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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

3.6

Learning Intentions:

1. The positive and negative impact of economic growth on society and the environment

2. The importance of the development of sustainability

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Our Corporate Social Responsibility objective is to provide a safe and nurturing environment for our employees, to contribute positively to the communities in which we operate and to be good stewards of the environment.

Play Video

At Lidl we strive to make a positive difference by operating responsibly. To learn more about our CSR strategy, progress and commitments, click below to read our sustainability report for Lidl Ireland and Northern Ireland which was prepared in accordance with the Global Reporting Initiative (GRI) Standards. Our report summarises our strategic goals, activities and projects that have significant economic, social and environmental impact. We are delighted to share some of the milestones we have reached and the challenges we faced over the past two financial years across the four core pillars of our 'A Better Tomorrow' sustainability programme.

Read Update

As a large grocery retailer we strive for greater sustainability across our business through the sourcing of our products.

That's why we're fully committed to ensuring that our buying power is driving positive change for producers, communities and the environment as a whole, both in Ireland and further afield.

Learn more

Globally we are facing unprecedented environmental challenges; by 2030 the planet will need to produce 50% more food with less land, water and energy while also reducing greenhouse gas emissions. As a business this will have numerous implications as we all shift towards a low carbon economy. We are focusing our efforts on energy efficiency, renewables and waste reduction across our operations.

Learn more

Our strategy is focused on developing sustainable relationships by engaging leaders, implementing consistent and transparent two-way communication and prioritising employee wellbeing while positively contributing to business objectives. This has and continues to engage colleagues and embeds a culture driven by our values - Respect, Recognition, Responsibility and Trust.

Learn more

Our objective is to be a good neighbour by positively contributing to the communities in which we live and work. We are continuously developing our community work, fundraising initiatives for charity partners, volunteering programme and local sourcing and employment opportunities.

Learn more

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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Our Corporate Social Responsibility objective is to provide a safe and nurturing environment for our employees, to contribute positively to the communities in which we operate and to be good stewards of the environment. Play Video At Lidl we strive to make a positive difference by operating responsibly.

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Learning outcomes:
1.9 Debate the ethical and sustainability issues that arise from .....

Learning Intentions:
I will learn about the level of food waste in industry
I will learn about initiatives to reduce waste
I will reflect on my own efforts to reduce, reuse and recycle

Learning Experience:
We will identify steps taken by school canteen to avoid food waste
We will look at my personal responsibility at home and school to help minimise waste
Stimulus - Food Cloud video and case study of this social enterprise that has gone global

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What is FoodCloud? Meet founders Iseult and Aoibheann

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Learning Outcomes:

2.4

Learning Intentions

I will learn about employee rights and responsibilities

I will reflect on the difference between employee and employer rights and responsibilities at work

How might you use this stimulus material in class?

This video provides an introduction to employee at work, explaining their rights

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Learning Outcomes: 2.4 and 2.5

Learning intentions: Distinguish between rights and responsibilities of an employer and an employee from legal, social, environmental and ethical perspective.

How to use stimulus - Show video with a placemat activity sheet that has questions and assign different roles to the students as it is a longer video

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The Dark Secret Behind Your Favorite Makeup Products | Shady | Refinery29

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Learning Outcomes
1.9, 2.1, 2.3, 2.5, 2.6, 3.2, 3.10

Learning Intentions

I will learn about social enterprises and the how important they are in society.

I will reflect on the amount of food waste I generate and suggest ways to reduce it.

I will identify the importance of technology in business and how it can benefit those who operate their business in real time.

How might you use this stimulus material in class?

This video could be shown after students have learned about the different types of enterprise.

It could be used to support learning on employment vs. volunteering and the rewards of each.

It could be followed by a research activity where students could find out more about food cloud and up to date information on how much they are redistributing on a daily / weekly basis.

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Introducing FoodCloud and FoodCloud Hubs

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Learning outcomes

2.4: Rights of Employees and Responsibilities of Employers

Learning Intentions:

Go through with pupils the various rights of employees and how for example that a fair wage would help employees to retrofit their homes, buy an eco friendly car, etc... and get pupils to come up with other ideas.

Stimulus Materials

YouTube videos on benefits of retrofit houses and eco friendly cars.

