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Learning intentions: Students will identify their own consumer behaviour and categorize how they contribute in both a positive and negative way to ethical and sustainable issues

Outline: work in pairs to discuss personal consumer behaviour, identify positive and negatives, reflect on how these can be improved and develop a personal action plan to become a more sustainable and ethical minded consumer

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Learning Intention: Students will: __________________________________
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Outline of your Learning Experience
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Link to resources:
www.________________
www.________________

File uploaded:__________________

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Action Verb: Identify
Learning Intentions: Students will: *Identify household expenditure types *Identify further examples for each category short, medium and long term *Identify business expenditure for each of the categories.
Outline: Students will be asked to work in pairs to sort through, compare and identify different types of household expenditure (short/medium & long term) from examples supplied, they will highlight the similar categories they identify, list them and 'identify' their own additional examples for each category. Follow on activity can be completed using examples from Business expenditure.

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Describe

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Describe

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Income & expenditure
Saving & borrowing

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Learning Intentions: Students will: Distinguish between the terms Work and Employment. They will be able to give examples of both and describe the features of both using examples

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Learning Intentions: Students will: Distinguish between the terms Work and Employment. They will be able to give examples of both and describe the features of both using examples

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Appreciate

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Learning  intention: Student will differentiate between work, employment and volunteerism.
Learning Experience
Student will draw a venn diagram showing the differences between work, employment & volunteerism.They will also look at the similarities. They will do this individually and then compare their answers with students sitting near them within Covid restraints. They will update their Venn diagram with any new information learned.

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To recognise or ascertain what makes something different.
Learning experience:
Have the definitions for what employment, work and volunteerism are on the board, students then work in pairs to first identify what makes each of them different to one another and then individual work: students then expand on the points they made in pair work.

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Recognise sources of income/expenditure

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Students should able to:
Prepare Final Accounts
Learning Experience:
In groups of 4, students will place cards containing differnt types of assets, expenses, gains etc. in the appropraite section on a Final Accounts Template sheet.

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3.5 Purpose of taxation - financial, social, legal, ethical

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3.5 Purpose of taxation - financial, social, legal, ethical

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Conduct research,
Compare,
Investigate,
Debate,
Calculate

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Prepare a Final Account - Income Statement of a Business Organisation.

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Prepare a Final Account - Income Statement of a Business Organisation.

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Learning Intentions
Students will know about and be able to give details about the characteristics and skills of entrepreneurs
Learning Experience
Students will work independently on their prior knowledge of entrepreneurs and their understanding of the words skills and characteristics (DEIS). They will then work in pairs to share and compare information.
As a pair they will then draw up an agreed list of characteristics and skills based on their combined understanding of the words. Students will use resources, their knowledge of an entrepreneur they are familiar with to to be able to gain an understanding of the key words and ultimately be able to talk about ie describe.
Students will work together to draw up a list of characteristics and a list of skills of entrepreneurs.

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Outline: Students will be asked to look at a list of terms, some work and some employment. They will be asked to compare and sort these terms under the two headings using introductory knowledge gained. The students can then add to each list using their own examples. Follow on activity could be to look at the local area/town in which they live in and make a new list of each. 

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Outline: Students will be asked to look at a list of terms, some work and some employment. They will be asked to compare and sort these terms under the two headings using introductory knowledge gained. The students can then add to each list using their own examples. Follow on activity could be to look at the local area/town in which they live in and make a new list of each. 

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Action Verb: Recommend

Learning Intention: Students will:

1. Recommend sources of Income to their peers
2. Recommend approximate levels of expenditure in different areas of their lives
3. Recommend ways and places to save money
Outline of your Learning Experience
Students will work in pairs/groups (3) to develop a presentation that will be shared with the class.
Students will work with a what, where/when and why template that will develop a theory based knowledge of each of the learning intentions along with real world experiences that they can bring to their peers.
They will then use some form of Audio Visual medium to present to their class.

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Students will be able to: Describe how they are connected and depend on other people and places
Explain sustainability
Debate our role and responsibilities on this planet
Define and give examples of behaving ethically

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Make the differences between two or more concepts or ideas clear.
4 list could be projected on the board and in pairs students would have to distinguish which are rights of the employer, responsibilities of the employer, rights of employees and responsibilities of employees.

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

Students will: debate the motion "The rich should pay more tax"

Students will be split into 2 groups - FOR and AGAINST the motion above.

Students will, as a class, come up with a class definition of the word "ethics"

Students will research, in groups, the ethical/unethical features of the taxation system.

Students will compose an argument to support their assigned 'side'.

Students will present their argument to class in the form of a debate.

Students will collaboratively discuss the opinions of their fellow classmates.

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Learning Intention:
Students will be able to "identify" financial enterprises,
students will be able to "identify" social enterprises,
students will be able to "identify" cultural enterprises.
Outline of Learning Experience:
Students will receive 3 definitions and asked to match (identify) them
with each of the three headings Financial, Social and Cultural.
Students will then be given a list of different enterprises.
They will be asked to "identify" which heading the enterprise falls into.

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Students will be able to use their previous knowledge of concepts to identify and understand the elements of a payslip. From this they will be able to calculate their own income and tax.

