Valentine's Roses

This week, Year 8 will be exploring the story of a Valentine's Rose, and the social, economic and environmental costs of its production. There will be many more flowers being produced and grown specifically to come to the peak of their condition in the week running up to the 14th of February, which this year falls on a Sunday. Normally at this time of year, Rose sales rise to their highest levels in the run up to the 14th of February because of the links between roses and romance.

I wonder what impacts the COVID-19 pandemic and the Brexit delays on imports of fresh goods, which would also include flowers might have on this year's trade?

We will be using a version of the resources written by Louise Ellis in her book written for the GA's KS3 Toolkit series, which can be purchased at a 15% discount currently from the GA Shop.

Fairtrade helps people in other countries get a fairer deal.... right ?

Year 8s preparing for exams will be familiar with the impact of Fairtrade and similar schemes on the lives of workers in other countries.
Usually Fairtrade is described as being a benefit for the workers, as the social premium that is paid as part of the scheme is used to fund schemes which benefit the whole community.
This Guardian article from the weekend suggests that there might be some alternative views on the benefits of the scheme, and those wanting a fuller picture might want to read it.

Roses are read....

I've been reading through the Year 8 projects on roses, which are mostly of a very good standard. There are some really nice individual contributions that have been made - I liked some of the presentation choices, and those which had some additional original research which went beyond what I suggested. Remember that as with all the work we do, the lessons are just the beginning of your geographical exploration... the world is bigger than any particular case study or example.

Next stop, the exams. You'll receive your revision notes next week...

Roses - how bad are they ?

Which is the best for the planet ?
Roses grown under the sun in Kenya then flown to the UK, or roses grown in a centrally-heated greenhouse in the Netherlands.
In the Porta Library there's a book called 'How bad are Bananas' which provides the carbon footprint of a whole range of objects, and it places a value on the carbon emissions of the two options.
This, however, is only part of the story - you also need to factor in other costs and benefits of the transport of roses across the world...

I look forward to reading the responses...

Year 8 Assessment Sheet

Remember to keep to these criteria. The work will be marked on one of four levels to provide your mark.

Guidance Sheet Year 8 Roses Assessment

5-4-3-2-1 for 8G1