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Action Verb:__Evaluating_________

Learning Intention: Students will: collect and examine data to make judgments and appraisals; describe how evidence supports or does not support a conclusion in an inquiry or investigation; identify the limitations of data in conclusions; make judgments about ideas, solutions or methods__________________________

Outline of your Learning Experience
___Compare different interest rates for different financial institutions in Ireland, to be able to work out the cost of loans and to select the best loan for a specific purpose ________________________________
_Use charts, calculations ____________________________________|Make recommendations
____________________________________Why? they selected the option they did.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Leaning intention -
Students will be able to
1. identify the key words - employer, employee, legal, social, environmental and ethical
2. Identify the right and responsibilities of employer and employee
3. Select the correct right and responsibilities
4. Make the link between the right on one are the responsibilities of the other

Experience
1. Matching game
2.Show a you-tube clip explain the rights and responsibilities of each -  Make notes or give a handout with questions to look out for in the Video
3. Give students cut out of a list of rights and responsibilities they they need to put then under the heading employer and employee rights and responsibilities
4. exit ticket

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Learning intentions. Students will be able to:
1. Understand that international trade means buying or selling goods or services between countries
2. Recognise the trading relationship between Ireland and other countries in the world
Outline of Learning Experience

Students will select a range of products they use in their home and analyse them considering where they came from as well as the advantages and disadvantages of each product.

They will then identify whether the product is Irish made or is imported from another country.

Students are encouraged to ask questions such as what are the benefits of importing this product? Is there a domestic (Irish) alternative?

A world map can be used to mark where all products, services used by students are coming from providing a visualisation of global business

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Learning intention - Students will be able to argue about and discuss the pros and cons of globalisation to Ireland.

Outline of your Learning Experience: Walking Debate with 3 signs in various parts of the room reading "Agree", "Disagree" and "Not Sure". Teacher will read out statements relating to the effects of globalisation on Irish consumers and business'. Students will decide whether they agree or disagree with the statements. e.g. "Globalisation offers consumers more choice", "Globalisation has a positive impact on Irish business'".
Individuals selected under each poster to discuss why they chose to agree/disagree or why they are not sure.

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Learning Intention: Students will be able to:
List and explain the benefits and challenges of EU membership for Ireland.

Identify if the benefits of EU membership outweigh the challenges.

Learning Experience:
Provide students with post-its where they can write either a benefit or challenge of EU membership for Ireland. Divide the board in half and invite students to stick their post-it under the heading benefit/challenge.

As a class we can then compare whether the benefits of EU membership outweigh the challenges.

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Mind map the topic and get the students to interact with you the teacher on there understanding of the topic ,once you have concluded the mind map take the ideas that the students have given you and use them in the lesson this in turn empowers the students 

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Mind map the topic and get the students to interact with you the teacher on there understanding of the topic ,once you have concluded the mind map take the ideas that the students have given you and use them in the lesson this in turn empowers the students 

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2.3 Students will be able to Differentiate between employment, work and volunteerism, identifying and describing
features, benefits, rewards and careers within each

Learning Experience

Action Verb - Distinguish

2.4 Distinguish between the rights and responsibilities of employer and employee from a
legal, social, environmental and ethical perspective

Learning Experience - Role play a scenario of discrimination in the work place and get students to talk about their rights(group 1) and others to represent the employer(group 2)

Action Verb - Interpret

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

Learning Experience - Practical element of filling in sample wage slips from text books and exam papers and then interpret them in group discussion

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Learning Intention: 2.3 Distinguish between  1. Work 2. Employment 3. Volunteerism

Learning Intention: 2.4 Distinguish between 1. Rights of Employees and Employers 2. Responsibilities of Employees and Employers under legal, social, environmental and ethical categories

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2.3 Differentiate between employment, work and volunteerism, identifying and describing
features, benefits, rewards and careers within each

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Students should be able to develop information in a diagrammatic or logical form, not by factual recall but by analogy or by using and putting information together.
Showing the students a YouTube video of a products life cycle and discussing how any product goes through the cycle at a different speed, time etc. Hence, constructing the product life cycle.

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Students will be able to pick out key facts and examine them closely. They will be able to recognise the financial patterns and they will be able to set out clear details when it comes to financial planning.
Outline of your learning experience
Think pair share activities to get the students thinking of their own ideas. I always find that a classroom discussion is always beneficial.

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Action verb - Identify
Students will be able to
State the different types of financial, cultural and social enterprise and recognise the role each plays in society

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Learning Intention
3.7 Students will be able to discuss the positive and negative effects of globalisation
Activity
Split into small groups, give each group a sheet of a flipchart and marker.
Explain that they are to draw a line down the middle of the paper and write positive on one side and negative on the other.
Share out the newspapers and magazines.
The group looks for images, headlines or stories that highlight the increasing connections between people, locally and globally and cut them out.
The groups decide if the examples are positive or negative and stick them into the appropriate columns. After 15 mins, ask each group to present their displays. What issues have the displays in common? How were the positive issues similar? How were they different? What about the negative issues?
This allows students to discuss as a group the positive and negative impacts of globalisation.

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2.3 Differentiate. Mind map the topic get the students to interact with you the teacher once you have finished this used the ideas of the students into the lesson this in turn will empower the students .

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2.3 Differentiate. Mind map the topic get the students to interact with you the teacher once you have finished this used the ideas of the students into the lesson this in turn will empower the students .

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Learning Intention: Students will be able to describe the skills and characteristics of being enterprising

Learning Experience
Give students a case study of a popular entrepreneur eg Mark Zuckerberg of Facebook or show a video of an entrepreneur like Brian Lee of Chopped.
Read the case study together/Watch video
Divide students into groups - ask certain groups to focus on skills and others, characteristics (the key words skills and characteristics have been pre-taught to students).
Ask the groups to try to identify what they think are characteristics and skills of this entrepreneur.
Ask students to share their feedback - students will have been given a worksheet to complete with three headings - Name of Skill/Characteristic, Explain Skill/Characteristic/Proof