1. GLOBAL FOOD CHALLENGE Slideshow B
This slideshow supports sessions 4-6 of the Global Food Challenge resources for 7-11 year olds.
A collection of teaching resources for learning about food issues around the world, including causes of hunger and where our food comes from. The resource explores issues surrounding food production, particularly for small-scale farmers, such as the impacts of climate change and unfair supply chains. It concludes by asking learners to consider ways in which they could take action towards food justice.
Photo credit: CoCo McCabe/Oxfam
Global Food Challenge resources for 7-11 year olds

2. SESSION Four What is a global supply chain?
Image credit: pixabay.com/en/chain-link-metal-tether /
Licensed under CC0 1.0 Universal (CC0 1.0) Public Domain Dedication

3. What is a food supply chain?
The chain of stages a product goes through from a crop (or raw material) being grown (such as a strawberry) to a finished product in a shop (such as a jar of strawberry jam). At each stage the product is bought and sold between people. Products go through different processes to be made into a finished product.
To support Activity 4.1
Image credits:
pixabay.com/en/strawberry-fruit-sweet /
pixabay.com/en/strawberry-jar-jam-jelly-preserves /
Licensed under CC0 1.0 Universal (CC0 1.0) Public Domain Dedication

4. Is your supply chain correct?
Strawberry picker in Morocco
Strawberry plantation owner
The Better Strawberries Group
Export company
Import company
To support Activity 4.1
The Ethical Trading Initiative
UK supermarket
Consumer

5. Discussion points Why is this called a ‘supply chain’?
Who do you think earns the most/least money in this supply chain?
Do you think this supply chain is fair? Why/Why not?
How could this supply chain be made fairer?
Do you have a personal role in this supply chain?
Do you have any influence or control over this supply chain?
What other supply chains are you part of?
To support Activity 4.1

6. Can you make a paper chain to show how strawberries move along the supply chain?
Strawberry pickers work in difficult conditions on a strawberry plantation in Morocco.
The plantation owners sell the strawberries to exporters to take the products to Europe.
When the strawberries arrive in Europe, importers buy them and distribute them to UK supermarkets.
To support Activity 4.2
The supermarkets sell the strawberries to consumers like me.

7. Session Five Is FooD Fair?
Image info: Josephine Alad-Ad lives in Sitio Martinao in Alamada, on the island of Mindanao in the Philippines with her four children. Here she is selling her vegetables at a local market. She faces many challenges, including the potential impacts of climate change such as drought, flooding and typhoons. The unpredictable weather patterns make it more difficult to grow crops successfully. In addition, most poor farmers in the central provinces of Mindanao don’t own their own land and instead lease land from big land owners who take a percentage of the profits from the crops grown by the farmers as rent. This means that land owners dictate not only what farmers are able to grow but how they grow it, leaving the farmers with very little influence over their own livelihood.
Photo credit: Tessa Bunney/Oxfam

8. Can you beat the system?
You are a small-scale farmer growing crops in Kenya.
Maize is your main crop. How much can you produce?
What challenges do you face?
Can you beat the global food system?
To support Activity 5.1

9. SESSION SIX: Taking Action
Image info: Stand As One murals created by school children displayed at Glastonbury 2017. 
Sam Baguette/ Oxfam

10. What are the challenges in the global food system?
Clockwise from top left
Image info: Farmer, Ed Bailey, on his farm near Barmouth in Wales which was badly affected by flooding and storms in In January, the sea wall defences were broken by a combination of strong winds and high tides, causing extensive flooding of farms in the area. The flooding – which the UK Meteorological Office has suggested could be linked to climate change – has been seen by many as a wake-up call for what wetter and more extreme weather could mean for the UK. Farmers have warned that the changing weather patterns could bring new challenges for growing and producing food.
Photo credit: Abbie Trayler-Smith/Oxfam
Image info: Josephine Alad-Ad lives in Mindanao in the Philippines. She is a member of the "Women’s Rural Improvement Club" and has been involved in Oxfam’s climate change adaptation project for a year. In central Mindanao, Oxfam is working with local partners and governments to increase awareness of climate change in poor communities and reduce the risks it creates to vulnerable farmers. Women in these communities are the most vulnerable. Owning very little property and often poorly educated, they have very little say in decisions that affect them. Most poor farmers in the central provinces of Mindanao don’t own their own land and instead lease land from big land owners who take a percentage of the profits from the crops grown by the farmers as rent. This means that land owners dictate not only what farmers are able to grow but how they grow it, leaving the farmers with very little influence over their own livelihoods.
Photo credit: Tessa Bunney/Oxfam
Image info: A volunteer checks food allocation in the food store at Tower Hamlets Foodbank.
Photo credit: Sarah Brodbin/Oxfam
Image info: Habodo Gele with her last remaining cow in Bisle, Siti zone, Ethiopia. A devastating drought in 2016 resulted in the worst food crisis to hit Ethiopia in 30 years, putting millions of people at risk of hunger and disease. Oxfam supported people affected, by trucking in water, repairing boreholes and wells, and distributing animal feed.

11. Could the global food system be fairer. Who could do something
Could the global food system be fairer? Who could do something? What could they do?
Look at the examples of what different groups could do to make the food system fairer.
You need to decide which action you think will have the most impact and say WHY.
You can use the impact line to help…

12. Where on the line does your example go?
To support Activity 6.1

13. What is the impact of the action?
Decide whether the impact has been big or small.
Big: it makes a big direct impact on making the food system fairer.
Small: it makes a small direct impact on making the food system fairer.
Think about whether the action:
Will help people directly
Will help people indirectly (this is usually people who live further away from the action)
Will help people now
Will help people in the future
Will help some people
Will help many people
To support Activity 6.1

14. What could you do?
You can take action to raise awareness about the global food challenge.
What action could you take?
To support Activity 6.2

15. Here are some ideas...
In the supermarket can you spot at least one product from each continent? Can you find any Fairtrade produce?
Design a poster to inform people about the challenges faced by small-scale farmers around the world.
In your classroom, display a paper chain to show how a supply chain works.
Deliver a presentation in assembly to share your learning about global food issues.
Find out about food in your school.
Where does it come from?
Is it Fairtrade-certified?
Set up a community garden in your school. Can you reduce your food miles?
Can you produce food locally?
Encourage less waste and packaging from food at your school. (This will help to reduce your carbon footprint.).
Write to your local supermarket to share your concerns about the challenges faced by small-scale farmers and workers at the start of global supply chains.
Find out more about farming in the UK.
Which crops are produced?
What are the challenges for farmers?
Can you find a local farmer to speak to your class?
To support Activity 6.2
In your classroom, create a display about a food issue of your choice.