Learning about Globalisation
- pupils better understand their role in a globalised society and the concept of globalisation
The concept of globalisation is used in a wide range of different ways, sometimes closely linked with particular value systems, and so it is controversial. It is often used to describe the process by which the world is increasingly interconnected by economic activities across international borders. However other aspects of globalisation are sometimes underplayed, including human dimensions such as cultural exchange, population movements and decision-making, as is its opposite: localisation. Although many of these processes have been going on for centuries, what seems to distinguish globalisation in the 21st Century is the speed of change, often linked to the development of technology, and its widespread impacts on people and environments, both positive and negative. Globalisation affects all our lives here in Wales: it is one of the great forces – and debates – of our times.
Although the idea of globalisation is a complex one it can still be introduced in simple concrete ways, and through a range of subject and cross-curricular contexts, including geography, history, technology and others. Other concepts closely linked to the idea of globalisation include interdependence and development.
Key questions for investigation:
- How am I and/or others linked to other parts of the world?
- How can my actions and those of other people make a difference locally, nationally and globally?
- What is globalisation?
- Why is it happening?
- Where is it happening?
- What are its benefits and problems? Is it a good or bad thing?
- Who makes the decisions? Who wins, who loses?
- How does it affect us here in …? How does it affect others in …?
- What is the impact of globalisation on development?
Contexts for investigation (from ESDGC A Common Understanding for Schools, Welsh Government guidance):
- Investigate what’s in our shopping basket and where it comes from.
Key Stage 2
- Map where items in a shopping bag/clothing come from – discuss “food miles”, how they are produced and transported
- Read a story about refugees or migrants from Wales.
Key Stage 3
- Explore people as consumers, measure eco-footprints and compare lifestyles from different global regions
- Use the Trading Game or similar activities to explore the relationship between wealth and resources
- Explore the global lifecycle of a product and discuss sustainable actions
- Investigate a global brand aimed at teenagers, explore the chain of decision-making production and consumption; explore who owns/makes money from them
- Investigate the global dimensions of a major sporting event.
Whole school case studies
Curriculum case studies
GLP-W school examples will be available shortly.
Welsh policy context:
- Promoting an advanced and innovative economy
- Promoting the economic, social and environmental wellbeing and people’s quality of life in Wales.
- Wealth and poverty
- Consumption and waste
- Choices and decisions.
- Understanding the role played by Welsh industry and agriculture in shaping the economic, political and cultural character of Wales
- Learning how the development of resources and technology in the past and the present can change life in Wales
- Keeping abreast of new business enterprise and economic change in the local area and in Wales through the media and use of IT.
- Understanding the developing economic links between Wales, Europe and the wider world.