Suggested Learning Intentions

Children will:

• Understand that some children work in the chocolate industry;

• Appreciatethatthisisnotalwaysbychoice,theymayhavebeentrafficked;

• Know that we can help these children by buying Fairtrade chocolate.

Introduction

The Chocolate Game

1. Choose one child from each class to come out to the front. (1 child per table if undertaken as a class activity)2. Give each child a chocolate e.g. an After Eight.3. Place the chocolate on their forehead.4. Without using their hands they have to try and get the chocolate into their mouth.5.Ifthechocolatefallsofftheyhavetostartagain.

Development Useful website: http://www.sfu.ca/geog351fall03/groups-webpages/gp8/prod/prod.html

Discussion prior to showing the animation

Chocolate tastes really good, but there can be a side to it that’s not so sweet.

Explain to the children that we are going to be thinking about a country in West Africa called The Ivory Coast. This country grows and exports a huge percentage of the world’s cocoa beans, which is what is used to make chocolate. Cocoa pods grow on cacao trees and each pod is about 16 – 35 cm long. Contained inside the hard outer shell are the cocoa beans. Thepodsareincrediblydifficulttoremovefromthetreesand so have to be chopped down and cut open using sharp machetes. These are then placed in sacks that have to be carried over long distances. To save themselves money, many of the producers use child labour or child slaves to carry out this dangerous and heavy work.

Many children are tricked or forced into this work. There is extremepovertyinthispartoftheworldandparentsoftenfinditimpossibletofeedandlookaftertheirfamilies.Theofferofawell paid job for their child, an education for them and perhaps the special treat of a new bicycle all of their own has often been enoughtotricksomeparentsintoagreeingtosendtheirchildofftoaplantation!Unfortunatelytheywill soon discover it was all a lie; no money is sent back home to them and they may never see their childagain.Whenachildiskidnappedortrickedintogoingawaytoworkthisiscalledtrafficking.

Activity 1Visi’s World

Play the animation ‘Visi’s World’

Extending Understanding

Visi was learning about Fairtrade in school. Question and discuss at an age appropriate level to develop an understanding about how Fairtrade works.

Information for Teachers - Four Key Principles of Fairtrade:

• Farmers are paid a reasonable price to cover the cost of production & basic living costs;

• A premium is paid which the farmers have to invest in the community;

• Farmers need to be paid in advance so that they can meet costs; and

• Contracts are long-term, which allows for planning.

Useful website: http://schools.fairtrade.org.uk

Conclusion

The Taste Test

You will need:

Squares of Fairtrade & non Fairtrade Chocolate (enough for 1 piece of each per child tasting)Two clear containersSmall balls or objects to cast vote with.

What to do:

Without knowing which is which, each child is given a square of Fairtrade chocolate and a non Fairtrade piece to taste.They vote for their favourite by placing an object in the correlating jar.Thejarwiththegreaternumberofobjectsisthewinner.(HopefullythiswillbetheFairtradeoption!Ifthey are equally well liked you can make the point that although they both taste as good as each other, one is made without child slavery.)

So what can you do to help?

• Try to only buy chocolate with the Fairtrade or equivalent logo.

• Encourage your parents/carers to buy Fairtrade products.

• Write a letter to the chocolate companies asking is their chocolate slave free.

ResourcesChocolates for introductory gameUseful website: http://www.sfu.ca/geog351fall03/groups-webpages/gp8/prod/prod.htmlVisi’s World animationUseful website: http://schools.fairtrade.org.ukSamples of Fairtrade & Non Fairtrade chocolate, jars, objects to cast votes with.

Suggested Learning Intentions

Children will:

• Useastoryboardtoplantheorderofimagesrequiredforasimpleanimationorfilm;

• Usesuitablesoftwaretoproduceasimpleanimationorfilmusingstillphotographs orself-createdimages;

• Addnarration,soundsormusictothefilmoranimation;and

• Begintoaddfeaturessuchastitles,transitionsoreffects.

Suggested Learning & Teaching Activity

Plan

Children should know and understand the stages of chocolate production from cocoa bean to ‘chocolate’.Thisresearchmayformpartofthetaskoryoumaychoosetoundertakethisasawholeclassintroductiontotheactivity.

