Globalisation and World Trade — Year 6 Lesson Plan
National Curriculum: Geography KS2 — human geography including economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water; understand geographical similarities and differences through the study of the UK and wider world
Overview
Pupils investigate globalisation — how the world's economies, cultures and peoples are increasingly interconnected through trade, communication and movement. They trace the journey of everyday goods from raw material to consumer, examine the role of multinational companies, and consider the benefits and challenges that globalisation brings to different countries. The lesson develops critical thinking about economic geography at a global scale.
Learning Objectives
- Define globalisation and explain why the world is more economically interconnected than in the past.
- Trace the supply chain of a common product from raw material to consumer across multiple countries.
- Identify the roles of producers, manufacturers, distributors and retailers in global trade.
- Evaluate the advantages and disadvantages of globalisation for people in different parts of the world.
Key Vocabulary
Suggested Lesson Structure
Ask pupils to check the labels on five items they are wearing or carrying and note the country of manufacture. Pool results on the board: how many different countries are represented? UK? China? Bangladesh? Vietnam? Turkey? Establish: the clothes we wear come from all over the world. This is globalisation in action. Challenge: can anyone name something that is made entirely in the UK, from UK materials?
Introduce globalisation: advances in transport (container ships, air freight) and communication (internet) have made it possible to manufacture goods wherever it is cheapest and sell them anywhere in the world. Trace the supply chain of a smartphone: minerals mined in Congo, components made in Taiwan, assembled in China, designed in the USA, sold globally. Discuss the economics: why manufacture in some countries rather than others? (Lower wages, specialist skills, proximity to raw materials, trade agreements.) Introduce the debate: benefits — lower prices for consumers, jobs in developing countries, global exchange of ideas; challenges — poor working conditions, environmental impact, economic dependence, loss of local industries.
In pairs, pupils map the supply chain of a given product (chocolate, trainers, or a mobile phone) onto a world map, drawing arrows to show the journey of materials and finished goods. They annotate each location with the country's role in the supply chain. Discussion questions: Which continents feature most? Which country seems to benefit most? Which least?
Pupils write a balanced argument paragraph: 'Is globalisation a good thing?' They must include at least two advantages and two disadvantages, use geographical vocabulary, and conclude with their own reasoned opinion. Provide a sentence starter bank.
Cold call: name one country that exports mainly raw materials. Name one that exports mainly finished goods. Why the difference? Discuss: what could countries do to get more value from their resources rather than exporting them unprocessed? Connect to trade and economic development as ongoing global issues.
Common Misconceptions
- Pupils often assume globalisation is entirely positive — it is important to examine who benefits and who bears the costs (e.g. workers in low-wage manufacturing countries may work in poor conditions).
- Thinking that made in a country means all parts come from that country — modern products typically involve components from dozens of countries before assembly.
Prior Knowledge
Pupils should already be able to:
- Understanding of imports and exports from earlier geography lessons on trade.
- Ability to locate continents and key countries on a world map.
- Awareness that different countries have different economies and levels of wealth.
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