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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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The true cost of the use of fossil fuels on our environment.

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The true cost of the use of fossil fuels on our environment.

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Learning outcomes:
3.1 3.4

Learning Intentions:

1. I will learn about the factors of production and the difference between renewable and non renewable natural resources.

2. I will reflect on how the government can use fiscal policy measures to reduce the use of fossil fuels.

3. I will learn about the impact businesses have on the environment through their use of fossil fuels and how alternative energy sources are available.

Stimulus Material:
Video is short, but gets students thinking.
Fiscal policy can be difficult to teach but through this practical example they will get a deeper understanding of the importance of fiscal policy in saving our planet.

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Air pollution from fossil fuels costs the world US$8 billion every day: Greenpeace study

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Learning Outcomes:
2.4 and 2.5
Learning Intentions:

1. I will learn about the rights of employees from a legal social, environmental and ethical perspective

2. I will identify the differences in the rights of employees in various countries across the world

3. I will examine the role of the employer in respecting and influencing the rights of their employees

Stimulus Used:
The True Cost documentary (clips) can illustrate the rights of workers in underdeveloped economies.
For comparison - a case study on the rights of workers in Ireland (e.g. Google) to highlight the difference between the two countries and the impact employers have on the wider community

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LO 1.9 (debate the ethical and sustainable issues that arise from consumption..)and 2.6 (Discuss the impact of digital technologies..)

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LO 1.9 (debate the ethical and sustainable issues that arise from consumption..)and 2.6 (Discuss the impact of digital technologies..)

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LI: Students learn about the impact of digital consumption and the resources that are needed to store information
Stimulus Material: Articles/you tube clip on Apple athenry Data Hub

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Gender Inequality in the Workplace in Ireland

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Gender Inequality in the Workplace in Ireland

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Learning Outcomes:
- 1.2 and 2.4

Learning Intentions:
- I will learn the definition of the term ‘Gender Inequality’.
-I will outline the reasons why the issue of Gender Inequality is still being highlighted in the workplace in the 21st Century.

How might you use this stimulus material in class?
- Newspaper Article about Gender Inequality in the workplace, and the pandemic had huge role to play in relation to the continuation of the imbalance of males and females in the workplace.
-From reading this articles, students attempt to individually research 3 different salary occupations of their choosing where they compare the salaries of the job to men and women working in this area of choosing.

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Covid-19 was like an asteroid strike on the global economy, with its consequences still being felt the world over.

hile the pandemic has affected all of our lives and how we work, analysis of LinkedIn data - including our two million members in Ireland - shows the changes are having a bigger impact on women.

According to the data, on average women globally applied to 11pc fewer jobs compared to men last year.

When we look at hiring levels by gender from January 2019 to January 2021, our data shows the share of women in Ireland being hired fell sharply in April 2020 and hit a low of 43pc.

The data suggests this labour market disruption has set back progress made toward gender equality in the workplace.

This is not a situation unique to Ireland. This trend was replicated across Europe, before hiring recovered to pre-pandemic levels in most countries by the end of the year.

Prior to the pandemic there was already an imbalance, but Covid-19 has highlighted that women's jobs are more vulnerable and prone to economic shocks and business disruption than men's, with women across the world experiencing a sharp decline in hiring during the initial outbreak of the pandemic.

While the improvements have been welcome, the question we need to ask ourselves is why the inequality?

On the whole, women have been more adversely affected by disruption in industries like the retail sector which employ a relatively greater share of women and are often roles that aren't as easy to transition to remote.

Our global data also clearly shows women are applying to fewer roles and taking on a disproportionate share of domestic responsibilities compared to their partners.

The latest data from the Irish Central Statistics Office also shows women were more than 10 times more likely to be engaged in unpaid domestic work or looking after family.

Homeschooling and creche closures invariably mean this burden is leading women to either take time out of work or leave the workforce completely in some cases, with recent research from CIPD Ireland showing 63pc of businesses have seen an increase in female workers taking leave during the pandemic.

The reality is the pandemic has laid bare and exacerbated inequalities in the workforce. So how do we address this and seek to end the disparity?

To make up lost ground, companies need to focus on how they attract, hire and retain female talent.

For example, employers should remove any bias from job descriptions.

Our research has found 44pc of women would be discouraged from applying to a role if the word 'aggressive' was included in the job advert.

