Final People as Consumers Coursework - Year 10

a) Work (in groups if necessary) to collate the raw primary data from the questionnaires.

b) Present this data in graphical form. (To gain top marks try to: Use three different types of graph for three different questions or types of data. Use ICT to present the graphs and data).

c) Write a brief description of, and comment on, what the graphs show about pupil consumption and possible consequences – OR BETTER STILL! – annotate the graphs to make them into LIVING GRAPHS.

• Remember that I showed you the electricity consumption graph with annotations to explain the spikes: e.g. the waffle iron...
  

STAGE 3

a) Use annotation, colour shading, symbols and arrows to show the possible ‘geographical reach’ or in other words, the spatial consequences/impacts of the pupil consumption patterns that you have discovered.

b) You could focus on showing the consequences suggested by one of your graphs or of one of the questions, or you could try to show a range of consequences of pupil consumption.

c) You may use the base maps provided or you may design your own ‘impacts web’. The base maps will be given to you next week, but they are basically a choice of map of either the UK, Europe or the World, on different scales.

YOU SHOULD HAND IN THREE ITEMS AS YOUR FINAL COURSEWORK – ON OR BEFORE THE 11th of APRIL

1) Brief written justification of the primary data collection methods

2) Graphs with brief written comment, to show your findings

3) Annotated maps or ‘impacts web’ to show the Geographical Reach of the consumption of KES pupils. This relates to the places which your consumption reaches or affects.

HOW TO BE BRILLIANT …..

Try to show you understand these key concepts, use these words as often and as appropriately as you can.

• Uneven development
• Interdependence
• Globalisation
• Impacts of our actions

Aim to achieve work that matches these descriptions:

• Select and use more complex and appropriate skills, approaches and techniques to collect and analyse primary data and questions/issues with little guidance (i.e. use a number of types of graph and diagram appropriately, design your own data collection method well).
• Clearly communicate with a good understanding of the intended audience (i.e. use good and detailed annotation and map techniques).
• Make selective and appropriate use of ICT information sources and systems (do some graphs using Excel, use ICT to organise information, use the internet to find helpful information).

Fieldwork Follow Up ready for Coursework - Year 10

Having collected some data last time, we now need to do some follow up work to bring together the final piece of coursework. As we have already explained, time is tight, and we need to finish this off before the end of term.
This lesson is important (aren't they all...)
You have a number of items to complete during this lesson:

1. Produce a summary of the answers that you obtained. If you did a CLOSED QUESTION, add up the total and turn it into percentages.
If you did an OPEN QUESTION, label the different responses that you received.

2. Produce at least 3 different types of diagrams to show the answers to 3 of the questions.
If you have an old version of EXCEL, you can use the CHART WIZARD.

3. Write a brief summary of what the diagram tells you about the results of that particular question

Here are the details from the COURSEWORK MARKING SHEETS that we will use when we mark your whole portfolio.

Primary Data Collection

Level 1 (0-1 marks)
Candidates can select and use a limited range of basic skills, approaches and techniques to collect primary data following precise instructions.
ICT information sources are used (non-selectively)

Level 2 (2-3 marks)
Candidates can select and use appropriate skills, approaches and techniques to collect primary data, with some guidance.
Opportunities for using ICT for collecting and recording data are recognised.

Level 3 (4-5 marks)
Candidates can select and use a wide range of skills, approaches and techniques to collect primary data with little guidance.
Able to make selective and appropriate use of ICT.

Need to produce a short piece of work which discusses the following question.

What are the patterns of consumption of people in Gaywood ?

Remember that by 'patterns of consumption', we need to answer the following sorts of questions:

1. How do people get to the shops ?
2. How often do people go to the shops ?
3. Why do they go to particular shops ?
4. What is the impact of the Tesco store which is in Gaywood on the surrounding small shops ?
5. How far do consumers act on issues such as Organic, Food Miles etc.
   

Feel free to use the images that I have placed on the blog in an earlier post to add to your work.

SO WHAT DO YOU HAVE TO DO BY THE END OF TERM ?

You need to produce a printed fieldwork report (which could take the form of a powerpoint presentation) which has the following components:
1. A title page with an image (don't spend a lot of time on this)
2. A map to show where we went (can use an online mapping site: credit the source), and where you stood.
3. A description of the technique that we used to collect the data, and any issues that we found with collecting the data.
4. The data presentation section (which you hopefully completed earlier)
5. A conclusion which includes the answers to the questions above.

