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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.________________
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File uploaded:__________________

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Action Verb - Construct

1.3 Construct a personal financial lifecycle to identify financial needs at different life stages

Learning Intention: Students will:
Students will be able to construct a personal life cycle. They will do this by firstly identifying their needs and want wants at different life cycles, they will then be able to display this information.

Outline of your Learning Experience
Students will identify their different needs and wants in Chapter1, they will then move on to researching their different needs and wants at different stages of their lives. This can be done as a pair or group activity. They will then document this individually either by making a poster, PowerPoint presentation or iMovie. They will present those information in front of the class. They will then reflect on what they produced and discuss with each other how they could improve for the next time.

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Action Verb: Distinguish: Distinguish between the 3 different types of Expenditure in a Household Budget

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Action Verb: Distinguish: Distinguish between the 3 different types of Expenditure in a Household Budget

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In pairs students will come up with definitions for each of the 3 types of expenditure. They will then be handed an A3 sheet divided into the 3 sections where they will have to divide up 20 different examples of expenditure into the relevant sections. They will then discuss which section is most important to fund first for a household and report back.

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Action Verb - Identify

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

Students will be asked to identify and give examples of where they see enterprise in three settings: At Home, At School and In The Community.

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Verb chosen is Recommend
Learning experience is a wage slip..
Students are given data to complete a wage slip. They calculate net pay.
They are saving for a car. They are given the purchase price of the car. Working in pairs.
How long will it take to save for the car ?
Can they recommend a way to increase their income?
Can they recommend alternatives to financing the purchase of the car?

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Action Verb: Use                       Learning Intention:  Interpret a wage slip and calculate personal tax liability arising from employment  1.11 Wage slip and personal tax liability.  Students will: Interpret a wage slip and calculate personal tax liability arising from your employment.                       Outline of your Learning Experience: Students will use their learning to complete a sample wage slip including tax liability. Link to resources: www.________________www.________________File uploaded:__________________                                   

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Action Verb: Use                       Learning Intention:  Interpret a wage slip and calculate personal tax liability arising from employment  1.11 Wage slip and personal tax liability.  Students will: Interpret a wage slip and calculate personal tax liability arising from your employment.                       Outline of your Learning Experience: Students will use their learning to complete a sample wage slip including tax liability. Link to resources: www.________________www.________________File uploaded:__________________                                   

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Student will:
- Identify the different types of household expenditure
- Identify examples of fixed, irregular & discretionary expenditure

Outline: Students will be asked in groups to complete a matching activity. They will need to identify the different types of household expenditure and classify the examples which have been supplied.

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Learning Out come 3.9
Action verb Explain
Put students in gropus of 5 as 6 Economic Indicators.& Assign each group an economic Indicator
Goal for each group to prepare a presentation-Will link nicely into CBA 2 where they make a presentation on their own.
Ask students to Research information on the assigned Economic Indicator.
Provide guiding questions on each indicator.
Set a graph as a task too.
Also ask for links to youtube on topic and Irish relevant agencies...

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1.11 Interpret a wage slip and CALCULATE a personal tax liability arising from employment 

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1.11 Interpret a wage slip and CALCULATE a personal tax liability arising from employment 

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Verb chosed is Calculate.
Calculator needed.
In pairs students will calculate Gross pay, PAYE, PRSI and Net pay for an employee in a local business. Worksheet provided with 3 examples of an employee with different hours worked each time. Overtime will be introduced in the 2nd example. Bonus or commission will be used in the 3rd example.
Example will be shown first by the teacher using the visualiser. At the end the students work can be shown on the board using the visualiser. Discussion after on the calculations involved.

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Learning outcome 2.2 Describe the skills and characteristics of being enterprising and appreciate the role of an entrepreneur in an organisation, in society and to the economy.

Activity: As an introduction activity students will work in pairs to think of some entrepreneurs and what type of people they are

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Students will distinguish between rights and responsibilities of employers and employees. Students will be divided up into 4 groups - Rights of employees/Responsibilities of employees/ Rights of employers/ Responsibilities of employers. Students must then create a PPT slide outlining their section and present to the class.

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Students will be able to interpret a wage slip. They will be able to calculate gross pay and the deductions to find a person’s net pay. Examples of wage slips can be shown to the class and  also the different types of deductions that individuals have to pay- both voluntary and statutory- PAYE, PRSI & Health Insurance.

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What is a payslip?

You have a right to get a payslip with every payment of your wages, either when you get paid or shortly after.

Your payslip is a written statement from your employer, showing your gross pay (that means your total earnings before tax), PRSI and other deductions.

You can get your payslip on paper or electronic format (for example, as an email attachment).

