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KS2: ask the class to get into groups and give each group 3–4 ingredients to research by internet or books, 2–3 possible countries of origin for each of the ingredients. Ideally, display a large world map somewhere in your classroom (click here to access an open source map which you can project onto your whiteboard or print). Ask the class to come together to feed back the results of the research, writing the options for each ingredient on the board, marking its position on the map. If time allows, pupils could identify the distance from the various source countries to the UK.





KS1: The box opposite provides one or two country of origin options per ingredient. Again, show the class a large world map, showing where, in relation to the UK, each option is, asking them to say which of the two country options is closer to the UK.





Point out that this is a global cake that could not be made without using ingredients from other countries, and that buying and selling things is called trade.


-Butter – UK/Denmark -Eggs – UK -Sugar - UK /Mauritius -Honey – UK/New -Zea land -RoseWater – USA/India -Nutmeg – Indonesia/The Netherlands -Lemon – South Africa/ Spain


-Cinnamon – Sri Lanka/ Egypt


-Cashews – Vietnam/ Nigeria -Orange – Brazil/USA -Cardamom – Sri Lanka/India -Semolina – France/ Italy


-Cherries – France/ Serbia


-Mixed peel – Italy -Ginger – China/ Dominican Republic


Optional class discussion points: • Are pupils surprised at how far the cake ingredients need to travel? • How is food transported?


Extended introductory work for KS2: •


KS2 pupils can research the distance between the furthest country option and the UK, and the nearest country option and the UK for each ingredient. In this way, pupils can arrive at a cumulative figure for the potential distance travelled by the ingredients of the cake that they are going to make.


• •


Why is this distance called ‘food miles’? Further discussion point: is it always better to source food as locally as possible?


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