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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes.

How might you use this stimulus material in class?

This video provides a great introduction to Fast Fashion - defining the problem and outlining the role of social and financial organisations in the industry.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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Learning Outcomes

1.7, 1.9, 2.4, 2.5, 3.2, 3.7

Learning Intentions

I will learn about consumer responsibility

I will learn about the impact of a "Fair" wage on a community

I will learn about how supply chains have become globalised

How it might be used in class

Students would have learned about the broader topic of Globalisation in previous class. This looks at it on a micro-level.

Students would be asked to research other industries where Fairtrade has a presence. Typically by finding a Fairtrade product at home or in the local shop.

Explain why Fairtrade was deemed necessary in this industry and some of teh challenges.

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Playing Fair - The story of Fairtrade footballs

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Consumerism & circular economy in the fashion industry

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Consumerism & circular economy in the fashion industry

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Learning Outcomes

1.9 and 2.5

Learning Intentions

Learn about fashion being stuck in a linear and how fashion is disposed of at an ever-increasing frequency.

How consumers using their purchasing power to demand progressive change

Building trust and collaboration throughout the supply chain

What impact do Clothing rental companies have on this space?

How might you use this stimulus material in class?

Defines the problems. Ask students to identify the key terms and the solutions outlined.

Ask students to devise a business model around clothing rental company and how to adapt to Irish market.

Ask students to devise a presentation focusing on supply chain for this industry.

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If the consumer attitude towards clothes purchasing changes sufficiently, it could encourage a huge shift in the fashion industry, says Molly Foster, Waste and Resource Consultant, Wardell Armstrong.

The vast majority of consumer fashion is stuck in a linear model with most used clothes perceived as having no value and being disposed of at an ever-increasing frequency. If the consumer attitude towards clothes purchasing changes sufficiently, it could encourage a huge shift in the fashion industry which would flow back through the supply chain and drive a step change towards putting the circular economy at the heart of the fashion industry's approach.

Consumers using their purchasing power to demand progressive change and circular models that look to increase quality, reusability, recyclability, and recycled content, can drive greater awareness, understanding and transparency.

Building trust and collaboration throughout the supply chain will be necessary to meet the tough challenges presented by this complex sector and progress towards a more socio-economic and environmentally conscious fashion industry.

Globally, around 150 billion garments are produced each year, and the average cost continues to fall. This also drives a reduction in the quality and the value attributed to that item, resulting in consumers wearing items less often before deciding to dispose of it. Between 2000 and 2014, clothing production doubled, and between 2012 and 2016 the number of times a garment was worn decreased around 40%.

According to Oxfam, there are approximately 11 million items of clothing sent to landfill per week in the UK, and only 12% of material used for garments is from recycled sources, largely due to the complex combination of material, fibres, threads, fixtures, and accessories. This trend is exacerbated by the limited number and accessibility of outlets for textile recycling for consumers, resulting in a challenging circuit to break.

Fast fashion

In recent times modern culture has driven continued increases in oversupply and planned obsolescence. Fast fashion is a linear business model that focuses on a rapid supply chain, working to design, produce and distribute new items of clothing at an accelerated rate.

This model works due to the low cost of labour, ever changing fashion trends and most importantly the increase in consumer demand / purchasing power. There is the long standing and underlying thread that people are judged by the brands / styles they wear, and much cash is therefore invested in selling the latest, constantly changing styles.

However, more recently, there is a growing move towards wanting to consume more responsibly, which will hopefully ultimately become 'cooler' than wearing the latest fast fashion trends, as seen in shops such as PrettyLittleThing or BooHoo.

There are companies taking significant steps towards a more circular business model, and this is being supported by Defra's Waste Prevention Programme. For example, Arket advertises 'think long-term when buying', 'reusing garments only makes sense if they retain a certain quality over time', and 'borrow from others to reduce waste'.

There are companies taking significant steps towards a more circular business model, and this is being supported by Defra's Waste Prevention Programme

Lucy and Yak is another example of a company that works towards sustainability, by using fabric off cuts to produce accessories, and the app 'Depop' to sell any items of clothing with slight faults to reduce waste.

Furthermore, the Jeans Redesign demonstrates that garments can be created through a more circular approach. Commonly applied solutions include the use of recycled fabrics and substitution of rivets with bar tracks, reinforced stitching, or embroidery techniques to make recycling easier.

Clothing rental companies, such as MUD jeans, have recently come into the scene too. To maintain this momentum and ensure that it becomes the norm, rather than the exception, there needs to be greater transparency of supply chains, clearer labelling of material composition, and increased awareness of the environmental impacts of our throwaway culture.