Workingaspartofagroup,childrenshouldusethisinformationtostoryboardtheiranimation.

Depending on the age/ability of the groups you may choose that they only animate one or two steps oftheproductionprocess.

Do

Childrenshouldworkingroupstocreatetheirsetsandmodels.Theyshouldbeencouragedtoundertake roles such as Camera Person, Director and Animator to manage the process of taking photographsoftheobjects/modelsmovingaroundthesets.

Pupil prompts:

What will you use to make your models and backdrop?What type of music or sounds will you have?How will you use title slides or transition slides to help the viewer understand production?

Use an appropriate piece of software such as Movie Maker for the PC or I Can Animate for the ipad to createtheanimationandaddmusicand/orsoundeffectsifdesired.

Review

Allow the children time to showcase their animations, talking about how they undertookthetaskandgivethemanopportunitytoevaluatetheirwork.Ifappropriateforyourclass,encouragepeerevaluation.

ResourcesCameras or ipadsStory Board templateAnimation software

Activity 2Chocolate-Forest to Factory

Suggested Learning Intentions

Children will:

• Considerthedifferencebetweenwantsandneedsandexaminetherelationshipbetweenneedsandrights;

• BecomeawareoftheUNCRCandunderstanditspurpose;

•Workwithothersjustifyingopinions,generatingpossiblesolutionsandexaminingoptions.

Background for TeachersTheNorthernIrelandCurriculumaimstoempoweryoungpeopletodeveloptheirpotentialandmakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Theyshouldbecomeawareoftheirrightsandresponsibilities,knowofimbalancesintheworldandunderstandhowtheycancontributetocreatingabetterworldforthosearoundthem.

Inmanypartsoftheworld,childrenaredeniedtherightsthatwouldenablethemtosurviveanddeveloptotheirpotential.Someworklonghoursatjobsthataredamagingtotheirhealthandeducation.Toomanyaredeniedaccesstoschool,andsufferpreventablediseasesandmalnutrition.

Allhumanbeings,nomattertheirage,wheretheylive,theircultureorsocioeconomicstatus,havesimilarbasicneeds:nutritiousfood,healthcare,shelter,education,protectionfromharm,...everypersonhastherighttohavetheseneedsfulfilled.The1989UNConventionontheRightsoftheChildaffirmstheserightsforchildren.TheConventionhasbeenratifiedbyalmosteverycountry.Asglobalcitizenswithuniversalrights,childrenandyoungpeoplemustlearntoexercisetheirrightsresponsiblyaspartofthedutiesofcitizenship.

Suggested Learning & Teaching Activity

Rights, Wants, Needs

1. Inpairs,childrensortthesetof20Wants/Needscardsintothefollowingcategories:

MOST IMPORTANT

IMPORTANT

LEAST IMPORTANT2.TwostoFours-thegroupnowreachesagreementonwhicharethe6mostimportantcards.3.Groupssharetheirlistofmostimportantcardswiththeclass.4. Theclassdiscusses:

• Wasitdifficulttoselectsomeitemsoverothers?

• Howdidyoudecidewhichitemsweremostimportant?

• Whatisthedifferencebetween“wants”and“needs”?- ExplainthatneedsareprotectedasrightsintheUnitedNationsConvention ontheRightsoftheChild(UNCRC)- Wantsarenotgenerallyprotectedastheyarenotneededforsurvival,growthanddevelopment.- Discusshownotallchildrenenjoytheirrightsandthinkaboutchildrenforcedtoworkinthe

chocolateindustry.Whatrightshavetheybeendeprivedof?

Activity 3Makeit‘Right’

• Decentshelter(Article27)

• Nutritiousfood(Article24)

• Protectionfromharm/neglect(Article19)

• Education(Articles28,29)

• Healthcare(Article24)

• Fairtreatmentandnon-discrimination (Article2)

• Cleanair(Article24)

•Opportunitiestoshareopinions(Article12)

• Playgroundsandrecreation(Article31)

• Cleanwater(Article24)

•Opportunitiestopracticeyourownculture,languageandreligion(Article30)

• Clothesinthelatestfashion

• Abicycle

• Aholiday

• Yourownbedroom

• Apersonalcomputer

• Atelevisionset

• Apersonalstereo

•Moneytospendasyoulike

• Fastfood

Needs/ Rights Wants

Make a Note of It!