How I would use the above stimulus material

Show pupils YouTube videos in class, and get pupils to discuss on what they have been shown

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Link to WWF article: https://www.worldwildlife.org/pages/which-everyday-products-contain-palm-oil

Learning Outcomes

1.9, 2.5 and 3.6

Learning Intentions

I will see the impact of consumer decisions

I will be aware of company green washing

I will learn about ethical and sustainable labels to help guide consumer decisions.

How might I use these stimulus.

The video shows an ad that Iceland the grocery shop put out telling about the horrors of palm oil production and that they are not going to stock anything with palm oil.

Watch the video first and ask the students for their opinions, is this a good idea? Did they know about palm oil production? Do they know what contains palm oil?

Ask the students to research palm oil themselves (maybe for HW). Ask them to see how many products they can find that they have in their house that contain palm oil and ask them after their research if they still think Iceland is doing the right thing.

Review their opinions and share the WWF article with them (maybe some will have come across it in their research.)

The article says that palm oil is a very efficient product and it actually good for the environment to use but it being harvested unsustainably, the answer is not to boycott it but to search for the label that says it's grown and harvested sustainably and not from the rain forest.

Discuss green-washing and the importance of having multiple resources before making a decision.

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Iceland palm oil advert: petition launched for ban to be overturned | euronews 🇬🇧

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Learning Outcomes

1.9 , 3.2 & 3.6

Learning Intentions

Discuss types of packaging across the various Industries e.g. Food, technology, clothing

Understand the impact that excessive packaging of goods has on the environment

Explore environmental friendly alternatives for packaging.

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A lake 'made of plastic': Volunteers help clean up Bolivia's Uru Uru Lake

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Transport (The future of delivery systems)

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Transport (The future of delivery systems)

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Learning Outcomes
1.10: Discuss and evaluate how globalisation and developments in technology impact consumer choice and behaviour.
2.6: Discuss the impact of digital technologies on a organisation.
Learning Intentions
I will learn about the environmental effects of global trade.
I will learn about the advantages and disadvantages of various delivery systems.
I will analyse the future of transport systems and how businesses can use more sustainable delivery methods.
Using the Stimulus:
The video showing Amazons trial drone delivery service will be used to create a debate between the students: How can developments in technology impact our consumer choices and behaviour.

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Learning Outcomes

3.1 & 3.6

Learning Intentions

I will learn the affects of litter on our locality and economy.

I will consider the opportunity cost of our actions in relation to waste.

I will evaluate the role of the producer in sustainability.

How might you use this stimulus in class?

This clip will be a starting point for a discussion on our attitudes to pollution in all of it's guises (water, air, traffic, waste, etc.), who is to blame and how we can start to fix it.

Support resources: the question quadrant.

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Learning Outcomes: 1.9 and 3.6

Learning Intentions
I will learn to consider my consumer choices and how them impact on other peoples lives.

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'Slavery-Like' Conditions At Brazilian Coffee Farms

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Appreciating the impacts that Transport can have on Business (Social, Personal, Environmental, Profit) Perspectives

Be able to form views/opinions on why it may be a necessary evil/debate pros/cons of Transport - way forward

LO - 1.9/1.10
LO - 2.5
LO - 3.10

planefinder.com
marinetraffic.com

Amazon Fulfillment Centre video Youtube

In class discussion initially to hear student thoughts first on the topic of Transport and its impacts

Develop thinking further through group work and looking at it through the different perspectives

Go to above websites and see how perspectives may have changed

Also use it to build a discussion on what may be the way forward including impacts on holidays and things like fast fashion which needs to be transported the world over...... and Gov Responses to Transport, taxes etc

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The worlds water crisis - Netflix Explained.

LO:2.5, 3.1,3.2,3.6,3.7

Intentions-
Learn about the level of water waste and what we can do to reduce this as consumers/ individuals
Learn about the UN's SDG's
Create an action plan, on what we can do to reduce water waste

Stimulus - Debates, watch video, create action plan

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Learning outcome
1.9 Debate thr ethical and sustainability issues..
Learning Intention
I will learn about ways to improve my consumer behaviour so as to reduce impact on environment
I will reflect on own behaviour and select 3 practical things I can do.
Learning experience
We will learn about new trend of moving away from fast fashion and why that's important
We will watch video and read articlr on 20 ways to fix fast fashion
We will create an infographic suggesting practical thibgs that can be done.