Avery Dennison's Digital Care Label is an example of how clearer labelling can build a bridge to a more circular economy, by using a QR code for the consumer to understand the material composition and sustainability of their item. It requires brands to be transparent with their consumers and allows resellers to identify the material later in the garment life cycle.

Reuse

Charity shops play a key role, and about 32% of textiles are being reused this way in the UK. Netflix series 'Tidying up with Marie Kondo' spiked a surge in people clearing out clothes that no longer 'spark joy'. The charity shops will have benefited; however, people often replace these purged items with new ones once the trend passes, feeding the consumer demand issue that sparked my article in the first place.

It shouldn't go without saying though, that there has been a recent increase in demand for used clothing as consumers become more aware of environmental issues associated with the fast fashion industry.

Driven by this consumer conscience, there is a growing market for environmentally conscious clothing. Some brands, such as the Girlfriend Collective are proud to promote that their clothing is made from recycled material which has originated from plastic bottles, when in fact it would be more efficient to recycle these bottles into other plastic bottles.

...There is a growing market for environmentally conscious clothing

These changes are often not being considered holistically and can result in detrimental impacts or minimal overall environmental benefit. Greenwashing presents a real threat to the fashion industry turning itself around, and so clarity, transparency and collaboration needs to be prioritised.

If we can encourage companies to produce better quality clothes that last longer, and on balance, cost less to the consumer, there is also the ability to address the negative socio-economic impact on workers.

I think there needs to be a mechanism by which consumers can clearly see the value embedded within an item and make more informed choices. Balance that with more effective use of charity shops and expanding clothes rental services, and we might be getting closer to a circular economy.

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Consumerism & circular economy in the fashion industry

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If the consumer attitude towards clothes purchasing changes sufficiently, it could encourage a huge shift in the fashion industry, says Molly Foster, Waste and Resource Consultant, Wardell Armstrong. The vast majority of consumer fashion is stuck in a linear model with most used clothes perceived as having no value and being disposed of at an ever-increasing frequency.

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learning outcomes
3.6 explain how economic growth can impact positively and negatively on society & the environment and justify the promotion of sustainable development

Learning Intentions
impact on environment from climate change
Role of community involvement
Importance of government policies

How would you use this stimulus material?

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Extreme weather, rising sea levels, devastating floods - The global climate crisis | DW Documentary

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Learning Outcome
-Devise and apply a marketing mix in order to promote a new or existing product or service

Learning Intentions
-I will learn about marketing a product
-I will reflect on how products are packaged
-I will learn about the impact of product packaging on the environment

How might you use this stimulus material in class?
-The video on captain hydrate shows how a company can use sustainably sourced material to package their water, it highlights the materials they use and it highlights how students can impact the environment in a positive way (25) Captain Hydrate Water Advert - YouTube

-Article on captain hydrate Making It Work: Sustainable packaging for mineral water is making a splash | Business Post

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Learning Outcomes

3.5 Examine the purpose of taxation from a financial, social, legal and ethical perspective.

3.11 Evaluate the benefits and costs of a government economic policy and assess who enjoys the benefits and who bears the costs.

Learning Intentions

1. I will learn about education inequality and the impact taxation and government spending has on this.

2. I will learn about wealth redistribution and reflect on its effect on Irish society.

3. I will learn about the impact higher and more progressive taxation on Irish Business and society can have on society.

How might you use this stimulus material in class?

The video introduces the concept of educational inequality and its impact.

Students tasked with watching video twice and listing their 5 biggest takeaways.

then split into breakout groups, where they share their takeaways and choose 3 to present to rest of class.

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The problem of education inequality | CNBC Reports

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Learning Outcomes
3.1 and 2.4

Learning Intentions

I will learn about opportunity cost and scare resources

I will learn about employee rights

I will learn about employee responsibilities

I will learn about social sustainability

How might you use this stimulus material in class?

This video provides a great introduction to Sweat Shops - defining the problem and looking at themes such as opportunity cost, sustainability, employee rights and employer responsibilities

Support resources: Create an assignment on Teams requiring students to make a powerpoint presentation on employee rights .

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Can Fashion Lovers Survive Working In A Sweat Shop? (Social Documentary) | Real ...

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Learning Outcomes

1.1, 1.2, 1.9, 2.4

Learning Intentions

I will learn about consumer and business responsibilities.