• Givethechildrentheselectionofrightsthatarerelevantforthisactivity.(ArticleStrips)Readthroughthemwiththechildrentoensureunderstanding.

• Playtheanimation Visi’s Worldagain.Individually,childrenshouldmakenotesonwhere/whentheythinkoneoftherightshasbeenviolatedandhow.Theyshouldthencomparenoteswithapartnerbeforewholeclasssharingactivity.(Think,Pair,ShareActivity)

PlenaryConsiderhowFairtradeworkstowardsrectifyingthisinequalityinrights.

ResourcesAnimationVisi’sWorldWants/NeedsCardsArticleStripsCopyoftheUNCRCinchildfriendlylanguage-http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

Decent Shelter

Protection from harm/ neglect

Fair treatment and non-discrimination

Clean water

Nutritious food

Education

Health care

Clean air

Playgrounds and recreation

Opportunities to share opinions

Clothes in the latest fashion

A holiday

Fast food

A bicycle

Your own bedroom

A television set

A personal computer

Money to spend as you like

A personal stereo

Opportunities to practice your own culture, language and religion

Article 11You have the right to be protected from kidnapping.

Article 19You have the right to be protected from being hurt

and mistreated, in mind or body.

Article 24You have the right to the best health care possible,

safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well.

Article 27You have the right to food, clothing, a safe place

to live and to have your basic needs met.

Article 28You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.

Article 31You have the right to play and rest.

Article 32You have the right to protection from work that harms you,

and is bad for your health and education. If you work, you have the right to be safe and paid fairly.

Article 36You have the right to protection from any kind of exploitation

(being taken advantage of ).

Suggested Learning Intentions

Children will:

• Experiment with rhymes, rhythms and verse structure;

• Express thoughts, feelings and opinions in their writing;

Suggested Learning & Teaching ActivityFor visual impact, children can make red papier maché cocoa pods to write their poems on to. On a dry day, why not get the children to hang them on trees or shrubs around the grounds for parents and visitors to read as they visit the school. Indoors, they make a fabulous display when hung on a large branch or contemporary Christmas tree.

Writing the Poems

Many forms of poetry will work well with this activity and for older children or those who have greater experience of writing in a variety of poetic forms you might like to let them choose the form. Alternatively, you may like to choose a Diamond Poem.

How to write an Antonym Diamond Poem:

1. Diamond Poems are seven lines long.2. Thefirstandlastlineshavejustoneword.Thesecondandsixthlineshavetwowords.Thethird

andfifthlineshavethreewords.Andthefourthlinehasfourwords.3. Eachlineiseithermadeupofnouns,verbsoradjectives.4. Lines2,3andthefirsttwowordsonline4relatetotheadjectiveatthetopofthepoemandlines5,

6andthesecondtwowordsonline4relatetotheadjectiveatthebottomofthepoem.

Here’s an easy way to adjectivevisualise all three rules: noun noun verb verb verb adjectiveadjectiveadjectiveadjective verb verb verb noun noun adjective OnaboardorflipchartwritethewordsFairandUnfair,thesewillbethefirstandlastwordsofthepoem. Children should then use their understanding of Fairtrade, chocolate production and the problem of traffickinginthechocolateindustrytogeneratealistofwordstouseintheirpoems. Individually, children then choose and arrange the words of their poem using the above structure. Once proofed and edited, the poems can be written onto the papier maché cocoa pods.

ResourcesMaterials to make red papier maché cocoa pods, including PVA paste, newspaper, balloons, red paint.

Activity 4Poetry Pods

Suggested Learning Intentions

Children will:

• Classify information, make links, justify methods, opinions and conclusions.

• Use a range of materials, tools and processes such as: drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction, selecting which is appropriate in order to realise personal ideas and intentions.olutions and examining options.