Cultural Presentations - Year 11

Group-developed multimedia piece.
Extract from Mark Criteria for BAND 3 for ASSESSMENT OBJECTIVE 3.

The candidate displays a broad range of skills and initiative in gathering and selecting a wide variety of information from an extensive range of written, visual and other sources.

Displaying initiative, the candidate produces an appropriate newspaper feature that communicates a thorough knowledge and understanding of cultural geography.

Individually or collaboratively, the candidate produces an appropriate, well planned and inventive multi media presentation that clearly shows how a place may be represented in different ways.

The candidate clearly understands that people’s knowledge of places and environments is often gained from the media. The candidate offers evidenced and detailed explanations why these representations may not always be accurate.

Sustainability Pyramids Gallery

Here are some of the pyramids for the "My Place" section showing the sustainable nature of your schemes.
The base was the location. The 4 sides were 4 aspects of the environment you wanted to change, with the base of the sides of the pyramid being the current situation and the top the stage you wanted to have become once the project was finished.
Great work everybody !!

Year 10 work for Tuesday 21st January

I'm absent today at a meeting at the Geographical Association up in Sheffield.
Prize for the first person to e-mail me a Google Earth screendump of the building where I'm currently sat
Here is the work...

Here is a reminder of the task we are going to start working on...
The tasks are further down the post....

LA21 - Local Agenda 21 is about:

"everyone of us taking responsibility for present actions and working towards bringing about changes so that we may secure a better future for all..."

Pilot GCSE: My Place

Based on work produced by Paula Cooper and colleagues at King Edward VI 5 Ways School and posted on GA website. Many thanks ! As with the first piece of coursework this will provide challenge for all, and the best scores for those who follow the assessment advice carefully !

This task is the second of three that will be completed during Year 10 to form the coursework element of the short course and will be put into your portfolio. The work will be internally assessed. The emphasis is on the concepts of SUSTAINABILITY and possible FUTURES.

TASK

Pupils are to present a map with overlay and an accompanying brief report to show how they might redesign their home area in King’s Lynn to make it more sustainable and improve life for local people. It also needs to take into account the thoughts of the people you have collected data from using a questionnaire.

TIME

• One lesson to introduce and discuss the task and to obtain an appropriate map.
• Two lessons and two homeworks to plan and complete the annotated plan.

Source of maps

www.streetmap.co.uk

www.multimap.co.uk

http://www.ordnancesurvey.co.uk Get a Map service

http://www.virtualearth.com – better images for King’s Lynn than Google Earth – other areas may be different….

• Pupils may be given choice over the area they choose but advise them that it should be large enough to allow them to present a range of ideas. Encourage pupils to focus on an area they know. They should focus on their home area, the area that they will have chosen and investigated in the early part of the course.
• Map selection could be set as a private study task or could take place during a lesson in an IT room.
• The selected map should be printed on A4 paper and may include a small aerial photo to complement the map.

Geography Pilot GCSE Coursework Part 2

Sustainability and a possible future for your local area

Your task is to redesign part of your local area in King’s Lynn to make it a more sustainable urban area and enact Local Agenda 21 (LA21). You should aim to improve life for people in the area and meet the 13 statements outlined.

You must produce an annotated overlay map and a brief supporting report to present and justify your design

The map

Demonstrate your ideas by producing an overlay map to show the key changes you would make.

· Your overlay map should show three to five key changes. The changes must be linked and work together (integrated), they may be radical but realistic.

· Remember to use your creativity as far as you can

· You may show these changes using shading and symbols (so remember a key!).

The map must be annotated to describe and briefly justify the changes you propose. This annotation can be done using ICT and ‘call outs’ (I demonstrated these to you…)

The report

Write a 500 word report to support and fully justify your proposals. You should aim to develop the points you made in the annotation in more detail (but don’t simply repeat).

For each proposed change you must:

· Explain why you chose it for this area.

· Explain why it is sustainable (why it supports Local Agenda 21) – and which of the 13 statements it relates to

· Describe how it would benefit people and the environment in the area.

· Show how it is linked to the other ideas - they should be integrated! You could, for example, choose a theme for your work. This might relate to the concerns that have been identified by the people who live in the area

· Suggest how the ideas might influence the future of the area.

