Created byEve McLellan

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Ethical Fashion: Designing a Sustainable Brand

Grade 9Geography5 days

This project engages Grade 9 students in designing a sustainable fashion brand by exploring ethical sourcing, production, and economic influences. Incorporating geography, students investigate global trade, resource sourcing, and ethical labor practices through interactive activities including wardrobe audits, ethical company research, and sustainability material analysis. The project aligns with geography standards, focusing on human and physical geographic processes, trade, and sustainable business practices. Students are assessed on their understanding and application of ethical principles and geography, as well as the quality and creativity of their final presentations.

Sustainable BrandEthical TradeGeographySustainable MaterialsFair Labor PracticesGlobal Economics

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a sustainable brand that not only sources materials ethically and sustainably but also follows those principles through to production, labour practices, and market influence, while considering the geographic and economic implications?

Essential Questions

Supporting questions that break down major concepts.

What are the ethical principles surrounding trade and commerce?
How do sustainable fabrics and materials impact the environment?
What role does geography play in the availability and sourcing of sustainable fabrics?
How can ethical labour laws contribute to sustainable business practices?
Why is it important for brands to implement fair wages in their business model?
What is the impact of sustainable and ethical brand practices on local and global economies?
How can consumers influence the ethical and sustainable practices of brands?
What geographic factors should be considered when designing a sustainable brand?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will understand the principles of ethical trade and how they apply to business practices.
Students will analyse the impact of sustainable fabrics on the environment and societal health.
Students will explore the role of geography in resources sourcing and how it affects production and market distribution.
Students will learn about ethical labour laws and their importance in fostering sustainable business models.
Students will evaluate the significance of fair wages and fair trade in global and local economies.
Students will identify the ways in which consumers can influence brand practices towards ethical and sustainable methods.

National Curriculum UK Geography KS3

NC_Geo_KS3_1

Primary

Understand geographical similarities and differences through the study of human and physical geography of a region in Europe and a region within North or South America.Reason: The project requires students to consider geographic factors, which could include the study of different regions relevant to fabric sourcing and brand production.

NC_Geo_KS3_2

Primary

Understand the key processes in human geography relating to population and urbanization, international development, trade and economic activity, and the use of natural resources.Reason: The project deeply explores themes of trade, economic activity, and resource use, directly aligning with this standard.

NC_Geo_KS3_3

Secondary

Understand how human and physical processes interact to influence and change landscapes, environments, and the climate; and how human activity relies on effective functioning of natural systems.Reason: Designing a sustainable brand involves understanding how human activities impact landscapes and environments, essential to this standard.

Entry Events

Events that will be used to introduce the project to students

Interactive Sustainability Audit

Students conduct an audit of their own wardrobes or local shops, exploring labels, materials, and brands, then mapping their findings globally. This hands-on assessment connects personal choices with broader geographic and ethical trade principles, prompting deeper inquiry into global industries.

Meet the Change Makers

Host a panel with entrepreneurs and leaders from sustainable brands and NGOs who discuss their journeys and challenges in maintaining ethical standards. This dialogue offers students a direct look into the industry, and inspires them to explore various career paths linked to geography and sustainability.

Virtual Reality Factory Tour

Students dive into a virtual reality experience, touring a textile factory in another country. This immersive event highlights both ethical and unethical practices in real-world settings, sparking questions about sustainable business practices and geography.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Wardrobe Geography Explorer

Students map out the origins of their clothing's materials by conducting wardrobe audits, linking personal fashion choices to global geography and ethical trade principles.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students examine their own wardrobes, noting labels and materials of various clothing items.

2. Identify the country of origin for each item and research the geographical context of those locations.

3. Create a world map overlay, labeling the countries where their wardrobe items were produced.

Final Product

What students will submit as the final product of the activityA mapped visual representation of clothing origins linked to students' wardrobes.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NC_Geo_KS3_1 by allowing students to understand geographic differences through the study of human geography involved in clothing production.

Activity 2

Ethical Trade Detectives

Students investigate ethical trade principles and their application in the fashion industry, focusing on sustainable practices.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research key ethical trade principles such as fair wages, sustainable materials, and ethical labor laws.

2. Identify real-world companies that adhere to these principles in their practices.

3. Create a presentation showcasing their findings and conclusions.

Final Product

What students will submit as the final product of the activityA presentation highlighting ethical trade principles and examples from the fashion industry.

Alignment

How this activity aligns with the learning objectives & standardsSupports NC_Geo_KS3_2 by exploring themes of trade, economic activity, and resource use inherent in ethical fashion.

Activity 3

Sustainability Materials Investigator

This investigative task has students explore the environmental impacts of different sustainable materials used in the fashion industry.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select different sustainable materials commonly used for fashion garments like organic cotton, bamboo, etc.

2. Research how each material is sourced, processed, and its environmental impact.

3. Prepare a report comparing the sustainability of each material.

Final Product

What students will submit as the final product of the activityA comparative report detailing the sourcing and environmental impact of sustainable materials.