Suggested Learning & Teaching Activity

Clustering Activity (from Active Learning & Teaching Methods CCEA)

This activity is a useful tool for transferring factual information amongst children and for encouraging them to seek connections and links between statements and/or facts. A large space is needed for ease of movement and interaction. Alternatively, if there is not enough room, small groups of children could cluster the cards around a desk. Each group might then present and compare their clusters.

How does it work?

1. Distribute the statements to the children who should work in pairs.2. Children read their statement to ensure that they understand its meaning.3. Children move around and compare their statement with other children’s.4. If two pairs decide that there is a link between their statements they form a cluster.5. Another pair might join the cluster if their statement is connected to other statements in the cluster.6. Children might decide to break into sub-clusters if they see patterns within the connections.7. Children should give their cluster a name.8. Children introduce their cluster and explain why they have formed a group and/ or sub-group.

Three Possible Groups for children to discover (all reasonable clusters should be accepted): William Wilberforce, Modern Day Slavery & Slavery in the Chocolate Industry

Patchwork Quilt Collage

• Display the two words ‘Slavery’ and ‘Freedom’

• Get children to discuss what the words mean to them.

• Give each child 2 squares of fabric (suggested size 20cmx20cm)

• Children should draw something on one square to represent slavery and something on the other for freedom. Use scraps of material to decorate.

• Sew or stick patches together to make something that resembles a patchwork quilt.

ResourcesClustering Statement cardsFabric Squares (20cm x 20cm suggested size)Scraps of material to stick on to decorate pictures patches

Activity 5Patchwork Quilt Collage

William Wilberforce was born in 1759 in Hull, East Yorkshire. He graduated from university in Cambridge to follow a political career and became Member of Parliament for Hull in 1780, aged 21. Four years later he became MP for the whole of Yorkshire and began to work for the abolition of the British slave trade.

Wilberforce was a religious man. He was popular and was known to be charming and witty and a great public speaker. He campaigned for a number of causes: for laws to improve the lives of the poor; education; prison reforms; ending child labour; and he was one of the founders of the Royal Society of the Prevention of Cruelty to Animals (RSPCA).

With the help of his friend William Pitt, who became Prime Minister, Wilberforce became leader of The Society for the Abolition of Slavery. The society campaigned for almost 20 years to bring an end to British involvement in the Transatlantic Slave Trade. They made many enemies, especially among those who made huge amounts of money from the slave trade.

Wilberforce tried several times to bring private members’ bills before Parliament that would end Britain’s involvement in the slave trade. However, after many years of defeats, he finally achieved his goal on 25th March, 1807. But this did not completely prevent British people from engaging in the slave trade.

Wilberforce retired from politics in 1825 due to ill health, but continued to campaign for the abolition of slavery. Finally, on 26 July 1833, as he lay on his deathbed, he was told that the Slavery Abolition Bill, granting freedom to all slaves within the British Empire, had been passed by Parliament. Wilberforce died three days later. As a mark of respect for his achievements, his body was buried in Westminster Abbey.

The abolition of the Transatlantic Slave Trade in 1807 marked the beginning of the end of the slave trade (slavery in the colonies was abolished in 1833). The numbers involved had been huge- over 12 million African men, women and children were forced into slavery. Yet today there are over twice that many people in enforced slavery!

It is estimated that there are some 27 million slaves across the world today. Although slavery has not happened to the same extent on one single continent since the abolition, as unimaginable as it seems, slavery still happens in the 21st Century. It still exists today in many different forms and does not involve one particular country or culture.

Clustering Activity Statements

Anti-Slavery International define a ‘slave’ today as someone who is:

• Forced to work

• Owned or controlled by an ‘employer’

• Bought and sold as ‘property’

• Loses or has restrictions placed on his or her freedom of movement.

Slaves are under the complete control of another person and are often treated violently. They get very little pay for the work they do (or none at all) and get barely enough food and shelter to keep them alive. The lives of slaves today are not very different from those of slaves 200 hundred years ago.