I will learn about making informed decisions when purchasing.

I will learn about how a product is made and packaged.

In class

Bring in a range of different goods and look and discuss how they have been made and packaged and if there may be a more suitable way to do so taking into account the environment etc.

Video - how it is made. Activity sheet to accompany it.

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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will become more aware of the amount of packaging that we interact with on a daily basis

I will consider alternatives to the current level of packaging that I am personally responsible for

How might you use this stimulus material in class?

Get the students to read through the article

In groups get them to look at their own lunches:

what packaging is involved,

how much of it is necessary,

how much is recyclable/reusable,

how much will be recycled and reused

where most packaging will end up

What would have been the better alternative

Get them to think back through the supply chain of one piece of their lunch and what other packaging might have been used through the different stages of getting the food from the primary source to them.

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Sign up for alerts from The Irish Times

Just click on "Allow Notifications" on the message appearing on your browser to activate them.

We will send you a quick reminder in the future, in case you change your mind.

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Plastic packaging: Exactly how green are our supermarkets?

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Sign up for alerts from The Irish Times Just click on "Allow Notifications" on the message appearing on your browser to activate them. We will send you a quick reminder in the future, in case you change your mind.

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Impact of driving versus shared transport. 

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Impact of driving versus shared transport. 

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Learning outcome:

1.9  Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

1.10  Discuss and evaluate how globalisation and developments in technology impact on consumer choice and behaviour

2.5  Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

3.3  Evaluate how changes in the supply and demand of goods and services in different markets can affect prices

Learning intentions:
Students will:

learn about consumer responsibility

reflect on impact of consumer choices on environment

investigate local businesses re: prices and compare and contrast differences

endeavor to see why there is a difference in price and what is causing this

Learning experience:

We will define what shared private transport is. (carpooling)

we will investigate via pumps.ie the prices of diesel and petrol

we will work out how much a group of 2 and 4 will save versus someone driving ion their own

we will investigate to see how much someone can save over a year and if this would cover the deposit for an electric car

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Ireland’s fuel price web site. Find cheap fuel in your area and share any prices you know.

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Learning Outcomes:

2.4 & 3.1 & 3.7

Learning Intentions:

I will understand the topic of Fair Trade

I will learn about the impact fair trade has on working conditions and income levels

How it can be used in class

Student discussion on different fair trade products

Research activity on the fair trade products used at home

Research the impact on wages of those who provide fair trade products vs those who don't

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Learning outcomes
2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective
1.7 Distinguish between and appreciate their rights and responsibilities as consumers

Learning intentions

I will learn about the various laws that are in place to protect against discrimination.

I will learn about ethical considerations in the workplace.

How it might be used in class -

Students will be asked to watch the clip and take note of some of the inequalities they seen.

As a group, students will be asked to think of how they would combat these inequalities if they were in charge in the workplace.

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Learning Outcomes

1.9 and 2.5

Learning Intentions

Outline how consumers can lower their impact on the environment

Explain how fashion companies can improve their environmental impact?

How might you use this stimulus material in class?

This video provides an introduction to Fast Fashion - and outlines how different stakeholders can improve their environmental impact.

Support resources: Question sheet provided to students, used to generate discussion after video.

Students evaluate a company they engage with regularly e.g. Primark, Dunnes Stores. Where are their garments manufactured etc.

Students asked to write a letter to a company of their choice, providing advice to the company on how they can become more sustainable.

(Marita & Deirdre)

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Is fast fashion destroying our environment?

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Learning Outcomes:

1.7 Distinguish between their rights and responsibilities as consumers

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services. Evaluate how they can contribute to sustainable development through consumer behaviour

Learning Intentions

Reflect on the food we use and the food waste we produce

Work with a partner to evaluate the impact of food waste from an environmental, personal and financial perspective

Research food water in Ireland using reliable sources

Create a poster informing students about food waste

Use in classroom:

1. Develop an anticipation exercise about food waste to assess prior knowledge and create interest

2. Pair work with a tri-pie organiser to allow students to evaluate the issue from the perspective of the environment, personal and financial using the video and further discussion

3. Student may then conduct their own research using a template provided

4. Finally, they will produce a poster to create awareness of food waste

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Food Waste Prevention Video - Stop Food Waste

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This beautiful video was created by Wexford County Council and Waterford City and County Councils and aired in local cinemas in 2018.

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Learning Outcomes
1.10, 2.6, 3.1

Learning Intentions

1. I will learn about the differences in peoples incomes

2. I will discuss and reflect about how level of income impacts on access to technology and work/life choices after school

3. I will reflect on how technology changes globally and what impact this has on society.

How this can be used in class..

