Category: Primary
Who made my clothes? New Fashion Revolution education worksheets published
followthethings,com has been working closely with the Fashion Revolution Day movement which has been encouraging people all over the world, since the Rana Plaza collapse in 2013, to ask brands and retailers ‘who made my clothes?’. This week saw the release of Fashion Revolution’s latest set of Education Resources.
Click to get to Fashion Revolution’s Education webpage.
Here’s how you can get to them. I) go to fashionrevolution.org/education; 2) register for the resources; 3) go to the URL that you’re sent; and 4) browse and download.
Each resource is a 2 page pdf with instructions to teachers on one page, and a resource for students on the other. Tasks for students of different ages are suggested. What are the tasks? Here’s a preview:
“Who made my school uniform?’: how to engage primary students in Fashion Revolution Day
It was Fashion Revolution Day last Friday, the second anniversary of the collapse of the Rana Plaza factory complex in Dhaka, Bangladesh in which 1,129 people died making clothes for High Street brands. This year, we helped to create education packs for the global campaign, hoping to finds ways in which teachers and students of all ages could interrogate (un)ethical and (un)sustainable fashion by asking ‘who made my clothes?’ We have written about Fashion Revolution Day’s approach to teaching controversial issues here. Below, however, we showcase a blog post by Professor Becky Earley on the ‘Who made my uniform?’ project she worked on at her childrens’ primary school in London. We think this is fantastic. Here’s an extract.
#insideout St Mary’s pupils traced their uniform to china, India, Bangladesh, Vietnam and Tunisia, & prayed for RanaP pic.twitter.com/N8dK0kFkf0 — Prof Becky Earley (@rlearley) April 24, 2014
“… My son loves trainers. He’s a football fan and player, and the influence of the Arsenal team and their colorful attire – and what is donned by his group of friends at school and on his team at the local sports centre – is significant to him. He got the trainers he wanted for Christmas – bright orange. They looked amazing with his lime green away kit. Yet within days he starting asking for another pair, in a different colour. I took the opportunity to explain to him again about why ‘stuff’ is special. The materials, dyes, labour, shipping… all comes at a cost, and not just to the bank of mum and dad. At 8, he knows all this already. We talk about ‘stuff’ all the time. But he just can’t make the leap to applying this knowledge to his insatiable desire to be part of the team – to look the part. At his school the lost property area is a mess of unlabelled and unloved green, white and navy cotton and polyester. I decided to start here with my research, and look at the way in which primary school children relate to their uniform – their everyday clothes. The deputy head at St Mary’s Catholic Primary School in Chiswick and I hatched a plan to run a ‘Who Made My Uniform’ project, in response to the FRD provocation ‘Who Made My Clothes?’ Beginning with a carefully prepared school assembly on the actual day, the project consisted of a week-long residency by myself with the help of another mum, and a series of class projects run by the teachers. The photo story below documents the project. Over the summer term we asked:
- Where was my uniform made?
- Who made my uniform?
- What is it made from?
- How can I make my own clothes?
More blog posts like this
How to explain Fashion Revolution Day to the kids
Encouraging children to ask ‘Who Made My Clothes?’
Fashion Revolution Day – raising awareness in the classroom (in Spanish)
Guest blog | Milkybar buttons & child slavery: primary children write to Nestle
This is the latest in our #followtheteachers series. In December last year, Ian was contacted ‘out of the blue’ by Joe Lambert, a trainee teacher at Montgomery Primary School in Exeter who had been an undergraduate Geography student at Exeter University, where Ian works and where followthethings.com is based. Would Ian be interested in working with him and the school’s 7-9 year old (Year 3 and 4) students, who were following food the following month? Yes was the answer. Here’s what happened, as described by Joe. 
After hearing geography was the key focus of the first few weeks of the January term, my ears immediately pricked. A geography graduate rarely gets an opportunity to use his degree but when he does you know he is going to relish it! My interests were further stoked when the topic was narrowed to identifying where does our food come from? This was the wonderful, crystallising moment when you realise maybe paying attention in the 1st year of your degree was worthwhile. Continue reading
the back office 