It is estimated that today worldwide 179 million children are involved child labour, working full time at the cost of their education, leisure and personal and social development. Some children are forced to work as soldiers or domestic labourers, or forced to beg, or in agriculture or in factories/ ‘sweatshops’.

Much of the chocolate we enjoy may be produced using child slavery. Anti-Slavery International’s latest research shows the continuation of child trafficking, a form of modern slavery, to cocoa farms in the Ivory Coast, which produces almost 40% of the world’s cocoa.

The production and trading conditions in the cocoa market make it very difficult for producers to earn a living. Cocoa farmers are often forced to negotiate with buyers who pay only a fraction of the actual value of their crop. As a result, farmers are often paid prices that don’t begin to cover the costs of production. Producers also have limited access to information about what is going on in the market or how much their crops are worth, and many cannot get affordable credit.

Instead of going to school young boys are forced to spend long days hacking open cocoa pods with machetes, handling dangerous pesticides and carrying heavy loads - work that is deemed extremely hazardous, can lead to injury and ill-health, and that no young child should have to do.

Many global companies make large profits from cocoa produced by children in slavery working in the cocoa sector in the Ivory Coast. Big trading companies buy cocoa sourced from Ivorian cocoa farms where children in slavery are frequently found, and export it to the global brands which make and sell chocolate worldwide.

Pressure from concerned consumers has helped force some of the world’s major chocolate companies to take responsibility to help end the practice of using child slaves within cocoa production.

Suggested Learning Intentions

Children will:

• Share, respond to and evaluate ideas, arguments and points of view and use evidence or reason to justify opinions, actions or proposals;

• Identify and ask appropriate questions to seek information, views and feelings;

• Explore the issue of human trafficking in a safe environment by using drama to begin to explore their own and others’ feelings about the issue, and by negotiating situations both in and out of role; and

• Develop an understanding of their role and responsibility as consumers in society.

Suggested Learning & Teaching ActivityThese activities are an ideal way for children to display what they have learnt about Human Trafficking.

Hot Seating

What to do:

1. Place children in 5 or 6 groups. 2. Assign each group one of the character cards from the resource cards: Fairtrade Cocoa Farmer,

Cocoa Farmer, Visi, William Wilberforce, Chocolate Manufacturer(not using Fairtrade beans) and child labourer in UK.

3. Children should discuss the assigned role, coming to a shared understanding of the character’s thoughts, values, opinions, attitudes etc

4. Next, children should be encouraged to think up challenging questions for the person who will sit in the hot seat from the other groups.

5. Each character is then put in the hot seat and questioned by the other groups. This may help children to feel empathy for a particular person or viewpoint. (NB all children in the group can support each other and respond to the questions.)

6. A debrief afterwards could involve asking children what they learned, what they found interesting and if they would challenge anything which a person in the hot seat said.

Thought Selfies

1. Children should select two of the characters from the Hot Seating activity, preferably two holding opposing viewpoints.

2. Just as the selfie captures an image of self, children should write ‘in-role’ to capture the thoughts of the individuals in relation to modern day slavery or Human Trafficking. (Thought Selfie Resource Sheet)

3. Encourage children to reflect and draw upon their learning from throughout the series of activities to give insightful pieces of writing, providing evidence for opinions offered.

ResourcesCharacter Cards for Hot Seating activityThought Selfie Resource Sheet

Activity 6Thought Selfies

Thought Selfies Resource SheetChoose two of the characters from the Hot Seating activity, preferably with opposing views. Draw a picture of them and then capture their views on modern day slavery, Human Trafficking, in their thought bubble.

Characters for Hot Seating Activity

Fairtrade Cocoa Farmer Child Labourer (UK)

Visi William Wilberforce

Chocolate Manufacturer(Not using Fairtrade Beans)

Non Fairtrade Cocoa Farmer

This pack has been designed for use with children in Upper Key Stage 1 and Key Stage 2 to begin to develop awareness about the issue of Human Trafficking globally and closer to home.

It has been designed to work at two levels.

• Activity 1 can be used as a stand alone presentation; or

• Activity 1 can be the first activity in a series of six, providing for a more comprehensive exploration of the topic.

