Trade and Economic Activity — Year 6 Lesson Plan
National Curriculum: Geography KS2 — human geography: economic activity including trade links; the distribution of natural resources including energy, food, minerals and water
Overview
Pupils explore how trade connects countries around the world, examining the origins of everyday goods, the concept of fair trade, and the ways in which economic activity shapes places and people's lives. They develop an understanding of global interdependence and evaluate the environmental and social impact of international trade.
Learning Objectives
- Explain what trade is and why countries trade with each other.
- Trace the journey of an everyday product from its origin to a UK shop.
- Understand what fair trade means and why it matters.
- Evaluate the economic, social, and environmental impact of global trade.
Key Vocabulary
Suggested Lesson Structure
Ask pupils to check the labels in their clothing or look at the 'country of origin' on items in their pencil case. Where were they made? Mark the countries on a world map. Establish: almost nothing we use every day was made entirely in the UK.
Introduce trade: countries specialise in what they can produce most efficiently and trade for the rest. Follow the journey of a chocolate bar: cocoa grown in Ghana (climate, labour), transported by ship, processed in Europe, packaged in UK, sold in a shop. Each step adds value but who gets the most money? Introduce fair trade: a certification system that guarantees farmers a minimum price, covering their costs even when world prices fall; also provides a premium for community projects. UK as a trading nation: top imports (cars, machinery, food, medicines); top exports (financial services, pharmaceuticals, vehicles). Environmental costs of trade: carbon emissions from shipping and air freight; food miles; packaging waste.
Supply chain mapping: pupils trace a chosen product (tea, trainers, or a smartphone) step by step on a world map — raw material → processing → manufacturing → shipping → retail. Annotate with the country, what happens there, and who gains value at each step.
Pupils write a structured paragraph evaluating fair trade: what is it? Who benefits? What are the limitations? Do you think buying fair trade products makes a difference? Use evidence from the lesson to support their view.
Pose a dilemma: 'Should we only buy products made in the UK to reduce carbon emissions and support UK jobs?' Pupils debate in pairs: pros and cons. Discuss: what would happen to farmers in developing countries if wealthy countries stopped buying their goods? What is the most important thing to consider?
Common Misconceptions
- Fair trade means the product is environmentally friendly — fair trade certification is about farmer welfare and fair pricing; it does not automatically mean lower carbon emissions or organic production.
- Buying locally is always the most environmentally friendly choice — local products still use energy for production, and some imported goods (e.g. tomatoes from sun-warmed Spain) can have a lower carbon footprint than heated UK greenhouses.
Prior Knowledge
Pupils should already be able to:
- Understanding of different countries and continents.
- Awareness of economic activity and land use from earlier geography.
- Experience evaluating different perspectives on geographical issues.
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