3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• how we define ‘globalisation.
• what do concepts such as the ‘global village and ‘shrinking world mean-

Suggested timing
1 hour

3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• what is meant by the concept of a flow in the context of globalisation.
• what international capital flows are.
• how international flows can be of capital, labour, products, services and information.

Suggested timing
1 hour

3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• what is meant by the term ‘economies of scale.
• what the significant economic groupings of countries are.
• what the global patterns of production and consumption are.

Suggested timing
2 hours

3.2.1.2 Globalisation
Form and nature of economic, political, social and environmental interdependence in the contemporary world.

Factors in globalisation: the development of technologies, systems and relationships, including financial, transport, security, communications, management and information systems and trade agreements.

Learning outcomes
This lesson will help students to understand:

• what is meant by the terms ‘the global financial system and ‘containerisation.
• what are the most significant factors that have led to the development and spread of globalisation.
• how- these factors have contributed to the development and spread of globalisation.

Suggested timing
1 hour

3.2.1.2 Global systems
Issues associated with interdependence including how unequal flows of people, money, ideas and technology within global systems can sometimes act to promote stability, growth and development but can also cause inequalities, conflicts and injustices for people and places.

Learning outcomes
This lesson will help students to understand:

• what the effects are of the unequal flows of people, money, ideas and technology on countries.
• why these flows are unequal and why they predominantly ‘flow in one direction.

Suggested timing
2 hours

3.2.1.2 Global systems
Issues associated with interdependence including how unequal flows of people, money, ideas and technology within global systems can sometimes act to promote stability, growth and development but can also cause inequalities, conflicts and injustices for people and places.

Learning outcomes
This lesson will help students to understand:

• that unequal flows can result in inequalities both between countries and within countries.
• that globalisation can help to reduce inequalities between countries but can increase inequalities within countries.
• what the Gini Index is and how Lorenz Curves can be used to analyse economic inequalities within countries.-

Suggested timing
1 hour

3.2.1.2 Global systems
Issues associated with interdependence including how unequal power relations enable some states to drive global systems to their own advantage and to directly influence geopolitical events, while others are only able to respond or resist in a more constrained way.

Learning outcomes
This lesson will help students to understand:

• what unequal power relations mean in global affairs.
• what ‘hard and ‘soft power is in the context of international relations.
• how countries have exerted significant political and economic power in their international affairs and what the effects of this have been.

Suggested timing
1 hour

3.2.1.3 International trade and access to markets
Global features and trends in the volume and pattern of international trade and investment associated with globalisation.

Trading relationships and patterns between large, highly developed economies such as the United States, the European Union, emerging major economies such as China, India and smaller, less developed economies such as those in sub-Saharan Africa, southern Asia and Latin America.

Learning outcomes
This lesson will help students to understand:

• what ‘trade agreements and ‘trading blocs are.
• the main trading blocs around the world.
• What current intra-regional and inter-regional world trading patterns are including some of the most significant multilateral trade agreements.
• what the differences between ‘custom unions and ‘common markets are.
• how trade agreements can present both advantages and disadvantages to signatory countries.

Suggested timing
2 hours

3.2.1.3 International trade and access to markets
Global features and trends in the volume and pattern of international trade and investment associated with globalisation.

Trading relationships and patterns between large, highly developed economies such as the United States, the European Union, emerging major economies such as China, India and smaller, less developed economies such as those in sub-Saharan Africa, southern Asia and Latin America.

Learning outcomes
This lesson will help students to understand:

• what is meant by comparative advantage and protectionism.
• what strategies are used by governments who adopt protectionist policies.
• how ‘free trade can be achieved by lowering trade barriers and free trade agreements.
• what the intra-regional and inter-regional patterns of world trade and foreign direct investment (FDI) are.

Suggested timing
1 to 2 hours

3.2.1.3 International trade and access to markets
Differential access to markets associated with levels of economic development and trading agreements and its impacts on economic and societal well-being.

Learning outcomes
This lesson will help students to understand:

• what is meant by differential access to international markets.
• why there is differential access to markets and the problems this can cause.
• what the potential solutions are to allow less-developed countries to have better access to international markets and grow their economies.-
• the fair trade mark and what the advantages and disadvantages might be.
• the difference between fair trade and free trade.

Suggested timing
2 hours

3.2.1.3 International trade and access to markets
The nature and role of transnational corporations (TNCs), including their spatial organisation, production, linkages, trading and marketing patterns, with a detailed reference to a specified TNC and its impacts on those countries in which it operates.

Learning outcomes
This lesson will help students to understand:

• the characteristics of TNCs.
• why TNCs operate in different countries and the largest TNCs operating globally.
• how TNCs can be spatially organised into distinct zones often due to ‘offshoring and ‘outsourcing.
• what the advantages and disadvantages of TNCs are.
• the structure and spatial organisation of a specific TNC.
• the impacts of a specific TNC on countries it operates in.-

Suggested timing
4 hours

3.2.1.3 International trade and access to markets
World trade in at least one food commodity or one manufacturing product.