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From retail to resale: the trend disrupting fashion

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Sustainably packaging products - kerenna

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Sustainably packaging products - kerenna

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Learning Outcomes

1.9 , 3.2 & 3.6

Learning Intentions

Discuss types of packaging across the various Industries e.g. Food, technology, clothing

Understand the impact that excessive packaging of goods has on the environment

Explore environmental friendly alternatives for packaging.

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James Cropper | BRITISH MASTER PAPERMAKERS

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LUSH PACKAGING STORY GLOBAL COSMETICS WITH A TWIST

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

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Learning Outcomes:

1.9, 2.5

Learning Intentions
Responsible consumer purchasing
Avoiding False Economies
Positive impacts business can have on their environments

The video provides an insight into Patagonia who are genuinely sustainable company

Gets students to price their coats versus other brands.
Develop discussion around false economies.
Talk about the benefits of buying long lasting garments and patagonia.
Reflect on the benefits for society if other businesses followed Patagonia

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Learning outcome 2.4,

Open classroom discussion with Pupils asking how many buy Nike Products,Show youtube clip open class discussion around workers rights and if Nike is taking its responsibilities seriously divide class into groups ask them to design ways for Nike to improve the Sweat shop workers situation

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Walk in My Shoes: Nike's Sweatshops (A Culture Jamming Documentary) | Bonettwork

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Learning Outcomes
1.9

Learning Intentions
Discuss the impact of consumer behaviour
Identify my responsibilities as a consumer
impact of fast fashion on the enviornment

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The fast fashion graveyard in Chile's Atacama Desert - BBC News

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Inequality

3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices. (Fairtrade)

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

3.10 Use their knowledge, and information from a range of media sources, to discuss current economic issues and present an informed view.

Boohoo told to address exploitation claims amid criticism - BBC News

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Online retailer Boohoo has been criticised by MPs who say it has failed to address claims of exploitation at factories in Leicester.

Philip Dunne MP said he found it "incredible" Boohoo was surprised by allegations of poor working conditions.

Boohoo had said it was "shocked and appalled" by reports that workers had been paid as little as £3.50 per hour.

But Mr Dunne suggested the firm was already aware of the issues. Boohoo said it would respond "in due course".

The firm's co-founder, and then-chief executive, Carol Kane appeared in front of the Environmental Audit Committee (EAC) of MPs in 2018 over links Boohoo "may have to illegally low pay in Leicester garment factories".

"It is incredible that over a year since the committee highlighted illegal working practices in its supply chain, Boohoo has publicly denied any knowledge of what has been happening for years," Mr Dunne, who is chair of the EAC, wrote in a letter to the company.

"It is shameful that it took a pandemic and the ensuing outrage about working practices in their supply chain for Boohoo finally to be taken to task for turning a blind eye," he said.

'Turning a blind eye'

Last week, Boohoo - which also owns the Pretty Little Thing brand - faced a backlash after a report claimed workers at a Leicester factory that supplied clothes to Boohoo were paid just £3.50 an hour, while being offered no protection from coronavirus.

The national minimum wage for people over 25 years-old is £8.72 an hour.

Boohoo also owns PrettyLittleThing, which has collaborated with celebrities like Little Mix

The fashion firm ordered an independent review of its UK supply chain as a result, which will by led by Alison Levitt QC, a barrister specialising in business crime and financial services.

The committee also asked what measures the online retailer had taken to protect the workers that make its clothes during the pandemic, and whether it would allow the establishment of formal trade unions.

The letter cited claims by Usdaw that workers had been told "not to speak with trade union representatives".

Other fashion stores have distanced themselves from Boohoo over the recent reports.

Next, Asos and Zalando all announced that they had stopped selling Boohoo clothes on their websites in July.

The retailers said they were pausing relationships with Boohoo's brands, pending the outcome of the company's investigation.

Boohoo's share price has plunged over the past month. It currently stands at 210p, after hovering around the 410p mark for most of June.