You may, if you prefer tabulate the report on A4 paper to save time and use words efficiently. For example:

Recommended change	Reasons why chosen for this area	Reasons why it is sustainable and why it supports LA 21	Ways in which it would benefit people and the Environment	Links to other ideas (annotated arrows?)
1
2
3
Description of alternative future of the area if these changes were made.

NAME: _______________________________

How to make your coursework outstandingly brilliant …

Try to make it match the description below.

Use the annotated tips to help you.

Tick the circles as you achieve each one in your work.

KNOWLEDGE AND UNDERSTANDING

• Show good knowledge and understanding of sustainability and possible futures.

• Describe sustainability and sustainable ideas in detail with good supporting arguments.

• Show you are aware of a range of sustainable ideas.

• Present a range of interconnected ideas.

APPLICATION, INTERPRETATION AND VALUES

• Write about your area and the changes in detail.

• Refer to other people’s views of your place and proposed changes.

• Justify your personal view of the area and the world.

• Check your writing is coherent and arguments make sense, they may even be complex.

• Show you understand familiar and unfamiliar situations.

• Use ICT at appropriate points.

SKILLS AND ANALYSIS

• Use more complex skills of annotation and mapping skills.

• Communicate as clearly as possible.

HERE ARE THE TASKS TO COMPLETE TODAY....

1. Go to the BBC CITIZENSHIP test page.
Once you get your score out of 14, post a COMMENT on this post with your score - be truthful - let me know how many out of 14 you got (I scored 8 the first time I did the test). Post using your first name, or nickname only...

2. We are then going to be starting some planning for the next piece of coursework. This is adapted from work done by Paula Cooper: a teacher and her colleagues at a school in Birmingham.
Here is the starting point for you to read:

Geography Pilot GCSE Coursework Part 2

Sustainability and a possible future for your local area

Your task is to redesign part of your local area in King’s Lynn to make it a more sustainable urban area and enact Local Agenda 21. You should aim to
improve life for people in the area.

You must produce an annotated overlay map and a brief supporting report to present and justify your design

The map

Demonstrate your ideas by producing an overlay map to show the key changes you would make.

• Your overlay map should show three to five key changes. The changes must be linked and work together (integrated), they may be radical but realistic.
• You may show these changes using shading and symbols (so remember a key!).

The map must be annotated to describe and briefly justify the changes you propose.

The report

Write a 500 word report to support and fully justify your proposals. You should aim to develop the points you made in the annotation in more detail (but don’t simply repeat).

For each point you need to explain why you chose it for this area, and explain why it is sustainable.

This means that you need to know about something called AGENDA 21.

Start by looking up AGENDA 21 on Google, and exploring the WIKIPEDIA and other definitions. What is AGENDA 21 - what does the 21 bit relate to ? When was Agenda 21 produced ??

Check out the ideas that are at DERBYSHIRE COUNTY COUNCIL's website for how Agenda 21 could be applied in a local area.

Also see what King's Lynn Borough Council are doing.
This is just the preliminary stages of the work at the moment...

3. Choose an area of King's Lynn that you know, and obtain a map for that area.

You could use one of various mapping services online, such as the Ordnance Survey's GET A MAP service.

© Crown Copyright 2007

www.ordnancesurvey.co.uk/getamap

Image produced from Ordnance Survey's Get-a-map service.
Image reproduced with permission of Ordnance Survey and
Ordnance Survey of Northern Ireland.

You need to have an area selected. Produce a map, then paste the map as an image into the centre of a WORD or PUBLISHER document, and add arrows and handwritten labels suggesting the changes that you could make to the area to improve it, and make it SUSTAINABLE. If we take an example from the Derbyshire page...

Try to cut down your rubbish to one bin bag a week. Take any newspapers, magazines, junk mail, glass bottles, aluminium, unwanted clothing and books to recycling centres. You will find them at most supermarkets and some car parks.

So one way to improve your area would be to make sure that there was a recycling centre in the area - where would you put it ? What problems might you have in finding a site ?
Think this through !!

Coursework Improvement - Year 11

Remember the deal: you improve the coursework marks substantially and we will pay to re-enter your coursework.
Check the past posts - when I get a moment, I'll add a direct link to them from the top of the blog...

Also, about 2 weeks left on your magazines....