Learning outcomes
This lesson will help students to understand:

• how trade in bananas can illustrate some of the problems of world trade.
• which are the worlds largest exporters and importers of bananas.
• why low-value primary products are subject to price fluctuations.
• what the ‘banana wars of the 1990s and 2000s were and how they were finally resolved.

Suggested timing
1 hour

3.2.1.3 International trade and access to markets
Analysis and assessment of the geographical consequences of global systems to specifically consider how international trade and variable access to markets underly and impacts on students' and other people's lives across the globe.

Learning outcomes
This lesson will help students to understand:

• who the main beneficiaries of the process of globalisation are.
• what the economic, political, social, cultural and environmental impacts of the globalisation of international trade are.
• what is meant by ‘glocalisation.

Suggested timing
1 hour

3.2.1.4 Global governance
The emergence and developing role of norms, laws and institutions in regulating and reproducing global systems.

Issues associated with attempts at global governance, including how agencies, including the UN in the post-1945 era, can work to promote growth and stability but may also exacerbate inequalities and injustices.

Learning outcomes
This lesson will help students to understand:

• what is meant by the term ‘global governance.
• what the important elements of global governance are and how they help global governance to be effective.
• the issues global governance focuses on and the reasons for this.
• what global organisations are and the roles they play.
• the strengths and limitations of these intergovernmental organisations.

Suggested timing
2 to 3 hours

3.2.1.4 Global governance
Issues associated with attempts at global governance, including how interactions between the local, regional, national, international and global scales are fundamental to understanding global governance.

Learning outcomes
This lesson will help students to understand:

• what is meant by governance between different scales and what mulitscalar power is.
• how the United Nations is using a multiscalar approach, through Agenda 21 and later Agenda 2030 to help promote sustainable development.
• how non-government organisations (NGOs) can work at different scales and by either operational or advocacy in nature.
• what some of the major issues requiring governance at different scales are and what multiscalar approaches might be adopted to solve them.

Suggested timing
1 to 2 hours

3.2.1.5 The 'global commons'
The concept of the ‘global commons. The rights of all to the benefits of the global commons. Acknowledgement that the rights of all people to sustainable development must also acknowledge the need to protect the global commons.

Learning outcomes
This lesson will help students to understand:

• what a ‘global common is.
• what is meant by the ‘tragedy of the commons and the ‘common heritage of mankind.
• how each of the recognised global commons are protected by laws, conventions and treaties.
• what the potential issues around the management and government of the global commons are.

Suggested timing
1 hour

3.2.1.5.1 Antarctica as a global common
An outline of the contemporary geography, including climate, of Antarctica (including the Southern Ocean as far north as the Antarctic Convergence) to demonstrate its role as a global common and illustrate its vulnerability to global economic pressures and environmental change.

Learning outcomes
This lesson will help students to understand the physical geography of the continent including key physical features, important climatic and oceanic processes.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Threats to Antarctica arising from:

• climate change
• fishing and whaling
• the search for mineral resources
• tourism and scientific research.

Learning outcomes
This lesson will help students to understand:

• what the potential impacts of climate change might be for different parts of the continent.
• the impacts whaling and fishing are having in the waters off the coast of Antarctica.
• why mineral extraction may be a further future potential threat to Antarctica.
• the negative impacts of tourism and scientific exploration and how they are being mitigated against.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Critical appraisal of the developing governance of Antarctica. International government
organisations to include United Nations (UN) agencies such as United Nations Environment Programme (UNEP) and the International Whaling Commission. The Antarctic Treaty (1959), the Protocol on Environmental Protection to the Antarctic Treaty (1991); IWC Whaling Moratorium (1982) - their purpose, scope and systems for inspection and enforcement.

The role of NGOs in monitoring threats and enhancing protection of Antarctica.

Learning outcomes
This lesson will help students to understand:

• the Antarctic Treaty, and why it was signed.
• how the Antarctic Treaty System (ATS) operates.
• what the role of NGOs are in the governance of the Antarctic.
• what the main issues and challenges for the governance of Antarctica and the Southern Ocean are.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Analysis and assessment of the geographical consequences of global governance for citizens and places in Antarctica and elsewhere to specifically consider how global governance underlies and impacts on students and other people's lives across the globe.

3.2.1.6 Globalisation critique
The impacts of globalisation to consider the benefits of growth, development, integration, stability against the costs in terms of inequalities, injustice, conflict and environmental impact.

Learning outcomes
This lesson will help students to understand:

• the impacts of global governance on their own lives and in other places.
• how to critique globalisation in terms of its impacts both benefits and costs.

Suggested timing
2 hours