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Boohoo told to address exploitation claims amid criticism

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MP Philip Dunne says it is "shameful" it took the pandemic for the retailer to acknowledge issues.

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Learning Outcomes:
2.4 , 2.5 , 1.9

Learning Intentions:
- Consider what rights you would expect to have as an employee in a workplace.

- Discuss the responsibilities that employers have towards the people that work for them.

- Investigate the positive and negative impact businesses can have - can be local, national, multinational.

- Debate the ethical implications of our consumer choices - should we buy products from companies that we know engage in unethical behaviour?

- Host an 'ethical brunch' where students bring in items that have been produced locally, or sustainably and ethically (e.g. farmer's market produce, Fair Trade, Tony's Chocolonely to contrast with the chocolate companies in the stimulus material).

Using the stimulus material:
- This article highlights the issue of child slavery and the unethical business practices that some large multinational corporations engage in, as well as their extreme influence in some parts of the world.
- Students could read through the article individually, and highlight key elements or information they were previously unaware of.
- This can be a starting point to discuss employee rights and responsibilities, as well as an insight into how different the lives of other children are compared to their own.
- Students could also research in groups the different brands that each of these companies own, and whether they regularly consume these products.
- Organise a walking debate, or traditional debate, regarding the level of responsibility consumers should have when it comes to supporting companies engaged in unethical or illegal practices.

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Eight children who claim they were used as slave labour on cocoa plantations in Ivory Coast have launched legal action against the world's biggest chocolate companies. They accuse the corporations of aiding and abetting the illegal enslavement of "thousands" of children on cocoa farms in their supply chains.

Nestlé, Cargill, Barry Callebaut, Mars, Olam, Hershey and Mondelēz have been named as defendants in a lawsuit filed in Washington DC by the human rights firm International Rights Advocates (IRA), on behalf of eight former child slaves who say they were forced to work without pay on cocoa plantations in the west African country.

The plaintiffs, all of whom are originally from Mali and are now young adults, are seeking damages for forced labour and further compensation for unjust enrichment, negligent supervision and intentional infliction of emotional distress.

It is the first time that a class action of this kind has been filed against the cocoa industry in a US court. Citing research by the US state department, the International Labour Organization and Unicef, among others, the court documents allege that the plaintiffs' experience of child slavery is mirrored by that of thousands of other minors.

Ivory Coast produces about 45% of the global supply of cocoa, a core ingredient in chocolate. The production of cocoa in west Africa has long been linked to human rights abuses, structural poverty, low pay and child labour.

A sign warns against child labour in cocoa production in Ghana. Photograph: jbdodane/Alamy

A central allegation of the lawsuit is that the defendants, despite not owning the cocoa farms in question, "knowingly profited" from the illegal work of children. According to the submissions, the defendants' contracted suppliers were able to provide lower prices than if they had employed adult workers with proper protective equipment.

The lawsuit also accuses thecompanies - whose industry body is the World Cocoa Foundation - of actively misleading the public in the voluntary 2001 Harkin-Engel Protocol, characterised by the complainants as promising to phase out some child labour ("the worst forms", in the protocol's words).The original deadline for achieving certain standards was 2005. In 2010, a follow-up framework of action for Ivory Coast and Ghana spoke of aiming for "a significant reduction" in the worst forms by 2020.

In the legal claim, all eight plaintiffs describe being recruited in Mali through trickery and deception, before being trafficked across the border to cocoa farms in Ivory Coast. There, they were forced to work - often for several years or more - with no pay, no travel documents and no clear idea of where they were or how to get back to their families.

The court papers allege that the plaintiffs, all of whom were under 16 years old at the time of their recruitment, worked on farms in major cocoa-producing areas of the country. The defendants' apparent influence in these markets is described as "dominant" by the plaintiffs' counsel.

The lawsuit claims one plaintiff wasonly 11 years old when a local man in his home town of Kouroussandougou, Mali, promised him work in Ivory Coast for 25,000 CFA francs (£34) a month. The legal documents allege that the boy worked for two years without ever being paid, often applying pesticides and herbicides without protective clothing.

The documents claim another child named as a plaintiff in the suit had visible cuts on his hands and arms from machete accidents. Speaking of his experience of forced labour between 2009 and 2011, he recalls being constantly bitten by insects. As with most of the plaintiffs, he claims in the lawsuit that he was promised payment after the harvest, but it never came.