Affixed to the Education Resource Pack folder is a credit card style pen drive containing a copy of the animation ‘Visi’s World’. To use simply flip out the pen drive, insert, right click on the file ‘Visi’s World’ and select the relevant browser software for your computer. The animation has been incorporated into several of the activities, but due to its versatility, I have no doubt that teachers will find many other creative and innovative ways to use it in their teaching, particularly in the Areas of Learning Personal Development & Mutual Understanding and The Arts.

Through the concept of Fair Trade children will be prompted to consider their role as consumers in society and develop an understanding of human rights, specifically in relation to human trafficking.

If we want to effect change in the world it is crucial that our children are guided and supported in developing the positive attitudes, values and dispositions we would wish to see in our future citizens… and this needs to begin during the most formative years of their education.

Children will have the opportunity to develop some of the skills that meet the requirements of the Northern Ireland Curriculum. The focus within this resource pack is outlined below:

Using this Resource

Empower young people to develop their potential and to make informed and responsible choices and decisions throughout their lives.

Citizenship Ethical Awareness

The activities in this pack focus on Thinking, Problem Solving & Decision Making.

• Sequencing, ordering, classifying, making comparisons;

• Making predictions, examining evidence, distinguishing fact from opinion;

• Making links between cause and effect;

• Examining options, weighing up pros and cons;

• Making connections between learning in different contexts.

The cross-curricular skills covered in this pack are:

• Communication (Comm);

• Using ICT (UICT).

This resource provides teachers with the opportunities to connect learning across the following Areas of Learning:

• Language and Literacy;

• The Arts;

• Personal Development and Mutual Understanding;

• The World Around Us.

• Become aware of some of their rights and responsibilities;

• Become aware of some of the issues and problems in society;

• Contribute to creating a better world for those around them;

• Become aware of the imbalances in the world around us, at both a local and a global level;

• Become aware of the potential impact of developments upon the lives of others.

Northern Ireland Curriculum Aim

Key Elements

Thinking Skills and Personal Capabilities

Cross-Curricular Skills

Connecting the Learning

Objectives

Active Learning & Teaching Methods Key Stage 1 & 2 - CCEA ResourceThe animation ‘Visi’s World’ is an excellent resource to use alongside many of the strategies outlined in ‘Active Learning & Teaching Methods’. In the active classroom environment children learn and develop skills in, for example, assessing evidence, negotiation, making informed decisions, solving problems, working independently and working with others. Active participation and involvement in their learning is essential for children to make connections and consolidate understanding in an issue that may be challenging for some children to grasp.

Links with Assessment for Learning (AfL)The activities contained within the Education Resource Pack promote the concepts of:

• Setting open ended challenges;

• Making thinking important;

• Making thinking and learning explicit;

• Effective questioning;

• Enabling collaborative learning;

• Promoting independent learning; and

• Making connections.

Thank you for choosing to use this Educational Resource Pack with your class. Together we can make slavery something our children only learn about in history!

“Education is the most powerful weapon which you can use to change the world.“Nelson Mandela

HumanTraffickingismodern-dayslavery.

InvisibleTraffick(I.T)isaregisteredcharitymadeupentirelyofvolunteers,allsharingthesamepassiontoseetheabolishmentofthismoderndayslaverywithinourcommunities,onthistheislandofIreland.

InvisibleTraffickiscommittedtoaddressingtheissueofhumantraffickinginboththeNorthandSouthofIrelandwherethevariousseaandairportpointsofentryintobothjurisdictions,combinedwithopenborders,makesitanidealenvironmentforcriminalsengagedinthisactivity.Thetraffickingofhumanbeingsisaverywellconcealedandsecretiveworld,butthankfullymoreandmoreisbeingdonetopenetrateit.