Your right to a payslip is in Section 4 of the Payment of Wages Act 1991.

Understanding your payslip

Your payslip is divided into different sections, and must include:

Your gross pay (see table below)

Any deductions from your pay

Your payslip may also include:

Your personal information, such as your name and PPS number

Your employer's name and registration number

The pay period (for example, 'Month 6' or 'June')

A summary of your total pay for the year so far ('cumulative' pay)

Your tax credits and cut-off point

The table below explains some of the terms on your payslip:

Basic pay

Your basic salary not including extra payment types (for example, overtime).

Gross pay

Your total pay before any money is deducted (such as tax or pension contributions).

Total pay is your basic salary and any shift premium, overtime, commission or bonus.

PAYE

This is an income tax, which is deducted by your employer using Revenue's ' Pay As You Earn ' system.

PRSI EE

This is your ' Pay Related Social Insurance' (also called your social insurance contributions).

'EE' means it is paid by the employee.

PRSI ER

This is ' Pay Related Social Insurance' (also called social insurance contributions).

'ER' means it is paid for you, by your employer.

PRSI total

This is the total, combined amount of 'Pay Related Social Insurance' paid by you and your employer.

Insurable weeks

This is the number of weeks that your employment is liable for PRSI (social insurance) contributions.

USC

The Universal Social Charge is a tax you pay if your gross income is more than €13,000 a year.

Net pay

This is your total take-home pay, after all taxes and other payments are deducted.

Tax credits

Tax credits reduce the amount of tax you pay.

Standard rate cut-off point

This is the amount you can earn before you start paying the higher rate of tax.

Learn more about how your income tax is calculated.

If you have any questions about your pay slip, you should contact the payroll section of your company.

Deductions from pay

Your employer is allowed to deduct money from your wages if:

The deduction is required by law, such as tax (PAYE) andsocial insurance (PRSI)

It is set out in your contract, such as your occupational pension contributions

They are taking back an overpayment of wages or expenses

You have given your written consent, for example, for a trade union subscription

They are required by a court order, for example, an 'attachment of earnings order' in a family law case

You are on strike

Deductions for uniforms or employee errors

Some employers deduct pay if they supply you with a service as part of the job, for example, a uniform. They may also deduct pay if they suffer a loss because of something that is your fault, such as a breakage or till shortage.

In these cases, a deduction (or payment to the employer by the employee) is only allowed if:

It is allowed by your contract

It is fair and reasonable

You get written notice of the deduction - a week's notice if the deduction is due to your mistake

The amount of the deduction does is no more than the loss or cost of the service

The deduction takes place within 6 months of the loss or cost taking place

Mistakes on your payslip

If you think your pay is wrong, try speaking informally to your former employer. Ask them to explain anything you do not understand on your payslip, or why you have not been paid.

Your employer is allowed to make a mistake or omission on your payslip, once they can show it was an accident or due to a clerical mistake.

If you have been overpaid or underpaid, your employer will usually recoup (redeem or take back) this overpayment in the next payroll.

If your employer does not give you a payslip, or they give you a payslip that is deliberately made-up or untrue, they are guilty of an offence and can get a fixed payment notice.

How to make a complaint

If you have a complaint about your payslip that you cannot resolve with your employer, you can make a complaint to the Workplace Relations Commission (WRC) using their online complaint form.

You must make your complaint within 6 months of the date of the deduction. This time limit can be extended for a further 6 months, but only where you had a reasonable cause which prevented you from bringing the complaint in the normal time limit.

Learn more about your right to a payslip in the WRC's booklet on the Payment of Wages Act 1991 (pdf). You can also contact the WRC Information and Customer Service.

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You have a right to get a payslip with every payment of your wages, either when you get paid or shortly after. Your payslip is a written statement from your employer, showing your gross pay (that means your total earnings before tax), PRSI and other deductions.

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Action Verb

Complete

Learning Intentions

Students will be able to complete a household budget

Learning Outcomes

Students will be asked to work individually to complete a household budget. Assess whether or not it’s a good budget.

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Action verb - Explain.
Assign studenst to 5 groups of 6-1 for each indicator.
Objective: Craet a slieshow to explain their Indicator.
Provide each group withquestions to be answered.
Set each group the task of presentng a relevant graph.
Provide links to relevant Irish sites
Provide a link if possible to a Youtube video explaining the Indicator
Finally relae its affect to their lives.

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Learning Intentions: Students will be able to verify whether or not a family are in a good financial position based on their completed household budget.
Outline: Students will be asked to work in pairs to examine and verify whether or not a family is in a good financial position based on a completed household budget. They will be asked to take into consideration total income, expenditure and closing cash balances for each month.

