Syllabus: OCR - GCSE Economics
Module: 4. International Trade and the Global Economy
Lesson: 4.4 Globalisation

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Introduction

This article focuses on OCR GCSE Economics (J205) Component 2: National and international economic issues, specifically topic 4.4 on Globalisation. This topic is central to understanding how interconnected today’s economies have become, and why that matters for production, employment, trade, and consumers.

The content is part of the OCR GCSE Economics course, which aims to give students a real-world understanding of the economy through critical thinking, data analysis, and practical application. Teaching globalisation effectively helps students make sense of international news, jobs, and their own future opportunities.

Key Concepts

According to the OCR specification, students should be able to:

  • Define globalisation as the growing integration of the world’s economies.

  • Explain the characteristics of globalisation, such as increased international trade, greater movement of labour and capital, and the growth of multinational companies (MNCs).

  • Evaluate the advantages and disadvantages of globalisation for:

    • Consumers, e.g. wider product choice, lower prices, but potential loss of local jobs.

    • Workers, e.g. job creation in developing countries vs. job losses in deindustrialised regions.

    • Producers, e.g. access to global markets vs. increased competition.

    • Governments, e.g. tax revenues from FDI vs. difficulties in regulating MNCs.

  • Understand the role of trade blocs and international organisations such as the World Trade Organization (WTO).

  • Analyse the impact of globalisation on developing vs. developed countries, including inequality and environmental considerations.

Real-World Relevance

Globalisation is not abstract—it’s visible in everything from where your phone is made to why some towns lose factories while others grow tech hubs.

Recent examples to reference in lessons include:

  • Post-Brexit trade agreements and the UK’s role in global trade.

  • Apple’s global supply chain—design in California, production in China, components from over 40 countries.

  • Fast fashion—how high street brands source cheaply from developing nations, raising questions about exploitation and sustainability.

  • COVID-19 disruptions—how globalisation made economies vulnerable to supply chain shocks.

  • The rise of “friendshoring”—countries reducing dependence on politically unstable trade partners.

These examples offer practical ways to analyse winners and losers from globalisation, supporting OCR’s emphasis on evaluation and critical thinking.

How It’s Assessed

The OCR GCSE Economics exam uses a range of question styles. For this topic, students can expect:

  • Explain questions (e.g. “Explain two characteristics of globalisation”)

  • Analyse questions (e.g. “Analyse how globalisation affects producers in developed economies”)

  • Evaluate questions (e.g. “Evaluate whether globalisation is beneficial for consumers in developing countries”)

  • Data response tasks based on articles or charts

  • Multiple-choice and short-form definitions

Students should be confident using economic terminology and diagrams, and linking back to context in higher-mark questions. Evaluation should include a balanced argument and supported judgement.

Enterprise Skills Integration

Teaching globalisation lends itself well to active learning and the development of key enterprise skills, including:

  • Problem-solving – weighing trade-offs in global supply chains.

  • Critical thinking – evaluating different perspectives (e.g. business vs. labour).

  • Decision-making – exploring strategic business decisions in international contexts.

  • Commercial awareness – understanding how firms grow internationally or adjust to trade barriers.

Enterprise Skills’ business simulations offer a practical way to deepen these skills. For example, students can take the role of a company choosing between local and overseas manufacturing, seeing real-time consequences of decisions. This helps bring abstract global trade ideas into sharp focus.

Careers Links

This topic connects strongly with:

  • Gatsby Benchmark 4 & 5 – linking curriculum to careers and encounters with employers.

  • Relevant career paths:

    • International trade analyst

    • Economist

    • Logistics manager

    • Policy advisor

    • Sustainability consultant

    • Business development executive in global firms

By framing globalisation as a real-world concept with implications for jobs, students can better understand the relevance of Economics to their own future.

Teaching Notes

  • Common pitfalls:

    • Confusing globalisation with simply “international trade”

    • Overgeneralising impacts (e.g. all consumers benefit)

    • Weak evaluation without considering multiple perspectives

  • Teaching tip: Start with case studies students recognise—like global brands or tech they use—then work backwards to the economic theory.

  • Suggested activities:

    • Run a mock WTO negotiation in class.

    • Compare the benefits of producing trainers in Vietnam vs. the UK using real wage and cost data.

    • Use Skills Hub tools to simulate business expansion choices.

  • Differentiation:

    • Use scaffolded templates for evaluation questions.

    • Offer ‘stretch and challenge’ by exploring ethical dimensions of globalisation.

    • Use real-world data for higher-attaining learners to practise economic analysis.

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