Episode 11
7th May 2013
Activity
Fashion Factories
Key Learning
Students will explore the ethical concerns related to companies that have their clothes made by workers in
developing countries. Students will also gain a deeper understanding of the structural framework and
language features of persuasive texts.
The Australian Curriculum
General Capabilities > Ethical Understanding > Learning
Continuum
General Capabilities > Ethical Understanding > Learning
Continuum
Understanding ethical concepts and issues
Exploring values, rights and responsibilities
Recognise ethical concepts
examine and explain ethical concepts such as truth and justice
that contribute to the achievement of a particular outcome
Examine values
examine values accepted and enacted within various
communities
Explore ethical concepts in context
explain what constitutes an ethically better or worse outcome
and how it might be accomplished
Reasoning in decision making and actions
Explore rights and responsibilities
monitor consistency between rights and responsibilities when
interacting face-to-face or through social media
Consider points of view
explain a range of possible interpretations and points of view
when thinking about ethical dilemmas
Reflect on ethical action
articulate a range of ethical responses to situations in various
social contexts
Consider consequences
evaluate the consequences of actions in familiar and
hypothetical scenarios
Reason and make ethical decisions
explore the reasons behind there being a variety of ethical
positions on a social issue
English / Literacy / Creating texts
Plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose
and audience (ACELY1714)
Plan, draft and publish imaginative, informative and persuasive
texts, selecting aspects of subject matter and particular
language, visual, and audio features to convey information and
ideas (ACELY1725)
Discussion Questions
1. A lot of people are asking questions about the ethics of how our clothes are made. Discuss this
statement as a class.
2. A lot of the clothes that we buy in Australia are made in developing countries. List some of these
countries.
3. Why are a lot of our clothes made in developing countries?
4. How much money does a clothing factory worker in Bangladesh generally earn per hour?
5. What are the conditions like for clothing factory workers in developing countries?
6. What organisation is trying to improve workers rights in developing countries?
a. Oxfam
b. The Red Cross
c. Greenpeace
7. In which country did a clothing factory recently collapse?
8. Many say the Australian fashion industry needs to do more to protect overseas workers. True or false?
9. Where are your school uniforms made? Talk to your school/governing council about taking steps to
make sure your school uniforms are not made by exploited factory workers.
10. What surprised you about this story?
©ABC 2013
Activities
Classroom discussion
Watch the BtN story Fashion Factories and summarise the story in your own words. Hold a group discussion,
and reflect on the issue of child labour and forced labour in sweatshops.
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How did you feel after watching the BtN Fashion Factories story?
What words, emotions and images do you associate with this issue?
Why do you think BtN covered this story?
Further discussion:
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Why is it important to find out where our clothes are made?
How do you know if you are buying sweatshop free clothing?
Would you be prepared to pay more for your clothes if you knew they were made under ethical
working conditions?
There are many sweatshops operating out of developing countries. If factories were to improve
working conditions how would this affect the people working there? Think about the positive and
negative impact this may have.
What is labour exploitation?
Ask students to find definitions for the following terms in the context of child labour in sweatshops. Use these
words to construct sentences about labour exploitation in developing countries.
Ethical
Exploit
Manufacturing
Sweatshop
Fair trade
Child labour
Forced labour
Supply chain
Labour Rights
Create your own FAQ
Students will create their own FAQ on labour rights and ethical garment manufacturing. Provide students
with the opportunity to conduct research into the issue of labour exploitation to gain a deeper understanding
of the rights of the worker.
Refer to the following websites for information on labour rights:
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Shop Ethical
Oxfam: Frequently Asked Questions
Encourage students to share their research with
the class and broader school community.
Interesting ways to present information include:
 Prezi http://prezi.com/index/
 Oral presentation
 Glogster http://www.glogster.com/
 Create an infographic using http://create.visual.ly/
©ABC 2013
Where are your school uniforms made?
Many school uniforms in Australia are made by exploited sweatshop workers who are not receiving their
legal entitlements or a fair wage. Whether you are a student, teacher, parent, principal or part of a school
council, there are simple steps you can take to make sure your school uniforms are not made by exploited
sweatshop workers. Guide your students through an investigation into their school uniforms, where they
were made and the conditions in which the people who made them were working.
Where are your school uniforms made?
 Where are your school uniforms (including garments and shoes)
manufactured?
 Are your school uniforms made by exploited sweatshop workers?
Visit the Products of Slavery website
http://www.productsofslavery.org/ to explore where and what
products are made using child labour or forced labour.
 Take your concerns to your SRC to discuss your school uniform
and where it is manufactured.
 Set up a meeting with your school council to discuss your current
uniform policy. Does the policy include a clause which ensures that
your uniforms are accredited by Ethical Clothing Australia? Liaise
with the school council to ensure your uniforms are ethical.
 Visit the Fair Wear website to find out more
http://www.uniforms.fairwear.org.au/learn-more/
Have your voice heard! – Write a persuasive text
Explain that students will be constructing a persuasive text urging companies to put in place an action plan to
stop the use of forced labour in their supply chains. This activity introduces the structural framework and
language features of persuasive texts to your students and allows them to gain an understanding of the
purposes of each sentence within a paragraph.
Refer students to the read, write, think persuasion map to plan their exposition text.
Have your voice heard!
Activity #1: Write a letter to the Chief Executive of your favourite retail chain.
Consider the following points when writing your letter:
 What has this business done to ensure there is no forced/child labour in
the products they sell?
 What are the conditions like for the factory workers that manufacture your
products?
Visit the Anti-slavery website for a sample letter:
http://www.antislavery.org/english/campaigns/take_action_on_slavery_and_wh
at_we_buy.aspx
Activity #2: With your teacher’s permission and guidance visit the Facebook
page or website of a clothing company. Comment on their page that you like
their clothes but ask them if they can confirm whether their clothes are made
under decent conditions.
©ABC 2013
Use the read, write,
think persuasion map to
plan your exposition
text.
 Related Research Links
Oxfam Australia – Explore resources for students
https://www.oxfam.org.au/explore/workers-rights/resources-for-students/
Shop Ethical – Go ethical in your school
http://www.ethical.org.au/get-involved/resources/go-ethical-in-your-school/
CBBC Newsround – What are ‘sweatshop’ goods?
http://news.bbc.co.uk/cbbcnews/hi/newsid_4600000/newsid_4603800/4603845.stm
Anti-Slavery International – Product Slavery
http://www.productsofslavery.org/
Fair Wear – Keep sweatshops out of your school
http://www.uniforms.fairwear.org.au/
Behind the News – Kids’ Rights
http://www.abc.net.au/btn/story/s3343592.htm
©ABC 2013