1. Chocolate Heroes [Insert name]
(3 minutes: introduce learning objective and success criteria, if appropriate)
Learning objectives:
To understand what modern-day slavery/human trafficking is and what it looks like
To understand that human trafficking takes place in the chocolate industry
To know how I can ‘become a hero’ for children on cocoa farms
To appreciate and understand who William Wilberforce was (KS2)
Success criteria:
I can explain that some children are forced to work in the chocolate industry (KS1)
I can explain that human trafficking occurs in the chocolate industry (KS2)
I can explain who William Wilberforce is and name one thing he achieved (KS2)
I can name an example of what I can do to help trafficking in the chocolate industry (KS1/KS2)
[Insert name]

2. Superheroes What powers does your hero have?
What does your hero look like?
What powers does your hero have?
What will your hero do with those powers?
7 minutes:
Children should be in pairs or small groups for this activity. On mini-whiteboards or on paper with crayons, children should be asked to create their own super-hero. They should draw a super-hero they have created, and not one that already exists. Children should use their imagination to create a new super-hero, drawing its appearance, clothes and its special powers and their morals.
Pose these questions to the pupils, and ask them to answer the questions in their groups:
What does your hero look like? Is it important what your hero looks like?
Which powers does your hero have?
What will your hero do with those powers?
Does your hero have an enemy?
Differentiation and extension:
To extend this activity for KS2 pupils, introduce thoughts around the morality of their super-heroes.
Should your superhero protect people with their powers? Why or why not?
How do you think a superhero should behave?
Does your hero have an enemy?

3. Superheroes What does a hero look like? 2. What does your hero do?
Alternatively, a starter for KS1 pupils (7 minutes)
Select a volunteer from the class and announce that today you are going to make them into a hero. Pose the question to the class: “What does a ‘hero’ look like?”
Ask pupils to turn to their talk partners and think-pair-share: Can they think of 3 things that a hero’s appearance should have? When two minutes have passed, ask children to share their ideas with the class.
Display on the board any common characteristics between the appearances of the heroes the pupils have described.
Then pose the question: “What does your ‘hero’ do?” Give children one minute to think of what their hero does, in their partners.

4. What is a hero? Feedback from the discussion (3 minutes)
One person from a partnership or group should feed back to the class their super-hero’s appearances, clothes, special powers, characteristics and morals.
During the feedback time, you should draw out the following features from the discussion:
A hero could be a person who is admired for having done something very brave.
A hero is usually a person who is good, and has done something for others.
A hero is somebody that you admire and want to be.
(With thanks to Teacher’s Pet at tpet.co.uk for the images.)

5. Name That Hero OPTIONAL ACTIVITY: Name That Hero (5 minutes)
Explain to the class that you are going to give them the name of a hero displayed on the IWB, and they must use their hand to ‘splat!’ the face of the correct hero. Select two children, at a time, to come to the front of the classroom to ‘splat!’ the correct hero. Repeat until all heroes have been named.
Heroes for KS1:
Superman
Batman
Spiderman
Harry Potter
Discussion (5 minutes)
Ask pupils to think-pair-share with a partner. Give children two minutes to discuss:
Who are these superheroes/heroes?
Why do some people think that they are heroes?
Do they have any special powers? What can they do with them?
(Facilitators’ notes: Draw out that many of these heroes gave their time and powers to help those who were in need.)

6. Name That Hero OPTIONAL ACTIVITY: Name That Hero (5 minutes)
Explain to the class that you are going to give them the name of a hero displayed on the IWB, and they must use their hand to ‘splat!’ the face of the correct hero. Select two children, at a time, to come to the front of the classroom to ‘splat!’ the correct hero. Repeat until all heroes have been named.
Heroes for KS2:
David Beckham: has helped lots of different charities by using his fame to get them noticed, and raised money for UNICEF, which helps children in need.
Harry Potter: as a child, he helped to save those who disagreed with Voldemort, an evil wizard.
Angelina Jolie: has raised money for, and campaigned for, refugees and the poor.
Taylor Swift: has given money to help children read by buying books and given money to children who are sick.
Discussion (5 minutes)
Ask pupils to think-pair-share with a partner. Give children two minutes to discuss:
Who are these superheroes/heroes?
Why do some people think that they are heroes?
Do they have any special powers? What can they do with them?
(Facilitators’ notes: Draw out that many of these heroes gave their time and powers to help those who were in need.)

7. William Wilberforce
William Wilberforce was a man who helped people to understand that slavery was wrong. He tried to show people that they should not make other people live in terrible conditions.
SLIDE FOR KS2: Introduce William Wilberforce (5 minutes)
“Another hero is a man called William Wilberforce. He lived over 250 years ago! William Wilberforce was a man who helped people to understand that slavery was wrong. He tried to show people that they should not make other people live in terrible conditions.
Slavery is buying and selling a person. Slaves used to be bought in Africa and sold to other countries to then again be bought and sold to other people. Can you imagine going to a supermarket and being able to buy a person? The individual who had been bought would then be told to do whatever the person who’d paid for them wanted them to do.
Thanks to people like William Wilberforce, slavery is now illegal. But slavery does still happen today. Some people are still bought and sold. Modern-day slavery is called human trafficking. Some people, including children, are moved onto cocoa farms and are told that they must make chocolate, even if they don’t want to. This is called child trafficking. This happened to Abdul, and today I’m going to share his story with you.”