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Action Verb: Describe

Learning Intention: Students will: _Learning Outcome 2.2.
*Identify the skills and characteristics of an entrepreneur
* Appreciate the role of an entrepreneur in an organisation

Outline of your Learning Experience
Entrepreneur Project: The teacher would define the term Entrepreneur and brainstorm key skills/characteristics. Students should then select an entrepreneur of their choice and create a powerpoint presentation. The powerpoint should include their background, detail of how they started, the business , Impact on society, product/services and a detailed description of their skills/characteristics. When completed they would present their powerpoint to the class.

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learning intention: students will be able to list/identify volunteering in their local area

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learning intention: students will be able to list/identify volunteering in their local area

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Outline of learning experience:
students will be asked to work in pairs to identify volunteering in their area. Each pair will research a local vounteering agency describing features, benefits, rewards and careers and report back to the class.

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Learning Intention: Students will: Differentiate between the features of employment, work and volunteerism. Differentiate between the rewards of employment, work and volunteerism. Differentiate between the rewards of employment, work and volunteerism.
Outline: Students will be asked to work through different examples of jobs and categorise them into work, employment and volunteerism. They will highlight the similarities and differences between each category. A triple Venn Diagram graphic organiser can be used to differentiate between employment, work and volunteerism.

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Students will be able to understand the Trading period for a business.
Be able to prepare a trading account.
Understand the Profit and loss account.

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In pairs identify and explain different forms of income for an individual and HH Each pair writes down their choices on post its and each post it is put up on the wall for discussion and explanation

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2.3: Identify features and benefits of employment, work and volunteerism

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2.3: Identify features and benefits of employment, work and volunteerism

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Set out example (mini case study) of an individual in employment, work and volunteering - on PPT and briefly discuss. In think-pair-share, ask students to identify at least 1 feature and 1 benefit of employment, work and volunteering and to mindmap an individual "story" by which these features and benefits could be identified and illustrated.

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Students will prepare a cash account for a business of their choice showing income and payments of the business.

Prior knowledge;
Income=Examples discussed.

Expenditure=Examples discussed.
Income>Expenditure
Income<Expenditure
DR and CR
Students will work in pairs to identify income and expenditure sources of a business and place items on correct side of cashbook using template given to students.

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Learning Outcomes 1.4/ 1.11
Learning Intention: Students will..
- Be able to calculate the personal taxes that affect wage slips
- Calculate gross wage, total deductions and net wage on a wage slip
Outline of your Learning Experience
- Placemat activity to brainstorm previous knowledge of taxes
- Calculation of PAYE, PRSI, USC and DIRT
- Kahoot to see progress and understanding of calculations
-Completion of wages slips using online resources (eg. folenshive)

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Describe the skills and characteristics of an entrepreneur

Group work - Use your device to find a definition of describe. Does it match the classroom posters?

Skills - use your text to identify the skills associated with entrepreneurship.

Report to the class as to why these skills are relevant. Insist on description.

Characteristics - repeat above.

Show PowerPoint on skills and characteristics. Show that groups have described really well. Positively reinforce good answers/descriptions.

Group/individual task - graded task with formative feedback on a chosen entrepreneur. Show class a report layout. Weight the importance of description within the report. Look for 5- 7 skills and characteristics.

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LI: students will be able to explain their impact on the world
define sustainability and ethical behaviour and give examples
debate the role of young people as ethical and sustainable consumers

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Relate:                                                                                            Associate the topic/idea giving reasons why you think there is a connection. 

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Relate:                                                                                            Associate the topic/idea giving reasons why you think there is a connection. 

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Apply Business knowledge and Accounting skills.
Calculate Trading, Profit and Loss account.
Assess and Monitor Expenses.
Students will work in groups to evaluate the performance of the Business.

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Conduct research
Students will be able carry out research and organise
- to find out what taxes individuals, business have to pay (legal)
- to discover what their personal taxes are used for (social, financial)
- to discover the rates of taxes bands and exceptions (ethical)
- Could be organised in a word doc or Powerpoint

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Learning Intention: Students will be able to distinguish between the rights & responsibilities of employers and employees.
Outline: Students will work in pairs and draft a list of rights & responsibilities and then distinguish and appreciate between both lists.

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Appreciate
I want students to be able to identify 3 different categories of Expenditure-Fixed Irregular and Discretionary Expenditure
Explain why different types of household Expenditure are in reach category
Prioritize on a Limited budget their expenditures
Outline learning Experience
Group Work
Provide students with a jumbled list of expenditures and Income. Ask them to categorize into Fixed Irregular and Discretionary, offer an explain choices made, and priorities given-offers introduction to Financial Life Cycle
General class discussion of group findings followed by reading from textbook and questions from workbook textbook.
Class Discussion

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1.11 Wage Slips                                                             Action Verb: Interpret                    

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1.11 Wage Slips                                                             Action Verb: Interpret                    

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1.11 Wage Slips

Action Verb: Interpret

Learning Intention: Students will:

*Recognise the layout of a payslip. *Understand the importance of wage slips. *Create a wage slip *Examine a payslip and draw a conclusion.

