Section 1: What is meant by the global fashion industry?
Children:
- identify elements of the fashion industry and make connections between them
- explain the viewpoints of others
- give and justify their own opinions about fashion
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Section 2: How does the fashion industry connect people around the globe?
Children:
- produce a map to show the spatial distribution of production and consumption of selected fashion brands
- describe and explain the patterns on the map and how differences are related to levels of economic development
- correctly identify, spell and define key vocabulary in glossaries
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Section 3: How does world trade work? How does this affect the countries involved? How have trade patterns changed?
Children:
- describe and explain how the pattern of interdependence between MEDCs and LEDCs is changing with time, and identify outcomes
- describe and explain how global markets work and how the process may have different effects upon different groups of people
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Section 4: What do we mean by 'globalisation'?
Children:
- identify how the pattern of development is changing as a result of many factors, including globalisation
- select a suitable graph to represent data and interpret it
- use key terms to answer questions and accurately define globalisation
- identify links between people, places and organisations
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Section 5: How does globalisation affect the fashion industry?
Children:
- identify and research suitable questions for enquiry
- identify the links in a production chain
- identify the role of TNCs in the process of globalisation and analyse the effects
- explain how trade affects quality of life in the table of winners and losers
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Section 6: How does globalisation affect people at a local level? What happens if the chain is broken?
Children:
- use a DCR exercise to evaluate the impact of change upon different groups of people
- produce a clear, formal report
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Section 7: Who are the winners and losers in the globalisation process? Is this fair?
Children:
- identify how globalisation benefits some groups of people rather than others
- use ICT to deliver an appropriate message to a specific audience,
eg produce a 'flyer' to publicise the issue of fair trading
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Section 8: What might the future be like?
Children:
- use extended vocabulary correctly
- express their own opinion about the globalisation process and the future of world trade, supported by appropriate facts and evidence
- write an impersonal overview of the state of globalisation, and possible future developments including sustainable development
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