To encourage more women to apply to roles, companies should use 'open' words like 'supportive', alongside definitive language such as 'collaborative'.

While Covid-19 may have put the spotlight on inequality in the workplace, it has also shown that it is possible to do things differently.

In the past when parents wanted the ability to drop their children to school and log on from home before coming into the office later in the day, some employers may not have granted them that flexibility.

We have all experienced a video conference call when a child interrupts the meeting and we all accept it because of the circumstances we find ourselves in.

Given that many of us have fundamentally changed the way we work, it should equally be possible to fundamentally tackle a variety of inequality issues in the workplace so that we can boost women's professional progress.

Key to this is ensuring that we continue to offer the same level of flexibility to our teams post pandemic as we did during it.

LinkedIn data finds that women are 26pc more likely to apply to remote jobs than men. To ensure women do not have to choose between their family and their careers, flexible working opportunities are a must.

At LinkedIn, we see the post-Covid future as a combination of remote work and office time, what is generally called hybrid working. It will give our team more flexibility to structure their work around their personal lives including families.

There are a number of other initiatives that we already have under way at LinkedIn that have helped us achieve a 50/50 gender balance in Dublin.

For example, we have an internal mentoring programme - Women's Initiative (WiN) - which is designed to encourage diversity in senior leadership roles.

I personally recognise that I am very fortunate to be in my current position and make sure I take the time to support and advocate strongly for my colleagues who are currently at an earlier stage of their careers.

To help people and businesses take steps to improve their gender equality in the workplace, we are making free online learning courses available to everyone this month.

These include Leadership Strategies for Women, Planning Your Family Leave and Return, Proven Success Strategies for Women at Work, Own It: The Power of Women at Work, and Becoming a Male Ally at Work.

The jobs market will need time to recover from the damage of the pandemic, but understanding and having conversations about why and how women have been more adversely affected is an important first step to putting us on the path to address workforce gender inequality.
Sharon McCooey is Head of LinkedIn in Ireland

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Drive for gender equality in workplace is damaged by coronavirus pandemic

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Covid-19 was like an asteroid strike on the global economy, with its consequences still being felt the world over. hile the pandemic has affected all of our lives and how we work, analysis of LinkedIn data - including our two million members in Ireland - shows the changes are having a bigger impact on women.

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Learning Outcomes
- 2.4
- 3.5

Learning Intentions

- I will learn about equality and inequality in business and in society
- I will learn about the responsibility of businesses to ensure promote equality in the workplace
- I will learn about how the government can use the tax system to promote equality

Stimulus Material

Infographic attached - walking debate on factors that lead to inequality
Research case study/ give students example of case study of organisation that actively seeks to reduce inequality

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Household Finance and Consumption Survey 2018

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Home / Statistics /Household Finance and Consumption Survey 2018

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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

3.2
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
1. I will learn about the impact of sustainability on businesses and individuals.

Solas Garden Centre Eco Values

Use only recyclable packaging in our shop & food court

Grow our own fresh produce on site

Use local food producers & suppliers

Compost our waste & turn it back into garden soil

Move away from all harmful garden chemicals, herbicides & pesticides & to natural / organic alternatives

Move away from non-recyclable plastic in our plant pots

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Fiorbhia Farm @ Solas Eco Garden Centre Farmer's Market

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Clean Energy
L.O. 1.10 and 3.2
Learning Intentions:
Students know different forms of energy used to produce goods and services.
Students are aware of the pros and cons of energy forms.
Students know types of clean energy available in Ireland.
Stimulus Materials:
Video clips: Eco Eye, Nationwide TV programmes segments
Local business profile using clean energy, local wind farm.
Materials used with class discussion, ranking ladder, place mat resources, possible focus for small project and CBA theme.

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Learning Outcomes
1.9, 2.4

Learning Intentions
1. I will learn about the rights & responsibilities of workers in Ireland
2. I will be able to compare those to the rights of workers across the world specifically referring to Dhaka in 2013
3. I will realise that all the fashion houses are at fault from Penneys to Prada

Stimulus Material
1. Newspaper articles of the disaster
2. Investigate if anything has changed

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The 2013 Dhaka garment factory collapse (also referred to as the 2013 Savar building collapse or the Rana Plaza collapse) was a structural failure that occurred on 24 April 2013 in the Savar Upazila of Dhaka District, Bangladesh, where an eight-story commercial building called Rana Plaza collapsed. The search for the dead ended on 13 May 2013 with a death toll of 1,134. Approximately 2,500 injured people were rescued from the building alive. It is considered the deadliest structural failure accident in modern human history and the deadliest garment-factory disaster in history.