Outline of your Learning Experience:

Students will examine a sample payslip in pairs and highlight any taxes they see in one colour and any income they see in another colour. Students will discuss the differences between income earned and deductions. Students will then be given a blank payslips template with cut out headings and sums of money, they must place each heading and corresponding sum (e.g basic pay 1660) into the correct section of the payslip. Students will then examine the completed payslip and draw a conclusion about the worker (e.g worker is paid every fortnight, worker earns very little so most likely only works part time, etc).

Link to resources: https://curriculumonline.ie/getmedia/47678048-0e1e-4851-9df1-837d60ae41e4/JC_BUS_Wage_Final-(1).pdf

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Appreciate:                                                          Recognise the meaning of enterprise and have a practical understanding of the role that enterprises and being enterprising has for society.              

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Appreciate:                                                          Recognise the meaning of enterprise and have a practical understanding of the role that enterprises and being enterprising has for society.              

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A prior knowledge whiteboard activity around the concept of taxes.
Class discussion to develop the concept

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17 September 2021 Revenue launches 2022 Local Property Tax (LPT) campaign

Today (17/9/2021), Revenue confirmed that it will contact over 1.4 million property owners directly, in the coming weeks, to explain the three things they need to do to meet their LPT obligations for 2022.

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17 September 2021 Revenue launches 2022 Local Property Tax (LPT) campaign Today (17/9/2021), Revenue confirmed that it will contact over 1.4 million property owners directly, in the coming weeks, to explain the three things they need to do to meet their LPT obligations for 2022.

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Learning Intention: Students will be able to recognise the difference between employment, work and volunteerism.

Outline of learning experience: From a list of examples students must identify whether it is work, employment or volunteerism. They must do so by describing benefits and rewards within each.

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Students will look at their household and identify employers of family members, identify clubs/organisations in their community that they are members odf.

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1.11 Students should be able to interpret a wage slip and calculate personal tax liability arising from employment.  Reference will be made to previous learning outcome 1.4 (explain key personal taxes and charges).  Reference will also be made to Applied Arithmetic - Income Tax calculations.

Dominoes will be used to assess their recall of gross/net pay; different taxes and different deductions.

Using an example of a basic payslip demonstrate how the calculations for Income Calculations (Basic & Overtime).

Practise using exercises from workbook on page 12/13

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Learning intentions: students will:
*Determine appropriate sources of finance with respect to their purpose, cost and risk.
*Examine the various options under short, medium and long term sources.
*Identify the risks and cost involved in each source.

Outline:
*Students will be able to identify whether particular sources of finance are short, medium or long term.
*Students will be able to discuss the risks and costs involved with each source of finance.

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Action Verb - Describe. Learning Intentions 2.3 Students will describe the skills and characteristics of being enterprising. Outline - after working through definition on whiteboard in class as a whole, students will individually use menti.com to list characteristics of an entrepreneur. Students will then identify 5 Irish and 5 international entrepreneurs. Students will then select one entrepreneur to work on, ensuring the entrepreneur is only selected by one student in class.  Teacher will distribute cardboard body cut outs and each student must print a small picture of entrepreneurs face to stick on - student will then fill in the body with facts about the entrepreneur - these can then be used as a classroom display afterwards.  Students then present their findings to the class, as practice for CBA2 and higher order questioning by teacher can ensure key skills of entrepreneur are understood by students. 

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Action Verb - Describe. Learning Intentions 2.3 Students will describe the skills and characteristics of being enterprising. Outline - after working through definition on whiteboard in class as a whole, students will individually use menti.com to list characteristics of an entrepreneur. Students will then identify 5 Irish and 5 international entrepreneurs. Students will then select one entrepreneur to work on, ensuring the entrepreneur is only selected by one student in class.  Teacher will distribute cardboard body cut outs and each student must print a small picture of entrepreneurs face to stick on - student will then fill in the body with facts about the entrepreneur - these can then be used as a classroom display afterwards.  Students then present their findings to the class, as practice for CBA2 and higher order questioning by teacher can ensure key skills of entrepreneur are understood by students. 

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Assess the importance of planning an organisation's cash flow.

Student's will have prior knowledge of household budgets and can draw on this to look at the importance of applying this knowledge to a business.

In small groups, students discuss the importance of household planning looking at the main areas of income and expenditure and how savings could be made. They will then apply this knowledge to a business and discuss why it is equally important for a business to plan their cash flow.

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Name the Minister of Health
Name a website which connects property owners with Tradespeople
Draw a diagram showing the increase in demand for tradespeople since the Pandemic ended.
under consumer legislation what responsibilities do Tradespeople have towards their clients.
Explain the term "Brand"
What are the advantages of having a Brand Name
Identify a "niche" market that Hickey's have identified?

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Learning Intentions:

*Know a range of ethical issues
*Understand sustainable development and sustainability issues
*Be able to contribute to sustainable development when consuming
*Debate a motion on the difference each of us can make individually.

One Learning Experience:

Class debate on the motion
'My individual choices when I go shopping, makes no difference to the global sustainability issues'

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What's the Deal with Sustainable Shopping?