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Learning Outcomes

2.4

Learning Intentions

Explain rights of workers and focus on young people

Explain laws that protect workers

Stimulus Material

Start by showing some of this video where the students discuss where rights are not being met

http://www.irishstatutebook.ie/eli/1996/act/16/enacted/en/html

https://employmentrightsireland.com/

How you might use the above stimulus

Get a class discussion going after the video and then as appropriate click on the links to show the legislation that is available for protection

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Ex-Amazon workers talk of 'horrendous' conditions

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Fast Fashion (New Product Marketing Mix)

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Fast Fashion (New Product Marketing Mix)

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Learning Outcomes

2.2, 2.7 & 2.8

Learning Intentions

Understanding skills & characteristics of being enterprising

Have the ability to conduct market research and identify an opportunity in the fashion industry

Devise and apply a marketing mix for new product

How might you use this stimulus in class?

Ask students to conduct desk research on an entrepreneur of their choice focusing on identifying the key skills and characteristics that made them successful

Set a group task (ideally groups of 4) where the students must brainstorm a new product or service for the fashion industry with the focus being on an environmentally friendly product.

Each of the group members is tasked with developing a three or four slide presentation on one of the 4p's.

The group returns and presents their marketing mix to the rest of the class.

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Learning Outcomes:
2.1 Identify the different types of financial, cultural and social enterprise and appreciate the role each plays in society.
2.2 Describe the skills and characteristics of being an entrepreneur and appreciate the role of an entrepreneur in an organisation, in society and to the economy.
2.3 Differentiate between employment, work and volunteerism, identifying and describing features, benefits, rewards and careers within each.

Learning Intentions:
I will be able to distinguish between the three different types of enterprise.
I will learn about the different rewards for running an enterprises.
I will explore how an enterprise contributes to society.

Method used in class:
Watch the video as an ice breaker for the topic.
Start a class discussion on the different types of enterprise and which category food cloud falls into.
Brainstorm the different characteristics to become an entrepreneur.

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What is FoodCloud? Meet founders Iseult and Aoibheann

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https://www.youtube.com/watch?v=6RlxySFrkIM

Learning Outcomes
1.9, 2.1 and 2.2

Learning Intentions
* What is food waste?
* how can we as consumers contribute the reduction of food waste?
* what innovations are organisations doing to help with this issue?

How might this stimulus material be used in class?

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Food waste is the world's dumbest problem

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Learning Outcome

1.7 Distinguish between and appreciate their rights and responsibilities as consumers

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

Learning Intentions

I will learn about consumer responsibilities

I will learn about the impact of food waste on the environment

I will reflect on the impact of my actions in relation to food waste

Learning Experience

We will define consumer responsibilities

Through a video, we will learn about the food production system and actions that can be taken to make the system more sustainable: UNEP Website

We will look at examples of how young people/schools have already made a difference: plt.org

In pairs, we will identify 2 changes we can make to contribute to a more sustainable food system (e.g. Meat Free day, inform others, shop locally, only cook/use what we need)

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Why do we need to change our food system?

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Learning Outcomes:

1.7, 1.9, 2.5

Learning Intentions:

Consumer Responsibility

Safe working environment

Fair wages

The global supply chain.

How it might be used in class.

Students can use prior learnings to look at this section in more detail based on the intentions above.

Students will be asked to do a research project on the coffee industry and base there research on the intentions above.

Learning will take place on the Fairtrade industry and the products and service they provide.

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Learning Outcomes:

2.1 Identify different types of financial, cultural and social enterprise and appreciate the role each plays in society.

3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development

Learning Intentions:

I will learn about the role of social enterprise in society.

I will reflect on my food consumption and waste and its impact on the environment

I will learn how organisations can help to distribute wealth and create a more equal and sustainable society.

How might this be used in class:

Students could be asked to watch the video about Food Cloud and explore the website https://food.cloud/

In pairs they would discuss the role of entrepreneurs in society and how they contribute to sustainability and sharing of wealth.

Students would also reflect on their own food waste, especially in the context of boom times when consumerism may be excessive and consider a more sustainable approach.

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Learning Intentions
1- I will understand the difference between sustainable unsustainable energy
2- I will make informed choices when choosing energy provider
3- Research different organisations to ensure most sustainable option is chosen
Q1)         How long has Bord Na Mona been in existence?