Itisoneofthefastest-growingcriminalindustriesinNorthernIreland.Humantraffickinginvolvestherecruitmentandmovementofindividualsthroughthemeansofdeception,forceorcoercionforthepurposeofexploitation.Themeanselementisirrelevantwhendeterminingifachild(under18)hasbeentrafficked–i.e.,wherechildrenhavebeentraffickedandexploiteditisstillanoffence,evenifnoforce,deceptionorcoercionhasbeenusedandthechildhasgivenconsent

Types of TraffickingForced LabourVictimsareforcedtoundertakemanuallabourtasksthatincludefarmwork,fruitandvegetablepicking,construction,mining,workinthehospitalitysectorandfactoryworksuchasinthetextiles,manufacturingandpackagingindustries.Victimshavetoworklonghoursinpooranddangerousconditions.Iftheyarepaidatall,mostoralloftheirwagesmustbehandedovertotheirtraffickers.

Domestic Servitude:Forcedtoundertakecleaning,cooking,laundry,childmindingandotherhouseholdtasksinprivatehouseholds.Iftheyarepaid,itisverylittle.Theyareoftentoldthattheir“wages”havebeenreducedtocovertheirboardandlodgings.Victimshaveverylittleprivacyandnofreedomtocomeandgo.Intheeventtheyareallowedouttoundertakeshoppingorothererrands,theyareheavilysupervisedandunderthreatatalltimes.

Sexual ExploitationVictimsareforcedtoperformsexualactsagainsttheirwill.Thiscanbeinforcedprostitution,wherethetraffickersprofitfromtheabuseoftheirvictimsoftenbyalargenumberof“customers”eachday.Victimscanalsobeexploitedfortheproductionofpornography.SexualexploitationwithintheUKandIrelandcanalsoinvolvegroomingoveraperiodoftime.Thevictimdevelopsarelationshipoftrustwiththeirtrafficker,notknowingwhoorwhattheyreallyare.Atsomestage,violenceandotherabusewillbeemployedtocompelthevictimtoperformsexualacts,usuallyforthefinancialbenefitofthetraffickers.

Forced CriminalityBeingforcedtoperformcriminalactsforanotherpersontoprofit.Thiscanincludestreetcrimesuchasbag-snatching,pick-pocketingandATMtheft.Itcanalsoinvolvesellingcounterfeitgoods,workingoncannabisfarmsandotherdrug-relatedcrimes.Victimsareforcedtobegortoengageinbenefitfraudbyclaimingstatebenefitsfalsely.Anymoneytheyreceivemustbehandedovertothetraffickers.

Organ HarvestingOrganharvestingisagrowingandverylucrativemarket.Victimscanbekidnappedandforcedtogiveupanorgan.Othersmaybedupedintobelievingtheyneedanoperationsothatanorgancanberemovedandsold.Intheworstcases,victimsaremurderedsotherequiredorganscanberemovedandthetraffickerscanprofitfromtheirsaleontheblackmarket.

Background Information for Teachers

The Scale of Human TraffickingGlobally…

Humantraffickingisthesecondlargestsourceofillegalincomeworldwideexceededonlybydrugstrafficking.

Thereisanestimated20–30millionslavesintheworldtoday.

1.2millionchildrenaretraffickedeveryyear.(UNICEFestimate)

United Kingdom…

UKHumanTraffickingCentre(UKHTC)statisticsTheUKHTChasgatheredintelligenceheldbytheUKHTC,informationfromtheNationalReferralMechanism(NRM)databaseandinformationfrompoliceforces,theUKBorderAgency(UKBA),theGangmastersLicensingAuthority(GLA)andnon-governmentorganisations(NGOs)toprovidethefirstindicationofthescaleofhumantraffickingintheUK.

The 2013 UKHTC report found:2,255potentialvictimsofhumantraffickingwereidentifiedintheUKin2012549(24%)ofthesewerechildren.