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Learning Objective: (2.7) Conduct Market Research to investigate an entrepreneurial opportunity ...from this analyse, interpret and communicate the research findings using terminology and representations.  Students can carry out a survey via google forms or a printed one. They will have to come up with the important qualitative and quantitative info they want to gather from the survey. Once they have the survey distributed and responses gathered, then can then look at analysing the results or findings from their survey. These can be graphed to help them examine the responses. There is an opportunity for the students to reflect don't the data, did any responses surprise them etc. What changes do they think they should /could make.

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Learning Objective: (2.7) Conduct Market Research to investigate an entrepreneurial opportunity ...from this analyse, interpret and communicate the research findings using terminology and representations.  Students can carry out a survey via google forms or a printed one. They will have to come up with the important qualitative and quantitative info they want to gather from the survey. Once they have the survey distributed and responses gathered, then can then look at analysing the results or findings from their survey. These can be graphed to help them examine the responses. There is an opportunity for the students to reflect don't the data, did any responses surprise them etc. What changes do they think they should /could make.

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Learning Outcome:2.2 Describe the skills and Charactertistics of being enterprising and appreciate the role of an entrepreneur in an organisation, in society and to the economy.
Outline of your learning experience: Students will investigate online an entrepreneur of their choice - giving a description of their skills/characteristics with examples to support. They will state their understanding of how these skills/characterisitics are used by the entrepreneur in an organisation, society, and to the economy. Present profile online and share with peers in a discussion forum in class.

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Learning Outcome 1.2: Identify and classify sources of income and expenditure
Learning Intentions: *Student will be able to identify forms of income and expenditure * Sort the forms of income and exoenditure into categories *Present the income and expenditure into a Budget, splitting Income and Expenditure
Outline: Students are provided with a template Budget grid, they must complete the grid with a listing of the different forms of income and expenditure, and if they are considered Fixed, Irregular or Discretionary expenditure
Listing to include: Salary, Child benefit, Mortgage, Car Loan, Holidays, Entertainment, Groceries, Car running Costs, Household bills.

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Students will individually construct a financial life cycle wall poster which will include needs, wants and incomes and expenditures at each life cycle stage.

Learning Experience

Once income and expenditure chapters have been completed and needs and wants explored, the students will then be in a position to make their own posters. I would show them examples of financial life cycle posters from previous years as inspiration. I would provide them with an A4 or A3 page(I would allow them to choose the size themselves) or they could use their own coloured paper. I would begin this in class and allow them to work on it at home as well. Some students use image clips from magazines.

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Action Verb - Differentiate
Learning outcome  - 2.3 Differentiate between employmen, work and Volunteerism, Identifying and describing  features, benefits,rewards and careers within each

Students are given a case study outling the routine of a inidividual over the course of the week. This story will outline a number of activities complete by the individual. Students will be asked to differentiate between the activities undertaken and explain why in their groups why each activity is work, employment and volunteering. Students will be asked to identify in there own lives when they see work, employment and volunteering.

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Learning outcome 2.2 - Describe the skills and characteristics of being enterprising and appreciate the role of an entrepreneur in an organisation, in society and to the economy.

Activity - Introduction activity
Students will be given a list of local entrepreneurs and they will investigate them to try and identify the gap in the market they filled and how this has benefited the local community.

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Distinguish between the rights and responsibilities of the employer and employee from an ethical perspective.

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Distinguish between the rights and responsibilities of the employer and employee from an ethical perspective.

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Students will work in pairs. They will be given a case study to read. This case study will contain ethical issues for both employer and employee. Student A will have to role play the position of the employer and student B will have to role play the  position of the employee. They can switch roles if time allows. they will also have to report back to the class.
Action Verbs - Apply, Appreciate

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Outline:

Students will be asked to research and identify the businesses in their local community using information technology.
Identify the different economic resources that are available to these businesses.

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Action Verb: Explain
Learning Outcome: 3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development

Outline: Students will be asked to come up with a group definition for Globalisation after watching a short video on the topic. Students will take down the collective term. Students will be asked to identify 2 Global businesses while teacher will take down these businesses on the W/B. Following this a discussion about the positive and negative impacts of these global businesses to both environment and local businesses.

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Compare options of income available to the household. Compare the most suitable options for a regular household - compare further on a fixed and irregular basis of household income
Outline : In pairs students will work in pairs to come up with different types of household income , they will compare their lists and then further identity fixed and irregular types of household income.