Q2)         How has Bord Na Mona contributed to Irish society?

Q3)         How many people does Bord Na Mona employee currently?

Q4)         What is the Sustainable Business Plan informed (motivated by)?

Q5)         What is one SUSTAINABLE alternative to burning fossil fuels?

Q6)         List some sustainable changes Bord Na Mona have made to its operations

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Sustainability at Bord na Mona - Our Core DNA

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Learning Outcomes

1.9 and 1.10

Learning Intentions

I will learn about consumer responsibilities when buying goods, e.g. clothes

I will reflect on the impact that my purchases have from an environmental perspective

How might you use this stimulus material in class?

The video provides an overview on the amount of resources used to make a cotton t-shirt. It outlines the people, processes and transport that are used to make t-shirt and transport it to the consumer.

Support resources:

Ready-made resources on Ted-Ed, e.g. questions, discussion topics, link articles

Students could examine their own clothing to see where it is manufactured and map this virtually to see the physical distance travelled by their clothing

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Watch NPR's: Planet Money Makes a T-Shirt to get another view on just what it takes to create that piece of clothing you just bought at the store. How Your T-Shirt Can Make a Difference from National Geographic is another great video perspective on this topic.

The Travels of a T-shirt in the Global Economy by Pietra Rivoli is a book that also follows the journey of a t-shirt across the world. Read it to learn more. What is the environmental footprint of a t-shirt? Click here to find out.

Want another look at all those machines work that make your clothing? Click here.

Wondering about the environmental impact of all those clothes you have in your closet or the dyes that may be on them? Check out this article on sustainable fashion. What should you do with those old clothes that you don't wear anymore? My Fashion Footprint: Is Your Wardrobe Bad For The Planet? will help answer those questions.

Worried about your carbon footprint? Read this and find out how to decrease your impact.

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The life cycle of a t-shirt - Angel Chang

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Consider the classic white t-shirt. Annually, we sell and buy 2 billion t-shirts globally, making it one of the most common garments in the world. But how and where is the average t-shirt made, and what's its environmental impact? Angel Chang traces the life cycle of a t-shirt.

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Learning outcomes 2.1 2.2 2.5 2.6
Learning intentions: I will be able to define social enterprise. I will be able to identify the role social enterprises play in society
This video will be used to introduce an example of a relevant social enterprise to students. Our local shop regularly has a Foodcloud truck in front of it at the end of the day, I will question/discuss with the class to see if they can put that together with the video.
The students will then work in groups to research any other Irish social enterprises. They will have to Name it, Say where it was founded, What their main role is,who do they help, how does this help - the individual, community, society and the economy. They have to present their findings to the rest of the class.

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Workers Rights and Employer responsibilities - Comparing Ireland to Qatar - World Cup Stadium/Infrastructure 

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Workers Rights and Employer responsibilities - Comparing Ireland to Qatar - World Cup Stadium/Infrastructure 

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LO:

2.4

Learning Intentions:

1. To review the rights of Irish Workers

2. To research difference in workers rights between Ireland and Qatar construction workers.

3. To Watch the Gary Neville Documentary and identify which rights the construction workers do not have.

How you might use this in class:

1. Using devices to first research Irish workers rights, Citizens Information

2. Watch the documentary taking notes and encourage class discussion to identify the lack of rights for workers.

3. Writing task: Write up which employee rights are lacking and which employer responsibilities are being neglected, giving examples from the video.

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This documentary looks at the underlying issue surrounding the human rights issues within Qatar. Gary Neville goes to look at what problems are happening and whether Qatar won the bid to host the 2022 Football World Cup unfairly and whether corruption played a role in the World Cup bid success. Gary highlights the issues that could be faced when tourists visit to watch the games. If fans start to act anti-social in this country there will be different consequences that they will face, as to what they would if they were in their home country.

A big problem highlighted in this documentary was that the visiting nations will have to respect the culture of Qatar and will have to remember the important differences such as the difference in views towards women and the difference in views towards alcohol. As Gary highlighted in the documentary, the consumption of alcohol alongside watching a football match goes hand in hand with certain nations such as England, who have a fan culture which is associated with drinking.

Another issue that was looked at was the prices that are being charged by those who will be seeking alcohol, as these fans could be looking at paying around £16 for a drink. They will also be looking at a struggle with traffic as the country has all the stadiums hosting games at the World Cup within an hour proximity of one another. With the city already having traffic problems this could result in these problems being worsened by the influx of tourists who will be attending games at the stadiums.