The chocolate lorry expedition I showed you (remember that it's fuelled by chocolate not made from chocolate - remember they're going to Africa so it would melt anyway) has a WEBSITE.

Also for people as consumers, worth checking out CHRIS JORDAN's massive photos of American consumption.

Admin Procedures: one for the teachers...

GCSE Geography Pilot 1949

Procedural guidelines for Centres

UNIT 2389	OPTIONAL UNITS 4957 – 4965 (excluding Units 4958 and 4963)
Centres should receive an MS1 form and sufficient copies of the Coursework Assessment Grid (GCW742) for each candidate. Should Centres not be in receipt of these items please contact Customer Contact Centre 01223 553998.	Centres should receive an MS1 form for each Unit entered and a single copy of the Band Descriptors for each of the Optional Units. A copy of each relevant Band Descriptor grid should be completed for each candidate and used to record the marks awarded for each assessment piece. The Centre number, candidate name and candidate number should also be completed. This acts as a ‘Cover Sheet’ for each of the Optional Units that the candidate has been entered for. Should Centres not be in receipt of these items please contact Customer Contact Centre 01223 553998.
Send top copy of MS1 to Cambridge, and second copy to moderator by May 15th 2008. The third copy should be retained by the Centre. Please check very carefully for any arithmetic or transcription errors and note the penalties for incomplete portfolios (Specification page 82). Please note that zero means that work has been submitted but has no geographical value, whereas absent means that the candidate has submitted no work.	Send top copy of MS1 to Cambridge, and second copy to moderator by May 15th. The third copy should be retained by the Centre. Please check very carefully for any arithmetic or transcription errors. Please note that zero means that work has been submitted but has no geographical value, whereas absent means that the candidate has submitted no work.
If there are 10 or less candidates entered, then the complete work of all candidates should be sent to the moderator. In all other cases await sample request from moderator on form CW/L1. Send sample to moderator, within three working days. Please include: · One copy of coursework task / instructions provided for candidates · TOP TWO copies of Assessment Grid (GCW742) for each sampled candidate. Please annotate this grid to indicate how the marks have been awarded. Centres are advised to complete these grids for each candidate when assessing the portfolio. Should a further sample be required, an annotated grid will once again be requested with each candidate’s portfolio of work · Completed and signed Centre Authentication Form for Coursework (CCS 160) – one per Centre. Please ensure that each piece of work within the portfolio is clearly labelled with the · Centre number · candidate number · candidate name.	If there are 10 or less candidates entered, then the complete work of all candidates should be sent to the moderator. In all other cases await sample request from moderator on form CW/L1. Send sample to moderator, within three working days. Please include: An annotated copy of the Band Descriptor grid for each candidate. Please also show the Centre number, candidate name and candidate number. Completed and signed Centre Authentication Form for Coursework (CCS 160) – please note that one is required for each unit entered. THIS DOES NOT APPLY TO THE TEACHER ASSESSED UNITS (4958 AND 4963) ALTHOUGH PLEASE NOTE THAT SAMPLES OF WORK AND COMPLETED ‘COVER SHEETS’ MAY BE REQUESTED TO ASSIST IN THE AWARDING PROCESS.

Just in case you didn't get the e-mail from earlier this week...

The Transport Magazine: all the news that's fit to print... Part 1

OK.
Here we go on the first piece of coursework.
A reminder first of all of the background against which we are going to apply the Assessment Objectives:

• Identification and analysis of a clearly defined problem or issue concerning present transport use in at least one defined urban area.

• A discussion of the possible solutions to alleviate the problem or solve the issue, including a full analysis of the impacts and evaluation of the extent to which these solutions are sustainable

• Creative ideas for some aspects of the future of urban transport. This may be discussion of a general topic (such as solar powered cars) or exploration of an aspect of a particular urban area

• All three may relate to one issue or location...

We have a focus then on SUSTAINABILITY, but also FUTURES.

We are going to use the context of a MAGAZINE.
This is going to have some of the features of magazines like COSMOPOLITAN, EVE or other lifestyle magazines.

The starting point is the cover. If you put magazine covers into Google, the first site that it brings up is one of my favourite sites of all: the BIG HUGE LABS site of John Watson.

Choose the MAGAZINE COVER option (don't get sidetracked by all the other interesting options - that means you Brent....) and get creative!