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Learning outcome 1.13- Students will calculate how to balance a general cash/ bank account.
Students will work in pairs where they will be given a blank template for a "T" account with entries. Students have to decide on the correct side before calculating ( showing the relevant stages in balancing) the balance. The student will show how to calculate in steps referring to their figures before reporting back to their class.
Resources: use of old or extra workbooks. Students have to gather the information for the account before the activity.

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Students are given two options to buy a car from Volkswagen Bank
Stimulus material is provided from their website for different cars both new and used is provided
Students need to compare the two options given to the buyer of PCP and Hire Purchase and make a recommendation to a family that have been denied a bank loan but need a car which one they would recommend.
They would need to compare the ownership implications, loan implications, interest, deposits etc
Explain to the family what the similarities in the two options are and the differences.

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Action Verb: Distinguish

Distinguish: make the differences between two or more concepts

Learning Outcome 2.4: Distinguish between the rights and responsibilities of an employer and employee from a legal, social, environmental, ethical perspective.

Learning Intentions: Students will make a list of all the rights and responsibilities that an employer and an employee has within the workplace, but looking particularly at their responsibilities in the environment and being a sustainable business.

Outline: By working in pairs students will form a mind-map or a list in some graphic organiser like a Venn Diagram if some responsibilities overlap between the employee and the employer. While still working in their pairs, to clarify and make relevant what an environmentally friendly business is the students will research either using mobile phones or school IT devices examples of businesses around the world that have made a good effort to become more environmentally friendly, what strategies they have used and who within that company made that decision. This will help make the topic more relevant and will help the students clarify how an employer and an employee act/what responsibilities they have to be environmentally aware.
The students would include some of their examples onto their mind-map/graphic organiser and make it colourful, by drawing the companies logo/using company colours. This will enhance their creativity skills. By drawing the logo it will be an immediate visual reminder of what companies are making the effort to be environmentally friendly.
Students will discuss their mind maps with one another and add any missing details to their own.
Following that we could show a video clip of businesses responsibilities towards the government and have students pick out key words/points from the video to ensure they are actively listening.

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Learning Outcome: 1.12 Prepare and analyse a budget, determine the financial position, recommend appropriate action and present the analysis in tabular and graphic formats.

Learning Intention: Students will identify and classify sources of income and expenditure. Students will prepare a budget.

Action verb: Prepare

Outline: Students will be asked to work in pairs/groups to identify the income and expenditure from a given budget question. Students will then be asked to enter the financial information into the appropriate sections of a blank budget template. Teacher will have a class discussion to explain and complete the bottom part of the budget. Students will finish off the budget in their groups.

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Action Verb: investigate

Students will investigate the different sources of government income and expenditure, students will investigate if it is a source of current or capital expenditure.

Outline: in groups students will research the budget for 2022 and evaluate the impact COVID 19 will have on the government’s finances.

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Ethics and Sustainability - 3.6 explain how economic growth can impact positively and negatively on society/environment and justify promotion of sustainable development

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Ethics and Sustainability - 3.6 explain how economic growth can impact positively and negatively on society/environment and justify promotion of sustainable development

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Action Verb : Explain, justify
Learning intentions: Students will: identify the core elements of sustainability, list positive and negative impacts of economic growth on society and the environment, identify ways a business can be more sustainable,

Outline:
In pairs students can discuss positive and negative impacts of economic growth
Explore using a real world example how some business operate a more sustainable business - both for environment and society. List some sustainability goals.
In a group, students could analyse a proactive company that use a sustainable approach,  research and present their findings to the class.
Action Verbs: Explore, Analyse, Present, Evaluate

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Outline:

If possible, organise a walking tour of the local area surrounding the school. This should be for the duration of the class. Before leaving the classroom, a list of questions and keywords that should be answered by their research will be written into their notebooks.

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LO: Discuss

1.10

Students discuss how the pandemic has impacted consumer behaviour globally.

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Learning intention: Differentiate between different sources of government revenue and government expenditure

Outline of the learning experience: Students work in pairs to examine a 4 lists of Capital/Current/revenue/expenditure. They must decide between them what these lists have in common and write a description of this e.g. this is expenditure on large items on a once-off basis/this is money that the government has to pay out every single day. Following this a class discussion will take place to see if the other groups identified similar themes and see if they could add more examples to their lists.

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Learning outcome: Examine the purpose of taxation from a financial,  legal, social and ethical perspective.

Learning Experience: Divide students into two groups or four if it’s a big class. Spilt them up using financial, legal, social and ethical. The students will engage in a walking debate and fight for reasons whether ethical, social, legal or financial reasons for paying taxation from both a personal (civilian) or government perspective.

Resources: debate cards, computers to research for research, National budget, RTE.Ie

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Question 1 : DPD