Perhaps the biggest issue raised was the estimate that around 4,000 people will die as a result of building the stadiums before a ball has been kicked. To have people risking their lives to build stadiums for other people to enjoy is not a fair exchange for these workers. Neville also visited migrant workers who had been brought to the country in order to contribute to building the stadiums. These workers had been charged around $2000-$3000 to come to the company through agencies and they were informed of their recruitment fees being returned. When asked they said that the fees had been enquired about for around two years and they had still not received the money back.

Although the negatives and risks were highlighted, there were also some positives for fans to look forward to who will be attending. The city of Doha looks to have a vigorous atmosphere which will be ideal for fans who will be visiting from all over the world. There will also be much interest in the activities which tourists can partake in such as camel rides and dune ride experiences within the desert. By having these cultural excursions, it will pose as a place which will certainly be of interest to tourists who will be looking for activities when they are not at the games which they will be attending. When travelling within the city, throughout it, there was beautiful infrastructure everywhere which would be of interest to tourists who will be looking to visit picturesque locations as well as being there for the World Cup.

One stadium which cost Qatar one billion dollars to build, has a distinctive curve around the outside of it. With the eccentric design this stadium will certainly be host to some big games and will be talked about due to the cost and time it has taken, however after the tournament has finished, it will be taken down and no longer used so the government has decided to donate the seats to save them from going to waste. This decision, although thoughtful in one respect, does seem to be an almost pointless use of money, as this money could have been used in other areas of the country and for greater causes. The decision to try and bring the spotlight onto Asian football appears to be at a costly price, both financially and ethically for the country.

Overall, the view coming from the documentary was that the tournament could provide many problems for the country, if the visiting tourists are not respectful to their beliefs and the culture but it will make for an interesting analysation after the tournament is over to see the outcome. For this country hosting the biggest tournament in sport could prove to be difficult but only if trouble is created by others. The attempt to promote Qatari football is one of the main aims for this tournament and as it will put Qatar at centre stage in front of the entire world, it could be a positive step forward for the country. If they avoid any controversy, considering how many things could cause problems it will be an achievement for sure but hopefully football will be the main talking point after the final whistle.

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Gary Neville in Qatar - Documentary Review

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Gary Neville in Qatar – Documentary Review

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Learning Outcomes
2.4

Learning Intentions
1. Explain the rights and responsibilities of employers
2. Explain the rights and responsibilities of the employee

Stimulus Material
Begin with the video - facilitate discussion

Students research their rights using the following clip: Employment laws in Ireland (citizensinformation.ie)

Refer back to the video after students research the rights of employees. How can Amazon meet their rights?

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Zero-hour contracts and wrong wages - the reality of being an Amazon agency worker | ITV News

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Learning Outcome 1.9

Learning Intentions
I will understand how my consumer habits can have an impact on the environment.
I will learn how to make informed decisions when purchasing goods.
I will be able to identify the advantages and disadvantages of shopping locally versus online, in relation to packaging.

Learner Experience
In groups students will identify/bring in a recent purchase and consider the packaging involved.
How much of it is reusable.
How much was unnecessary.

Challenge students to go grocery shopping with family and identify ways to reduce packaging.

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Plastic packaging plays an important role in protecting products from damage, making sure that they can be transported easily, and helps reduce waste by preserving food for longer. However, we are aware of the negative impact that plastic has on the environment, and know this is an issue that matters to our customers, which is why Aldi has committed to reduce, reuse, and recycle 100% of our packaging.

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Learning Outcomes:
2.4
Learning Intentions:

I will learn the rights employees have in Ireland (pay, working conditions, young people, etc)

Stimulus Material:
Show this video. Generate a class discussion and talk about what rights the employees in child/slave labour in other countries are not getting in comparison to Ireland.

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Putting the food waste issue to the core sustainability agenda by empowering the whole value chain

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Putting the food waste issue to the core sustainability agenda by empowering the whole value chain

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Food waste is a part of the ecosystem that we are all inextricably and invisibly linked with. As Migros, we believe that a collective and concerted response to this issue is the best solution for our planet and all its life forms. For this reason, we have set ourselves the target of halving our food waste/food sales tonnage by 2030 compared to 2018. Thanks to the initiatives we have taken and our engagement with our value chain, since 2018 we have already reduced our food waste by 22 percent.