Need to source:
a) An image related to transport
b) Some possible 'stories' or 'content' which you can flag up in the tag lines and other lines

Don't forget to be CREATIVE, and try to cover all the points above.
You could use some other software if you prefer, but it makes sense to use the website to do all the formatting for you.

More to come...

Below are some of the examples that have been created so far, with thanks to Gemma, Aaron and ANON....

Year 11 Sustainable Transport Resources

There are a few places you should go if you have internet access at home, and get hold of these resources.
The first is to the OCR exam board site. We are doing the Pilot GCSE, but OCR also offer a syllabus 'C' option called the 'Bristol Project'.
Download the JANUARY 2007 RESOURCE BOOKLET and TEACHERS NOTES, which are on the theme of Sustainable Transport and has some VERY useful information.
Then go to the GLOBAL EYE site for 2004, with a focus on Traffic.

Svalbard Posters

Coming up shortly for Year 10 is a task where you have to create posters looking at the future for Svalbard. Here are a few of the better examples from last year's group to give you some ideas for what you can create....
With thanks to Daniel, Chris, Claire, Emily and Zach for sharing their work for the benefit of others !

Coursework Portfolios

Any final e-mail submissions for portfolios to me by tomorrow.
Currently sitting with a pile of folders on the table in front of me, and working through them.
Remember that coursework is worth 17% of the final mark, with 33% coming from the exam in June and 50% from next year's portfolio, which I hope some of you will treat with a little more urgency than this year's.

Final call for coursework !!

Just a reminder that 3pm tomorrow (Friday) is the last call for any entries for the portfolio for this year. We are really taking it to the wire on this so please put in that last minute effort to show the examiner that you are working hard !

Coursework

Anyone from Mrs. Clarke's group who has coursework to hand in should pass it to me please...
I have folders ready for all the coursework, and this will make up your portfolio.
Thanks
Mister Parkinson

COURSEWORK HANDED IN PLEASE

As soon as you finish your final piece(s) of coursework, make sure they are handed to myself or Mrs. Clarke. FINAL FINAL deadline is May the 9th (am).

Consumers Coursework Help (and a reminder of LA21)

OK, so you have got some data from questionnaires.

Now put them into Excel and turn them into graphs...

How do you do that ?

Someone has already thought of this, and posted full instructions online. Thanks to Robert Livingstone of Dunoon Grammar School, who has provided instructions for producing the most common types of graphs and also a teachers' guide, which contains the following introductions.

Geography: Drawing Graphs with Excel

Teachers’ Guide

This online resource is a guide to using the Microsoft Excel program in geography. Excel is a program that can be used to create a wide range of graphs from data entered into one of its spreadsheets. It can also be used to do a variety of calculations, such as finding the sum (total), average, maximum and minimum values of the data; or sorting it into ascending or descending order – as well as many other, more complex, calculations.

The resource has been divided into files covering the main types of graph that might be encountered in geography lessons, textbooks, worksheets and exam papers:

• line graphs
• bar graphs
• climate graphs
• pie charts
• scatter graphs.

For each type of graph there are a few pages of instructions, which should be followed carefully step by step, some more difficult skills associated with that type of graph and, finally, a page of further examples to try. Most of the tables of data come from existing geography textbooks, so the graphs created can be incorporated into exercises in these books.

The resource is one of many useful ones made available at the LEARNING & TEACHING SCOTLAND site. Follow the link for details on how to draw a range of graph types.

Use these to produce APPROPRIATE graphs of your results.

Can I also remind you of the 13 points in Local Agenda 21: the SUSTAINABILITY agenda. You need to tie these in with your coursework for MY PLACE if you haven't already passed that to me....

A SUSTAINABLE COMMUNITY IS ONE THAT.....

1. uses resources efficiently and keeps waste to a minimum
2. keeps pollution to a level which natural systems can cope with
3. the diversity of nature is valued and protected
4. meets local needs locally, where possible
5. everyone has access to at least basic needs, such as good food, water, shelter and fuel at reasonable cost
6. everyone has the opportunity to undertake satisfying work in a diverse economy
7. people's good health is protected
8. access to facilities, services, goods and other people are not achieved at the expense of the environment
9. people are able to live without fear of personal violence from crime or persecution
10. everyone has access to skills, knowledge and information
11. all sections of the community have a real say in what happens in their area
12. opportunities for culture, leisure and recreation are readily available to all
13. the local distinctiveness and diversity of the area is valued and protected

Next lesson will be the final stage: the 'MAPPING' of connections.