Many of the plaintiffs quoted in the court documentsreport being fed little and working long hours. Often, they claim they were kept alone or isolated from other child workers, who spoke different dialects.

Police checks during an operation to rescue children from child traffickers in Aboisso, Ivory Coast. Photograph: Luc Gnago/Reuters

During field work for this case, the plaintiffs' legal team say that they routinely found children using machetes, applying chemicals and undertaking other hazardous tasks on cocoa plantations that were producing for one or more of the defendants.

As well as being morally repugnant, such abuses against children represent a "humanitarian disaster" as they contribute to Ivory Coast's ongoing poverty, the court papers state. The widespread use of child slavery is also credited by the plaintiffs for causing "long-term mental and physical trauma".

The case documentation maintains that the defendants are responsible for developing the entire cocoa production system of Ivory Coast. As key participants in this "venture", it is claimed that they either knew or should have known about the "systematic" use of child labour.

The case is being brought under the Trafficking Victims Protection Reauthorization Act of 2017. IRA is currently involved in a separate complaint filed under the Alien Tort Statute against Nestlé and Cargill.

In a statement Cargill said: "We are aware of the filing and while we cannot comment on specifics of this case right now, [the company wants] to reinforce we have no tolerance for child labor in cocoa production. Children belong in school. They deserve safe living conditions and access to good nutrition."

Nestlé said that the lawsuit "does not advance the shared goal of ending child labor in the cocoa industry" and added, "child labor is unacceptable and goes against everything we stand for. Nestlé has explicit policies against it and is unwavering in our dedication to ending it. We remain committed to combatting child labor within the cocoa supply chain and addressing its root causes as part of the Nestlé Cocoa Plan and through collaborative efforts."

Responding to news of the lawsuit, a Mars spokesperson said: "We don't comment on any possible pending litigation."

Mondelēz said it did not wish to comment.

Barry Callebaut said it has committed to eradicating child labour from its supply chain by 2025. "Every year we publish the progress we have made against this target in our Forever Chocolate progress report," it said.

An Olam spokesperson said that the company has a zero-tolerance policy for forced or slave labour in their supply chain. "If we were to identify any instances, we would immediately take action which includes notifying the appropriate authorities," they said.

A spokesperson for Hershey said: "We understand and agree with the concerns about the heartbreaking instances of child and forced labor. Hershey does not tolerate child or forced labor in our supply chain. These human rights violations have no place in the global cocoa industry, and we are committed to ending it. Effectively eliminating human rights violations and addressing the underlying issue of poverty that is the root cause of these labor violations requires significant investment and intervention on the ground in West Africa, not in the courts.

"We have worked hard over the past several years to implement meaningful programs and work with our cocoa suppliers and West African governments to combat these issues and use our influence to make a positive impact."

This article was amended on 19 February 2021. An earlier version said that in 2001 cocoa companies promised to "phase out" child labour. For avoidance of doubt, the words "phase out" were those of the complainants in the legal case.

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Mars, Nestlé and Hershey to face child slavery lawsuit in US

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Chocolate companies are among the defendants named in a lawsuit brought by former child workers in Ivory Coast

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The rise of 'fast fashion' has created an unexpected situation. As clothing quality has declined, the $4bn used clothing trade has dried up.

So where will all our unwanted garments go? The BBC's Kim Gittleson takes a look at the future of used clothing.

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The rise of 'fast fashion' has created an unexpected situation. As clothing quality has declined, the $4bn used clothing trade has dried up. So where will all our unwanted garments go? The BBC's Kim Gittleson takes a look at the future of used clothing.

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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

Learning Intentions
I will learn how my purchasing decisions have an impact on the world around me.

I will learn about my consumer responsibilities

I will learn about being an ethical consumer

I will understand about ethical production practices

This video is about animal testing for cosmetics and drugs.
Students will debate the pros and cons of animal testing and if these practices are necessary.