Food is essential for the continuity of life, and the story of food is as old as the existence of humanity. However, nowadays, our dependence requires more attention than ever. Climate justice highlights the fact that climate change affects people everywhere, but its impact is not equally distributed as socially disadvantaged people tend to be more dependent on environmental conditions. According to 2021 Food Waste Index Report drawn up by United Nations Environment Programme (UNEP), 931 million tonnes of food is wasted each year. And, the Food and Agriculture Organization of the United Nations (FAO) states that around 800 million people in the world are facing hunger. In the presence of these numbers, we believe that the food retail sector can make a big difference. As a member of the Food Waste Coalition of The Consumer Goods Forum, we are committed to reducing our food waste as a ratio of our food sales. We have set our target by 2030 in line with SDGs 12.3.

As Migros, we take the issue of food waste very seriously. We know that waste is not just the food itself: it is also the water used, the land worked, the effort spent, and the distance travelled. We have a unique position at the centre of suppliers/manufacturers and customers, which covers both ends of the supply chain thus giving us many opportunities to work on this issue and make a difference.

As a responsible food retailer, we carry out various projects in line with the FLW standard and the food recovery hierarchy. Reducing food waste at source is our main goal. For this purpose, we have improved our smart automatic order systems so as to generate minimal waste. In addition, we discount fruits and vegetables, and food products with imminent expiry dates by 25% to 50%: by doing so we have already saved 13,741 tons of food since 2019.

Caring for all living beings and caring for environment

Through a web-based donation platform, our food products which fall below sales standards visually, but are suitable for consumption, were donated to the needy. These donations equate to food necessary for the preparation of approximately 12,8 million meals.

We are part of an ecosystem in which our role is to care for other living beings. We therefore provide edible food items which are not preferred or suitable for human consumption for stray and forest animals in collaboration with various NGOs. Within this partnership, a total of 5,421 tons of food was reclaimed for the benefit and nutrition of animals in need.

An Ecosystem is a chain in which all connections and their effects are mapped, and it is not just living beings that have to be included. We provide energy recovery from our organic wastes through bio compost. We launched the "Black Soldier Fly (BSF)" project to support the circular economy. BSF larvae utilize fruit and vegetable waste as the nutritional source and those larvae are used as chicken and fish feed due to their high protein and oil ratio. In 2021, 13,6 tons of fruit & vegetable waste were utilized during this process and prevented 48 tons of carbon emissions.

Collective action matters

Food waste is an issue that the world needs to address in unison. We were the first Turkish retail company (and one of the first 10 companies globally) to participate in the World Resources Institute's "10x20x30" initiative. 23 of our suppliers signed up for this initiative with the purpose of halving their food waste.

Since we have a strong belief in the principle and efficacy of "acting together", we also participate in the FAO's "Save Your Food" campaign in cooperation with the Turkish Ministry of Agriculture and Forestry to raise public awareness about food waste. Our final output of this partnership was the publication of an official guideline entitled "Guide to Combating Food Waste at Food Points of Sale" which was presented to the whole of the grocery sector in Turkey.

Empowered value chain is the key

According to the FAO, 30% of global food loss occurs at the agricultural production and harvest phase, through whole supply chain. For that matter, we launched a new implementation in 2021; "pilot model on upstream losses" to prevent food loss at harvest stage by engaging more with our value chain which causes a win-win scenario for business, farmers and the environment. The results of the first year are very encouraging and we are determined to scale up our efforts in 2022.

The prevention of food waste is in our core sustainability agenda to achieve sustainable agriculture and efficient use of natural resources. We have accelerated our efforts regarding our target to halve our food sales / waste ratio by 2030 compared to 2018. Thanks to the initiatives above, we have already reduced our food waste by 22 percent which is equal to 50 million meals saved.

Our mantra for tackling food waste is "reduce, reuse, recycle" and through our stance on sustainability we strive to be a role model in the sector. We will continue to engage our suppliers and customers in our efforts to reduce food waste as a collaborative response and seek for innovative approaches constantly, which will lead us to an empowered value chain and a better world.

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Putting the Food Waste Issue into the Core Sustainability Agenda by Empowering the Whole Value Chain - The Consumer Goods Forum

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Food waste is a part of the ecosystem that we are all inextricably and invisibly linked with. As Migros, we believe that a collective and concerted response to this issue is the best solution for our planet and all its life forms. For this reason, we have set ourselves the target of halving our food [...]

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The consumer becomes the "prosumer"

Already, we're adopting new ways to generate and consume energy, including the way we drive our cars and heat our homes. The power of supply is now in our hands.

