Year 8 · Geography · beta

Globalisation: Is the world shrinking?

This unit introduces pupils to the concept of globalisation and develops their understanding of how people and places are connected through economics and culture. Pupils will evaluate how the benefits and challenges brought by globalisation differs over global space.

This is an attributed Oak National Academy lesson sequence, not a completed or academically approved DASKEREL course. Supporting transcripts may depend on video, images, practical equipment or teacher explanation. Follow each lesson’s supervision guidance. For religious education and RSHE, follow the school’s syllabus, policy and safeguarding procedures.

This Oak index uses an earlier export and lists 9 source lessons. DASKEREL has 12 original lessons for this unit, including 3 linked to source lessons absent from that export. Read the full DASKEREL unit.

Prior knowledge

  • The population of the world has risen rapidly to over eight billion.
  • China and India have grown in population and economic power over the last 50 years.
  • Countries are often categorised as low income, middle income or high income countries depending upon their wealth.
  • Countries where manufacturing of products has risen rapidly over the last 50 years are often referred to as Newly Industrialised Countries (NICs)
  • Many things that we buy are imported from countries such as China.
  • The UK exports goods and services to other countries.
  • Geographic Information Systems (GIS) can give us information about differences across the world.

Source curriculum references

  • Extend locational knowledge and deepen spatial awareness of the world’s countries using maps of the world.
  • Understand key processes of physical geography relating to weather and climate, including the change in climate from the Ice Age to the present.
  • Understand key processes of human geography relating to international development.
  • Understand key processes of human geography relating to economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources.
  • Build on knowledge of globes, maps and atlases.
  • Use Geographical Information Systems (GIS) to view, analyse and interpret places and data.
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Oak source metadata. DASKEREL has not independently verified school-level coverage.

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