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Save Ralph - A short film with Taika Waititi

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1.5 Banks are offering variable rates for buying electrical vehicles
1.9 Evaluate how consumers buying electric cars can contribute to sustainable developments. Could discuss advantages and disadvantages here.
2.2 Be able to discuss the spin off effects that buying electrical cars has on the global economy and the local area, e.g. carbon footprint as less travelling to fill up the car which in turn negatively affects profits of local garages, affects employment, consequences for local area. Employment and staff progression in car garages to get everyone up to speed with maintaining electrical vehicles. Positive impact on the environment etc.
3.1 and 3.5 Be able to understand how the scarcity of oil and the increase in excise duty will impact people's future buying behaviour. Impact of SEAI grant. Ireland's commitment to climate change.

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Learning outcome
2.4/2.5- Rights and Responsibilities of workers.
Learning Intentions
Looks at rights you would expect to have as an employee/ responsibilities employers have.
Stimulus Material
Identify in video where people's rights aren't met.
Debate- what responsibilities consumers have when it comes to buying from certain companies.

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Walk in My Shoes: Nike's Sweatshops (A Culture Jamming Documentary) | Bonettwork

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Learning outcomes:
1.1, 3.2, 3.6
Learning intentions:
Distinguish between your needs and wants. Analyse your needs and wants in relation to individuals and society.

Understand the importance of an equal health care system in the world.

Discuss how we can bring healthcare to individuals.

How might you use this stimulus material in class?

This video could be shown to the class and allow for discussions to take place about health care inequality.

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Learning outcomes:
1.9 Debate the ethical and sustainability issues that arise from .....

Learning Intentions:
Explain why food waste is a problem
Analyse strategies to reduce my own food waste at home, in my school, in my community.

Learning Experience:
Share the videos as examples of initiatives for reducing food waste. Divide students into teams and ask them to create a proposal for a program to reduce food waste in the local community. Students then present their ideas

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Help yourself: The fridge with free food

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A fridge in a market in south London is offering food for free in a bid to tackle waste.

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Food Production & Waste. Every household in Ireland is responsible for 117kgs of food waste per year.

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Food Production & Waste. Every household in Ireland is responsible for 117kgs of food waste per year.

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Learning Outcome:

3.1, 3.2, 3.7

Learning Intentions:

·       Look at scarcity of resources / impact choices

·       Distribution of economic resources

·       Impact of globalisation of trade (benefits and challenges)

Cost of waste: financial, environmental and social
Stimulus Material:

Link from Food and Agriculture Organisation

https://www.fao.org/food-loss-and-food-waste/flw-data)

Video from Thorntons Recycling : https://www.mywaste.ie/what-to-do-with-my-food-waste/

●

1m

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Missed appointments in Temple Street Hospital

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Missed appointments in Temple Street Hospital

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Learning Outcomes
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

3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices

3.2 Explain how individuals, organisations (for profit and not-for-profit) and the

government work together to distribute economic resources used to produce goods and services

Learning Intentions
Explain government (through HSE) as a supplier of resources

Explain the concept of opportunity costs

Identify possible consequences of missing hospital appointment

Keyterm: opportunity cost
Think, pair, share a list of implications of missing an appointment
Prepare a mind map/table diagram of implications to consumer, economy (Society) and government
Prepare a debate about implications missed appointments

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

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Pacific 'garbage patch' even worse than feared, new research shows

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Employer and Employee rights and responsibilities- Debenhams

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Employer and Employee rights and responsibilities- Debenhams

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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

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

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

3.4 Differentiate between different sources of government revenue and government expenditure

3.9 Explain the relevance of economic indicators such as inflation, employment rates, interest rates, economic growth, national income and national debt for individuals and the economy

Learning Intentions.

I will be able to identify and discuss employee rights and responsibilities.

I will be able to explain the impact of poor working relations on workers and the business.

I will be able to analyse the impact of business closures on the employees, local community and government.

Stimulus:

Use of the case study along side the quadrant questions to give a broader insight into employer and employee rights and responsibilities and their associate impacts on people, community and economy. 'A historical legacy': Debenhams workers continue strike one year on from store closures (thejournal.ie)

Quadrant Questions

1.       What were workers protesting for?

2.       How many workers balloted for their rights?

3.       Explain the term industrial relations. Discuss the impact of poor industrial relations on organisations.

4.       Analyse the impact of Debenhams closures under the headings of people, Community and government.