Good luck with your Year 10 Exams, but remember, the Pilot is the REAL THING...

Extra Time

Remember that we need to have the coursework finished and handed in by next Tuesday the 8th of May!
We will be putting on some extra time to get coursework printed out and sorted.
Ask your teachers about the extra time.
If you're reading this, for example, I'll be staying behind on TUESDAY the 1st of MAY to allow you to do some more on your coursework.
More on this tomorrow.

Also, Mrs. Clarke's group - remember that you are missing your lesson on Monday 7th of May for May Day Bank Holiday !

Pre-Release materials (Cont.)

Hi everyone!
I hope KES Pilot students are reading as requested. You now have 2 MONTHS to go to the exam!
Remember that over 3 weeks of that are taken out by EXAMS, HALF TERM and WORK EXPERIENCE, and that you are going to have to do a lot of self-guided work (with the aid of the materials that we will give you, during your Work Experience time - and read a daily suggestion for some small task to do to familiarise yourself with the booklet...)
Thanks to Phil Wood for sending the materials that he had produced for 2005 and 2006. They form an excellent basis to work on for 2007 !

The year 10 work will contribute up to 50% towards your final mark, and it's important to get as many marks as possible (obviously!)
The other 50% should (theoretically) be easier to get, and this is why results on the Pilot GCSE have tended to be slightly higher than the more traditional specifications.

Remember that YOU have a part to play in the result too.
The PRIORITY for the next 2 weeks is to finish off and hand in the remaining coursework so that Mrs. Clarke and I can finish our marking and moderation and ensure that you get as much credit as possible for your hard work !

Good luck in the other Year 10 exams this week, but remember that the GEOGRAPHY exam in June is the REAL THING !!

Also check out Tony Cassidy's blog for an interesting MONOPOLY post, and some stuff on the Kent Earthquake (which also features on GeographyPages as you'd expect...)

QUESTIONNAIRE

The questionnaire that we produced is now available to download from HERE.
Remember there will be questionnaires in the registers on Monday, or you can collect some from B3 from me directly....
Happy Questionnairing !!!

Questionnaire for data collection

OK, so you need to have looked at this and on Monday, collect copies of the questionnaire either from the Geography room (B3) or from your register. Each person needs to complete at least 6 and preferably about 10 questionnaires. You can also download from GeographyPages

The questionnaire is below: the formatting of the blog means that the little boxes to tick for the answer that is given by the respondee....

KES GEOGRAPHY PILOT QUESTIONNAIRE

CONSUMPTION PATTERNS : FOOD

1. Which year group are you in ? (TICK)

Year 7 ¨ Year 8 ¨ Year 9 ¨ Year 10 ¨ Year 11 ¨ 6^th Form ¨ Male ¨ Female ¨

2. Where do you do your most of your food shopping ?

Local specialist shops ¨ Supermarkets ¨ Shops in the town centre ¨

3. Which supermarket do you mostly use ?

Tesco ¨ Sainsbury’s ¨ Morrisons ¨ Rainbow ¨ Waitrose ¨

Lidl ¨ Aldi ¨ Netto ¨ Iceland ¨ Other ¨

4. Why do you use this particular supermarket ? (tick any that apply)

¨ Loyalty Card ¨ Value for money

¨ Café / other shops ¨ Distance from home

¨ No reason ¨ Other: _______________________

5. How often do you shop for food ?

One big weekly shop ¨ One big weekly shop with top-ups from a local shop ¨

When I run out of food ¨ Daily¨

6. How do you get your shopping home / get to the shop ?

Car ¨ Bus ¨ Taxi ¨ Walk ¨ Delivered (Internet) ¨

7. (Option)

Have you ever considered Internet shopping ? Why / Why not ?

8. Who does the shopping in your family ?

Same parent most weeks ¨ Different family members ¨ Whole family ¨

9. Consumer Choices – do you choose any of the following ?

¨ Organic Food

¨ Fairtrade products

¨ Local products rather than those which are not local

¨ Healthy options (Low fat, low sugar, allergy, Gluten free)

10. What do you understand by the term FOOD MILES ?

Produced by Year 10 Pilot Group