Gender of victims

Ofthe549potentialchildvictimsknowntotheUKHTCin2012:

0

50

100

150

200

250

300

350

Female Male Unknown

Num

ber o

f vic

tims

Female (310)

Male (208)

Unknown gender (31)

Age of victims

Ofthe549potentialchildvictimsknowntotheUKHTCin2012:

Type of exploitation

Ofthe549potentialchildvictimsknowntotheUKHTCin2012thetypesofexploitationwere:

Ofthosewhowerebelievedtohavebeencriminallyexploited,themostprevalentsubtypeswerecannabiscultivation(56,42%)andbenefitexploitation(55,41%)

0

30

60

90

120

150

up to9 yrs

Num

ber o

f vic

tims

between10-15 yrs

between16-17 yrs

childnow adult

childage nowunknown

Up to nine years old - 13% (70)

Aged between 10 and 15 years - 21% (113)

Aged between 16 and 17 years - 26% (142)

Were children when the exploitation commenced but had since become adults - 17% (96)

Were recorded as a child with no further information relating to their age provided - 23% (128)

Unknown - 32% (174)

Sexual exploitation - 28% (152)

Criminal exploitation - 24% (132)

Multiple exploitation - 7% (37)

Domestic servitude - 6% (174)

Labour exploitation - 3% (18)

Organ harvesting - <1% (1)

Northern Ireland…

• 38potentialvictimsofhumantraffickingwerereferredtotheNRMfromNorthernIrelandin2013/14.

• 18ofthesepotentialvictimswereminors.

• 17ofthe38victimshadbeentraffickedforsexualexploitation

• 1fordomesticservitude,

• 10forforcedlabour

• Thetypeofexploitationintheremaining10casesunknown. (SourceOCTFAnnualReport2014)

Traffickedwoman‘heldasaslaveinBelfastflatforfiveyearsbydoctor‘

BelfastTelegraph–31January2014

‘Sexslaves’couplearenamedafterjudgeliftsgaggingorder.Amarriedcoupleaccusedofholdingtwowomenassexslavesforoveradecadecannowbeidentified,acourthasruled.

BelfastTelegraph–19February2014

ChildrenarebeingtraffickedbetweentownsintheUK.NationalCrimeAgencyfiguresshowthat56UK-bornchildrenweretraffickedforsexualexploitationinthepastyear,butthereare many more victims the agencieshaven’tidentified.

TheGuardian-25February2014

“HumanTraffickingisaheinouscrimeandwemustworktogethertostampitout.”

MinisterofJusticeDavidFordMLA,NorthernIrelandDepartmentofJustice.

http://www.stopthetraffik.org/

http://www.antislavery.org/english/

http://schools.fairtrade.org.uk/

http://notforsalecampaign.org/

http://www.youthforhumanrights.org/

http://www.unicef.org/rightsite/484_540.htm

http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

http://www.divinechocolate.com/uk/about-us

http://www.sfu.ca/geog351fall03/groups-webpages/gp8/prod/prod.html

https://www.cadbury.com.au/About-Chocolate/Harvesting-and-Processing-Cocoa-Beans.aspx

Useful Websites

In school, we have been learning about Modern Day Slavery or Human Trafficking.

Did you know …

• Child slaves are used extensively in chocolate production;

• There are currently approximately 27 million slaves worldwide;

• The average cost of a slave today is £55;

• Today in Northern Ireland, people are enslaved.

For more information, or to see how you can help visit our website:www.invisibletraffick.org

A Note Home...The Bitter Truth

In school, we have been learning about Modern Day Slavery or Human Trafficking.

Did you know …

• Child slaves are used extensively in chocolate production;

• There are currently approximately 27 million slaves worldwide;

• The average cost of a slave today is £55;

• Today in Northern Ireland, people are enslaved.

For more information, or to see how you can help visit our website:www.invisibletraffick.org

A Note Home...The Bitter Truth

In school, we have been learning about Modern Day Slavery or Human Trafficking.

Did you know …

• Child slaves are used extensively in chocolate production;

• There are currently approximately 27 million slaves worldwide;

• The average cost of a slave today is £55;

• Today in Northern Ireland, people are enslaved.

For more information, or to see how you can help visit our website:www.invisibletraffick.org

A Note Home...The Bitter Truth

In school, we have been learning about Modern Day Slavery or Human Trafficking.

Did you know …

• Child slaves are used extensively in chocolate production;

• There are currently approximately 27 million slaves worldwide;

• The average cost of a slave today is £55;

• Today in Northern Ireland, people are enslaved.

For more information, or to see how you can help visit our website:www.invisibletraffick.org

A Note Home...The Bitter Truth