8. Where does chocolate come from?
You are here
OPTIONAL SLIDE: The journey from bean to chocolate bar (3 minutes) Do you like chocolate? I know I do! But do you know where chocolate comes from?
Lots of our chocolate comes from the Ivory Coast in Africa. Chocolate comes from large pods that grow on the cacao tree.
• People take the pods off the cacao tree and crack them open with big knives. When you crack them open, you find lots of beans!
• The beans are then dried in the sun for 10 days.
• Once the beans are dry, they are roasted in the oven.
• The shells are then taken off, and this is when it starts tasting yummy and chocolatey. Once this is done, they are flown to different countries where the chocolate will be made in factories.
• Then the beans are turned into a liquid, like milk. To make the chocolate taste nice, people then add sugar and milk.
(Facilitator’s notes: This is an optional slide for those who might benefit from an explanation of how chocolate is made to understand what happens on a cocoa farm.)
World map courtesy of
Where chocolate is made

9. How is chocolate made? Cacao tree Cocoa beans Cocoa pod CHOCOLATE BAR
OPTIONAL SLIDE: The journey from bean to chocolate bar (3 minutes) Do you like chocolate? I know I do! But do you know where chocolate comes from?
Lots of our chocolate comes from the Ivory Coast in Africa. Chocolate comes from large pods that grow on the cacao tree.
• People take the pods off the cacao tree and crack them open with big knives. When you crack them open, you find lots of beans!
• The beans are then dried in the sun for 10 days.
• Once the beans are dry, they are roasted in the oven.
• The shells are then taken off, and this is when it starts tasting yummy and chocolatey. Once this is done, they are flown to different countries where the chocolate will be made in factories.
• Then the beans are turned into a liquid, like milk. To make the chocolate taste nice, people then add sugar and milk.
(Facilitator’s notes: This is an optional slide for those who might benefit from an explanation of how chocolate is made to understand what happens on a cocoa farm.)
With thanks to: fairtradecommunity.com for the cocoa pod image; readtiger.com for the cocoa beans; npr.org for the dried cocoa beans; divinechocolate.com for the liquid chocolate and chocolate bars.
CHOCOLATE BAR
The chocolatey liquid
Drying the beans

10. Abdul’s Story
FILM: Abdul’s Story (10 minutes for KS1; 5 minutes for KS2)
Introducing Abdul’s story to KS1: Our favourite heroes help people with their special powers. Heroes can sometimes do things that people cannot do for themselves. Sometimes when you are sad or finding something tricky, an adult or friend will help you. Sometimes you might help your friend or a family member.
Some people, and children, that we do not know need our help. I’m going to share with you the story of a boy named Abdul, who works on a cocoa farm to make the chocolate we eat.
Share Abdul’s story through this video clip: Mute the video, and read Abdul’s story (see: Abdul’s Story document).
Abdul’s story

11. Life on the cocoa farm
DISCUSSION: Abdul’s Story (5 minutes):
Track Abdul’s thoughts on any day that he is working on the cocoa farm. Pose the question to pupils: “How do you think Abdul would be feeling doing the cocoa farming every day?”
KS2 or if age appropriate: Write down one adjective that describes Abdul’s story and human trafficking on the cocoa farms.
OPTIONAL ACTIVITY: Abdul’s typical day (10 minutes)
Think of Abdul’s life on the cocoa farm. What is it like?
How is Abdul’s life different to yours? What do you do every day that Abdul might not do?
Abdul’s Story
How do you think Abdul would be feeling working on the cocoa farm every day?

12. Fairtrade Chocolate Look for these logos on your chocolate bar
Fairtrade means these farmers have been given enough money to carry on working on their farm, year after year.
Boys like Abdul are less likely to have made your chocolate bar.
OPTIONAL ACTIVITY: FAIRTRADE CHOCOLATE (5 minutes)
Fairtrade chocolate means that farmers have been given enough money to carry on working on their farm, year after year. They have also been given money to make the community that they live in better for everyone. When we buy chocolate with a Fairtrade sign, we are buying chocolate that was made in a better way.
When we buy Fairtrade chocolate we are buying chocolate that has been made in a “good” way. There’s less chance a boy like Abdul would have made it for us.
OPTIONAL ACTIVITY: Sort images of well-known chocolate bars into two hoops with child volunteers: one Fairtrade, the other not Fairtrade.
(Fairtrade community images are from TheGuardian.com)
Fairtrade gives money to the community to make it a better place to live.

13. You can be a hero What can you do to help children like Abdul?
We could buy Fairtrade chocolate
We could paint a picture as a class to show that we are thinking of the children working on the cocoa farms
Abdul’s story
ACTIVITY: What can we do? (5 minutes) Materials: pens, A3 paper
To a boy like Abdul on a cocoa farm, you can be a hero, just like the ones we talked about earlier. You can use your power to help children who have to work hard, all day, with no breaks, on the cocoa farm.
What can you do to help children like Abdul?
Give children two minutes to thought shower as a group and then feedback.
How about doing one of these activities to show the children
working to make our chocolate that we care? We could be a
hero by...
• We could buy Fairtrade chocolate or chocolate that has been produced in a “good way” that won’t hurt any children.
• We could write a letter to the company who makes our favourite chocolate bar, asking for no children to be forced to work on a cocoa farm.
• We could paint a picture as a class to show that we are thinking of the children on these cocoa farms.
We could write a letter to the company who makes our favourite chocolate bar, asking for no children to be forced to work on a cocoa farm

14. How can you become a hero for children like Abdul?
What have you learnt today?
How can you become a hero for children like Abdul?
OPTIONAL PLENARY (5 minutes):
Create a ‘learning tree’, a visual summary of today’s learning.
Children should each be given a cocoa pod at the end of the session. They can draw (if appropriate) or write something they have learnt on the cocoa pod, and then stick it onto a class display of a cacao tree.
“What have you learnt today? How can you become a hero?”