into Practice To learn about commercially sourcing products. 5 minutes Access to Ireland website ( Discuss how students might use this information if they were a café manager. Is the site useful or not useful? Why? Activity 6 Evaluation To allow students to reflect on their learning and plan appropriate actions. 5 minutes Flipchart paper divided into two columns one thing I learned & one thing I will do Post-it notes Provide students with two post-its each and ask them to leave a response in both columns as they leave the room. Ireland: Additional Resources The Foundation: Development Education.ie module on ethical consumption: Milking It, on-line interactive site from Oxfam on trade injustice: Making Trade Fair lesson plan from Development Education.ie: 5

Activity 6 Evaluation To allow students to reflect on their learning and plan appropriate actions.

6 1. Where was your product grown? Product Investigation 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? Foundation 4. What information about can you learn from the product package? 5. Why might customers want to purchase products? 6

What did your product look like when it was growing? Foundation 4.

7 The Real Cost of Coffee 1. What does a farmer in Ethiopia get for a kilogram of raw coffee beans? Price per kg: 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. 7

What does a supermarket charge for ground, roasted, high-quality coffee? Price per kg: 3.

8 Kuapa 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 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? 8

However, there are some differences in how the two businesses interact with the cooperative.

Fair Trade. Chocolate Book. www.globalexchange.org. Revised for a second edition by Anne Toepel.

Fair Trade. Chocolate Book. www.globalexchange.org. Revised for a second edition by Anne Toepel. Fair Trade Chocolate Book Revised for a second edition by Anne Toepel. www.globalexchange.org Have a blast! Make new friends! Change the world! Protect the planet! Join the fun with Global Exchange s Sweet