The building contained clothing factories, a bank, apartments, and several shops. The shops and the bank on the lower floors were immediately closed after cracks were discovered in the building. The building's owners ignored warnings to avoid using the building after cracks had appeared the day before. Garment workers were ordered to return the following day, and the building collapsed during the morning rush-hour.

The head of the Bangladesh Fire Service & Civil Defence, Ali Ahmed Khan, said that the upper four floors had been built without a permit. Rana Plaza's architect, Massood Reza, said the building was planned for shops and offices - but not factories. Other architects stressed the risks involved in placing factories inside a building designed only for shops and offices, noting the structure was potentially not strong enough to bear the weight and vibration of heavy machinery.

On 23 April 2013 (one day before the collapse), a TV channel recorded footage that showed cracks in the Rana Plaza building. Immediately afterward, the building was evacuated, and the shops and the bank on the lower floors were closed. Later in the day, Sohel Rana said to the media that the building was safe and workers should return tomorrow. Managers at Ether Tex threatened to withhold a month's pay from workers who refused to come to work.

On the morning of 24 April, there was a power outage, and diesel generators on the top floor were started. The building collapsed at about 08:57 am BST, leaving only the ground floor intact. The Bangladesh Garment Manufacturers and Exporters Association president confirmed that 3,122 workers were in the building at the time of the collapse. One local resident described the scene as if "an earthquake had struck."

The United Nations' urban search and rescue coordination group - known as the International Search and Rescue Advisory Group, or INSARAG - offered assistance from its members, but the government of Bangladesh rejected this offer. The government made a statement suggesting that the area's local rescue emergency services were well equipped. Before offering assistance to Bangladesh, the UN held consultations to assess the country's ability to mount an effective rescue operation, and they reached the conclusion that they lacked that capability. Bangladeshi officials, desiring to take "face-saving" actions and protect national sensibilities, refused to accept the assistance offered to them by the UN. A large portion of the rescue operation consisted of inadequately equipped volunteers, many of whom had no protective clothing and wore sandals. Some buried workers drank their urine to survive the high temperatures, waiting to be saved. Not only was the Bangladeshi government accused of favoring national pride over those buried alive, but many relatives of those trapped in the debris criticized the government for trying to end the rescue mission prematurely.

One of the garment manufacturers' websites indicates that more than half of the victims were women, along with a number of their children who were in nursery facilities within the building. Bangladeshi Home Minister Muhiuddin Khan Alamgir confirmed that fire service personnel, police, and military troops were assisting with the rescue effort. Volunteer rescue workers used bolts of fabric to assist survivors to escape from the building. A national day of mourning was held on 25 April.

On 8 May, army spokesman Mir Rabbi said the army's attempt to recover more bodies from the rubble would continue for at least another week. On 10 May, 17 days after the collapse, a woman named Reshma was found and rescued alive and almost unhurt under the rubble.

The direct reasons for the building problems were:

1. Building built on a filled-in pond which compromised structural integrity,

2. Conversion from commercial use to industrial use,

3. Addition of three floors above the original permit,

4. The use of substandard construction material (which led to an overload of the building structure aggravated by vibrations due to the generators). Those various elements indicated dubious business practices by Sohel Rana and dubious administrative practices in Savar.

One good example to illustrate the dubious administrative practices is the evacuation of the building after the cracks. It was reported that the industrial police first requested the evacuation of the building until an inspection had been conducted. It was also reported that Abdur Razak Khan, an engineer, declared the building unsafe and requested public authorities to conduct a more thorough inspection; he was arrested for helping the owner illegally add three floors. It is also reported that Kabir Hossain Sardar, the Upazila Nirbahi Officer who visited the site, met with Sohel Rana, and declared the building safe. Sohel Rana said to the media that the building was safe and workers should return to work the next day. One manager of the factories in the Rana Plaza reported that Sohel Rana told them that the building was safe. Managers then requested the workers to go back to work. As a result, workers also returned to the factories the next day.