Alignment

How this activity aligns with the learning objectives & standardsLinks with NC_Geo_KS3_3 by connecting material sourcing to human and environmental impacts.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Brand Design Rubric

Category 1

Understanding of Ethical Trade Principles

Assesses students' comprehension and application of ethical trade principles, such as fair wages, sustainable materials, and ethical labor laws, in their project work.

Criterion 1

Identification of Ethical Principles

Evaluates the ability to accurately identify and explain key ethical trade principles within the fashion industry.

Exemplary

4 Points

Clearly identifies and comprehensively explains all major ethical trade principles, demonstrating deep understanding and thoughtful analysis.

Proficient

3 Points

Identifies and explains most major ethical trade principles with a thorough understanding and some analysis demonstrated.

Developing

2 Points

Identifies some ethical trade principles with basic explanations, though lacks depth and full understanding.

Beginning

1 Points

Struggles to identify ethical trade principles and provides minimal explanation, indicating a lack of understanding.

Criterion 2

Application of Ethical Principles in Context

Measures the ability to apply ethical trade principles in practical scenarios within their project.

Exemplary

4 Points

Application of ethical principles is innovative and consistently integrated across the project with clear, practical examples.

Proficient

3 Points

Ethical principles are appropriately applied in most parts of the project with some practical examples.

Developing

2 Points

Application of ethical principles is inconsistent with few practical examples.

Beginning

1 Points

Minimal application of ethical principles, with unclear or lacking practical examples.

Category 2

Geographical Understanding and Application

Evaluates how well students integrate geographical concepts and understanding into their project, particularly in relation to sustainable resource sourcing and production practices.

Criterion 1

Geographical Analysis

Assesses the ability to analyze and articulate the impact of geography on sourcing and production.

Exemplary

4 Points

Provides sophisticated analysis of geographical impact on resources and production, with detailed insights and connections.

Proficient

3 Points

Delivers a well-rounded geographical analysis with clear understanding of implications on resources and production.

Developing

2 Points

Offers a basic geographical understanding with limited analysis of implications on resources and production.

Beginning

1 Points

Shows minimal understanding of geographical aspects and fails to connect geography to resource and production impacts.

Criterion 2

Integration of Geographical Knowledge

Evaluates the integration of geographical knowledge into the design and presentation of the sustainable brand.

Exemplary

4 Points

Effectively and seamlessly integrates geographical knowledge into all aspects of the project, enhancing the brand's design and rationale.

Proficient

3 Points

Integrates geographical knowledge well into most parts of the project, contributing to the design and rationale.

Developing

2 Points

Some integration of geographical knowledge is evident in the project, but lacks consistency and depth.

Beginning

1 Points

Geographical knowledge is poorly integrated or absent, limiting the project's design and rationale.

Category 3

Quality of Final Deliverable

Assesses the overall quality and effectiveness of the final products created as part of the sustainable brand project.

Criterion 1

Clarity and Cohesion of Presentation

Evaluates how clearly and cohesively ideas and research are presented in the final product.

Exemplary

4 Points

Presentation is exceptionally clear and cohesive, with logical flow and strong synthesis of ideas.

Proficient

3 Points

Presentation is clear and mostly cohesive, with a logical flow and synthesis of ideas.

Developing

2 Points

Presentation shows some clarity and cohesion, but lacks logical flow or complete synthesis of ideas.

Beginning

1 Points

Presentation lacks clarity and cohesion, with no discernible flow or synthesis of ideas.

Criterion 2

Creativity and Innovation

Measures the degree of creativity and innovation demonstrated in the design and execution of the sustainable brand project.

Exemplary

4 Points

Demonstrates high levels of creativity and innovation, with original ideas and unique approaches effectively implemented.

Proficient

3 Points

Shows creativity and some innovative thinking, with several unique ideas effectively utilized.

Developing

2 Points

Displays limited creativity and innovation, with few original ideas or unique approaches.

Beginning

1 Points

Shows minimal creativity or innovation, lacking original ideas or unique approaches.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the "Wardrobe Geography Explorer" activity. How did mapping the origins of your clothes impact your understanding of global trade and interconnectedness?

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Question 2

In the "Ethical Trade Detectives" activity, you researched companies committed to ethical practices. How feasible do you believe it is for all brands to adopt these principles? What are the potential barriers and solutions?

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Question 3

During the "Sustainability Materials Investigator" activity, you compared different sustainable materials. On a scale of 1 to 5, how confident are you in your ability to identify and choose sustainable clothing options in the future? (1-Not at all confident, 5-Very confident)

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Question 4

Considering the entire project, what is one key takeaway you've learned about designing a sustainable and ethical brand, and how might you apply this knowledge in your own life?

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Question 5

Which activity did you find most engaging and why? How did it enhance your understanding of the driving question: "How can we design a sustainable brand that not only sources materials ethically and sustainably but also follows those principles through to production, labor practices, and market influence, while considering the geographic and economic implications?"

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