Home Learning: Global Trade Links

Subject: Geography | Year: 6

Estimated Time: 30-40 Minutes

Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To consolidate your understanding of how the UK is linked to the rest of the world through the movement of goods and to apply your knowledge of global supply chains.

Instructions

1. Investigate: Find three different items in your home (for example: a piece of fruit, a bar of chocolate, an item of clothing, or an electronic device). Look closely at the labels to find where the item was grown or manufactured.

2. Record: In your exercise book, or the space below, complete the table to show the journey your items have taken. Use a map or the internet to estimate the distance.

Item	Country of Origin	Continent	Estimated Distance to UK
Example: Banana	Costa Rica	Central America	Approx. 5,300 miles
1.
2.
3.

3. Analyse: Write a short paragraph (4-6 sentences) explaining why the UK imports these items from abroad rather than producing everything here. In your answer, you must use the term 'Global Supply Chain'.

Success Criteria (Checklist)

• ☐ I have identified the 'Country of Origin' for 3 distinct items.
• ☐ I have correctly identified the continent for each country.
• ☐ I have completed the table with estimated distances.
• ☐ I have written an analytical paragraph that explains the reasons for trade.
• ☐ I have used the key term 'Global Supply Chain' correctly.

Challenge / Extension (Optional)

• Evaluate: Research the 'Fairtrade' logo. Write two sentences explaining how this scheme supports farmers in the countries you identified in your table.

---

⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

---

Teacher’s Post-Task Briefing

1. Model Answers / Expected Outcomes

• Investigation Table:

  • Students should identify common imports such as Tea (Kenya/India), Electronics (China/Vietnam), or Clothing (Bangladesh/Turkey).
  • Continental identification must be accurate (e.g., Vietnam in Asia, Kenya in Africa).

• Analysis Paragraph (WAGOLL):

  • "The UK relies on a global supply chain to provide goods that we cannot easily produce ourselves. For example, our climate is not suitable for growing cocoa beans or tropical fruits like bananas. Additionally, some countries have more raw materials or specialised factories to make electronics cheaply. By trading with other nations, we can enjoy a wider variety of products all year round, even if they have to travel thousands of miles to reach our shops."

2. Common Misconceptions to Flag

• The 'Made In' Myth: Students often confuse where a company is based (e.g., Apple in the USA) with where the product is manufactured (e.g., China). Encourage them to look for the literal "Made in..." label.
• Food Miles vs. Carbon Footprint: Some students may assume that the furthest distance always equals the highest pollution. Remind them that transport by sea is often more efficient than transport by air.

3. Classroom Discussion Starters (The 'Journey')

• The Interconnected World: "If we decided to only buy items produced in the UK, how would your daily life change? Which items would disappear from your house?"
• The Ethical Link: "When we buy a cheap T-shirt from a country thousands of miles away, who benefits most from that trade link—the shopper, the shop, or the person who made it?"