The decision by managers to send workers back into the factories was partially due to the pressure to complete orders on time, putting partial responsibility for the disaster on the short production deadlines preferred by buyers due to the fast fashion industry. Media including The Guardian have argued the demand for fast fashion and low-cost clothing motivated minimal oversight by clothing brands, and that collectively organised trade unions could have responded to the pressure of management. Others have argued that trade unions would increase workforce costs and thus endanger the Bangladesh garment industry.

Since the Spectrum factory collapse in 2005, prominent manufacturers organized projects like the Ethical Trading Initiative and Business Social Compliance Initiative to prevent such disasters in the Bangladesh textile industry and elsewhere. These programs ultimately failed to prevent the Savar building collapse. Despite social compliance audits conducted according to BSCI procedure at two of the factories at Rana Plaza, auditors failed to detect the structural concerns. In a press release following the collapse, BSCI explained that their system did not cover building safety. This has been contested, as the BSCI audit questionnaire required auditors to check building permits, and discrepancies between the permit and the number of floors in practice were evident. Some have argued that the BSCI has weak incentives to report such violations.

More conclusions about causes will be available when the investigation is over and the courts give their decisions.

The day after the Rana Plaza building collapsed, the Rajdhani Unnayan Kartripakkha (Capital Development Authority) filed a case against the owners of the building and the five garment factories operating inside it. On the same day, dozens of survivors were discovered in the remains of the building. Prime Minister Sheikh Hasina had said in Parliament that the name "Sohel Rana" was not in the Jubo League office bearers list; she then ordered the arrest of Sohel Rana and four of the owners of the garment factories operating in the building. Sohel Rana was reported to have gone into hiding; however, authorities reported that four other individuals had already been arrested in connection with the collapse.

Two days after the building collapsed, garment workers across the industrial areas of Dhaka, Chittagong and Gazipur rioted, targeting vehicles, commercial buildings and garment factories. The next day, leftist political parties and the Bangladesh Nationalist Party-led 18 Party Alliance demanded the arrest and trial of suspects and an independent commission to identify vulnerable factories. Four days after the building collapsed, the owner of the Rana Plaza, Sohel Rana, was arrested at Benapole, Jessore District, on the Indo-Bangladeshi border, by security forces. On the same day a fire broke out at the disaster site and authorities were forced to temporarily suspend the search for survivors.

On 1 May, during International Workers' Day, thousands of protesting workers paraded through central Dhaka to demand safer working conditions and the death penalty for the owner of Rana Plaza. A week later hundreds of survivors of Bangladesh's worst industrial disaster blocked a main highway to demand wages as the death toll from the collapse passed 700. Local government officials said they had been in talks with the Bangladesh Garment Manufacturers and Exporters Association to pay the workers their outstanding April salaries plus a further three months - £97. After officials promised the surviving workers that they would be soon paid, they ended their protest. The government and garment association were compiling a list of surviving employees to establish who must be paid and compensated. The next day, 18 garment plants, including 16 in Dhaka and two in Chittagong, were closed down. Textile minister, Abdul Latif Siddique, told reporters that more plants would be shut as part of strict new measures to ensure safety.

On 5 June, police in Bangladesh fired into the air in an attempt to disperse hundreds of former workers and relatives of the victims of the collapse who were protesting to demand back pay and compensation promised by the government and the Bangladesh Garments Manufacturers and Exporters Association. On 10 June, seven inspectors were suspended and accused of negligence for renewing the licenses of garment factories in the building that collapsed. On 30 August 100 days after the collapse of Rana Plaza, injured workers and family members of those who died there along with workers rights activists inaugurated a memorial for the tragedy, a crude statue of two fists thrusting towards the sky grasping a hammer and sickle. The police attempted to stop the erection of the memorial several times. It remains the only memorial monument for the tragedy.

On 22 September, at least 50 people were injured when police fired rubber bullets and tear gas into a crowd of protesters who were blocking streets in Dhaka demanding a minimum wage of $100 (8,114 takas) a month. In November, a 10-story garment factory in Gazipur, which supplied Western brands, was allegedly burned down by workers angered over rumours of a colleague's death in police firing.

