Geography at key stage 3    (Year 9)

• Ask pupils to brainstorm ideas about the global fashion industry. Identify the people involved and establish links and ideas about the fashion trade. Use these to compile an introductory page to the topic.
• Organise a card-sorting activity in pairs. Give pupils cards that have views about the fashion industry (and source) and ask them to sort the statements, in order, along a continuum, from those with which they strongly agree to those with which they strongly disagree, eg aggressive marketing forces young people to buy expensive brands to keep up with their friends (youth worker). Discuss answers as a class; then ask pupils to choose three cards to explain the viewpoints in detail.
• Split the class into small groups. Give out a selection of advertisements for branded fashion goods and ask pupils to explore the choice of the images/slogans used. Prompt questions might be What image is the advertisement trying to create? What might make us choose this brand over another? What don't the advertisements tell us? (Begin to introduce ideas about production and consumption, trade links and the role of large corporations.)

• Help pupils to organise a class survey. Ask them to choose their favourite outfit and to write down the brand name or store label and where the items were made. Ask them to plot the results on a world map, with the country of manufacture in one colour and the country where the brand is based in another, and then link them together with an arrow. Provide pupils with information about each country's HDI, foreign debt and export earnings and ask them to add these to the map. Discuss and evaluate the findings as a class, then ask them to describe the pattern shown. As a class consider the question Is there a fashion victim?
• Ask pupils to compare differences in hourly rates of pay between selected countries for the production of clothing/footwear. Write up the results from the mapping exercise and this enquiry as an article for a newspaper entitled 'Who's the fashion victim?'. Weaker writers may need more structured support.
• Introduce pupils to key concepts and begin a glossary of terms to investigate global links, eg GDP, HDI, TNC, export, import, interdependence, manufacturing. Terminology and meanings could be tackled as a 'heads and tails' exercise for lower-attaining pupils.

• Introduce pupils to ideas about world trade in the form of a quiz. Focus on interdependence between LEDCs and MEDCs and the differences and changes (with time) in commodities traded, from raw materials to finished goods. (Ask pupils to focus on the cotton industry and investigate the impact of this change upon the economies of India and the UK.) Ask them to produce a fact sheet about world trade.
• Play a world trade game to develop ideas about global market instability, inequality between trading partners, the effects of natural disasters and war and issues relating to sustainability. Debrief the class and ask pupils to write up the experiences of each group involved in the game. Weaker writers could be asked to read a report as a radio/TV news item.

• Discuss with pupils the meaning of the term 'globalisation', ie the creation of global systems where what happens in one part of the world affects people and places everywhere. Give pupils background information about the development of the process, eg result of migration, improvements in transport and communications technology. Help them to begin to construct a wall display about globalisation using the terminology in the 'Language for learning' section and listing any ideas linked to the fashion industry. Ask pupils to identify questions for an enquiry into globalisation.
• Ask pupils to select a suitable technique to explore the link between the top 10 TNCs (size/income generation) and the GDP of selected countries. Help pupils to evaluate what this tells them about global power bases.
• Help pupils to explore ideas about the links between TNCs and governments with the global forces of the World Bank, United Nations, the International Monetary Fund, World Trade Organisation and other political and economic organisations, using a variety of resources, including the internet. Ask pupils to construct a simple 'connection diagram' to show how these things are linked and to add these to the globalisation display.

• Help pupils to relate the process of globalisation to a real-life example. As a class choose an item of branded clothing, eg a designer T-shirt, a pair of trainers, a branded tracksuit, a pair of jeans or a pair of shoes. Use a card-sorting activity to help them identify and sort the people in the chain, eg from the factory worker to the retailer. Ask pupils to present this as a flow diagram on a world map to show where the people in the chain are located, thus reinforcing ideas about globalisation. Then ask them to add their place in the chain, as the consumer.
• Organise pupils into groups and ask each group to take on the role of one person in the chain of production. Give out role cards and help the pupils identify what questions they should ask, eg Who is this person? For whom do they work? How are they linked in the chain? What is their life like? What are the strengths and weaknesses of their position? Who makes their decisions? and then answer them. Ask one pupil from each group to present their findings to the class.
• Give the price of the chosen product to the consumer and ask each group to stay in role and decide how the cost should be shared among all the people in the chain. Ask them to compare these with the real figures and tabulate any differences they find between their estimated and real figures, identifying the winners and losers in the chain, and then to write an appropriate comment.

• Use the DCR framework to help pupils identify the effects of globalisation on the factory workers at the start of the chain. Ask them to present this as a poster and to add it to the display. Pupils may be asked to do a DCR activity for their own place in the chain and compare their findings.
• Help pupils to explore the impact of a break in the chain, eg resulting from a reduction in demand for the product, a strike at the factory producing the item in an LEDC or the closure of a chain of stores which sells the product in an MEDC.
• Organise the pupils into new groups, in which each pupil retains the role from the previous role-play activity. New groups will then have a person representing each part of the production chain. Give out role cards to help remind them of their role. Ask each pupil to consider the effect of the break in the chain on their own role, share their ideas as a group, and then present their findings either by writing a newspaper report or by taping a radio report. They should include interviews with each person to consider all points of view. Weaker writers may need more structured help for writing or be encouraged to produce an audio report in small groups.

• Discuss with pupils who are the 'winners' and 'losers' in the globalisation process. Refer to the display materials generated so far and the case study example studied, and ask pupils, in groups, to brainstorm ideas about the future of trading and how inequalities can be tackled. Ask them to share their responses with the whole class.
• Use the information about the factory worker to get pupils to complete a 'justice trail' activity. Pupils may use a table to compare the similarities and differences between their lives and those of the factory workers.
• Ask pupils to research ideas about fair trading, monitoring production in LEDCs, codes of conduct for the workplace and recycling schemes using textbook materials, leaflets, newspaper articles, video or audio presentations and the internet. Remind pupils of questions they need to ask as they examine the material, eg What is it called? Who wrote/assembled it?
• Ask pupils to design a 'flyer' using a word-processing or desktop-publishing package, to publicise the issue they have just researched.

• In preparation for a synthesising piece of formal objective writing, pupils could be asked first to decide and present their own views on globalisation as the text of a speech to be read to the class. This would be a first person account requiring them to refer to facts and evidence, but allowing for opinion and emotive response as well.
• Following presentation of a selection of speeches, help pupils to pull together the various viewpoints and evidence to plan a piece of extended writing which: explains what globalisation is and what its effects are; considers the extent to which effects are good or bad; makes predictions for the future; and considers the issue of sustainable development. This should be formal writing, and pupils' attention should be drawn to the differences between their first person speech and their third person overview account.