In the home, we can harness the power of the sun with the introduction of solar panels to provide electricity and to heat our water. Solar Photovoltaic (PV) panels are fast becoming a common sight on Irish rooftops, providing clean energy from the sun. Well-installed systems can produce up to 60pc of hot water demand per household over 12 months or 50pc of a household's annual electricity.

Consumers are now becoming "prosumers," which means they're simultaneously consuming and producing a product. In this case, that product is energy. By producing our own energy, we're also saving money on our utilities.

A typical three-bed, semi-detached house would save approximately €220 per year on electricity bills by investing €1,800 on a solar panel system. Heat pump technology, which is more than 30pc cheaper to run than a gas or oil boiler, is another energy-efficient way that Irish homeowners are adapting to heat their homes.

Heat pumps are powered by electricity and work by extracting heat from the air or ground outside the house and transfer it indoors at warmer temperature. Homes have to be well insulated and relatively airtight for heat pumps to work effectively.

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How Ireland is leading the way to a clean energy future

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Already, we're adopting new ways to generate and consume energy, including the way we drive our cars and heat our homes. The power of supply is now in our hands. In the home, we can harness the power of the sun with the introduction of solar panels to provide electricity and to heat our water.

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Learning Outcomes

1.9

Learning Intentions

I will become more aware about the packaging on items I buy.

Will become more aware of the importance of - Reduce Reuse & Recycle

I will become more aware of the impact of packaging and my social impact on the environment.

Learner Experience

Students could bring in some items that were used in packaging and see if they were all necessary

How will we try to reduce, reuse, recycle.

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Learning Outcomes:
1.1 , 1.9, 2.1

Learning Intentions:
1) Discuss the food we need, use and waste.
2) Describe the ways food waste impacts on the environment
3) Reflect on how we as consumers can reduce food waste.

How might this stimulus material be used in class:
- Students can work in groups to discuss the various ways in which our food waste impacts on the environment, our society and our economy.
- Students can discuss within their groups what they can do to reduce food waste.
- Students must then create a presentation on how both businesses and the consumer be more sustainable with regards to food waste.

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Food and Agriculture Organization of the United Nations

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FAO Policy Series: Food Loss & Food Waste

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Learning Outcomes
1.1 Review the personal resources available to them to realise their needs and wants and analyse the extent to which realising their needs and wants may impact on individuals and society
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

Learning Intentions
Understand the difference between needs and wants
Understand the impact of consumer choice on employees and the wider community
Reflect and evaluate how they can contribute to sustainable development through their consumer behaviour

Stimulus for classroom
Visit to a local Cafe
YouTube videos on Fairtrade
https://youtu.be/a9lARrHV-40

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Fast Fashion - Economics strand - How our demand for cheap clothing delivered quickly is increasing competition between businesses and it is the workers who may suffer

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Fast Fashion - Economics strand - How our demand for cheap clothing delivered quickly is increasing competition between businesses and it is the workers who may suffer

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Learning Outcomes:
3.3 and 3.7

Learning Intentions:
Understand what is meant by supply and demand
Demonstrate the relationship between price and choice
Analyse the benefits that and challenges that international trade brings to an economy

Success Criteria:
I will learn about the demand for cheap clothing to be delivered as fast as possible
I will study how this increase in demand for cheap clothing that is constantly changing has created greater competiton between companies in international trade
I will research how this increase in demand can both positively and negatively affect the stakeholders involved in the production of fast fashion

How this might be used in class:

Students would have learned about basic supply and demand and the factors affecting supply and demand in previous classes as well as globalisation.

Students would have a class discussion around what are the advantages and disadvantages of this increase in demand of fast fashion for the three pillars, people involved, the profit and the planet (environment).

Students would then investigate a particular company e.g Primark to see these negative and positive impacts. E.g Rana Plaza Collapse, Primark Sustainability initiative. Opportunity for class debate.

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Learning outcomes:

2.4, 2.5

Learning Intentions:

I will learn about my rights as an employee - Health and safety in the workplace, living wage in Ireland and internationally, break entitlements,

I will discuss the effects of paying a living wage to all the employees in the organisation.

I will discuss the demands of higher dividends and expectations of investors to receive higher profit margins and a commitment to a % dividend.

The learning experience:
Key word bank and class brainstorm (firstly using 1 min reflection on key areas individually) - play the video clip to engage them - think, pair, share activity with key questions from the video, full class discussion or a short debate on key open questions. Use of an exit ticket to recap on class learning.

Video on https://www.youtube.com/watch?v=uPM6g3hYaTE

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How can you help connect the dots on Living Wage globally?