In March 2014 Rana Plaza owner Sohel Rana was granted six months' bail in the High Court. This prompted angry reactions from labour leaders. However, Rana will not be released from jail as another case filed by police is pending. A December 2015 report, written by the NYU Stern Center for Business and Human Rights, found that only eight of 3,425 factories inspected had "remedied violations enough to pass a final inspection" despite the international community's $280 million commitment to clean up Bangladesh's RMG industry. In 14 June 2016 Sohel Rana and 17 others were indicted for violating building code in the construction of Rana Plaza. On August 2016 the trial was postponed after defendants filed appeals with the High Court of Bangladesh.

Politicians

Nick Clegg, then UK Deputy PM and leader of the Liberal Democrats said: "... consumers have more power than they think when it comes to making choices about where they shop."

Michael Connarty, UK's Falkirk East MP, is calling on the UK Government to push through new legislation to end modern day slavery by forcing major High Street companies in the UK to audit their supply chain. The framework requests that those companies make vigorous checks to ensure slave labour is not used in third world countries and the UK to produce their goods.

Karel De Gucht, current European Commissioner for Trade, warned that retailers and the Bangladeshi government could face action from the EU if nothing is done to improve the conditions of workers - adding that shoppers should also consider where they are spending their money.

On 1 May, Pope Francis spoke out against the working conditions in the factory:

A headline that really struck me on the day of the tragedy in Bangladesh was 'Living on 38 euros a month'. That is what the people who died were being paid. This is called slave labour. Today in the world this slavery is being committed against something beautiful that God has given us - the capacity to create, to work, to have dignity. How many brothers and sisters find themselves in this situation! Not paying fairly, not giving a job because you are only looking at balance sheets, only looking at how to make a profit. That goes against God!

Advocacy groups

Human Rights Watch stated their concern over the number of factory-building tragedies in Bangladesh; there have been numerous major accidents in the country in the past decade, including the 2012 Dhaka fire.

IndustriALL Global Union, a global union federation representing textile and garment workers' trade unions around the world, launched an online campaign in support of the Bangladeshi unions' demand for labour law reform in the wake of the disaster. The campaign, hosted on LabourStart, calls for changes in the law to make it easier for unions to organise workers, as well as demanding improved health and safety conditions.

On 27 April, protesters surrounded Primark store on Oxford Street in the City of Westminster in the West End of London. Speaking outside the store, Murray Worthy, from campaign group War on Want, said:

We're here to send a clear message to Primark that the 300 deaths in the Bangladesh building collapse were not an accident - they were entirely preventable deaths. If Primark had taken its responsibility to those workers seriously, no one need have died this week.

There have been monthly protests at Benetton's flagship store at Oxford Circus in London since the one year anniversary of the collapse. Benetton initially denied reports linking production of their clothing at the factory, but clothes and documents linked to Benetton were discovered at the disaster site. The protesters are demanding that Benetton contribute to the compensation fund, which they have not yet done.

The Institute for Global Labour and Human Rights established a workers' relief fund, which raised $26,000 for injured workers and surviving family members by September 2013.

A team of researchers from NYU Stern Center for Business and Human Rights began their investigation which resulted in an April 2014 report entitled "Business as Usual Is Not an Option: Supply Chains and Sourcing after Rana Plaza." A December 2015 report, written by the NYU Stern Center for Business and Human Rights, found that only eight of 3,425 factories inspected had "remedied violations enough to pass a final inspection" despite the international community's $280 million commitment to clean up Bangladesh's RMG industry.

Dozens of consumers in the United States and Australia spoke out against unsafe working conditions found in the factory building. People also expressed their anger at retailers that did not have any connections to that specific building, but are known to source from factories located in Bangladesh.

At a meeting of retailers and NGOs a week after the collapse, a new Accord on Factory and Building Safety in Bangladesh was created and a deadline of 16 May was set to sign it. The agreement expands on a previous accord signed only by the US-based PVH, which owns Calvin Klein, and German retailer Tchibo.

Walmart, along with 14 other North American companies, refused to sign the Accord as the deadline passed. As of 23 May 2013, thirty-eight companies had signed the accord. Walmart, J.C. Penney and labour activists have been considering an agreement to improve factory safety in Bangladesh for at least two years. In 2011, Walmart rejected reforms that would have had retailers pay more for apparel to help Bangladesh factories improve safety standards.

On 10 July 2013, a group of 17 major North American retailers, including Walmart, Gap, Target and Macy's, announced a plan to improve factory safety in Bangladesh, drawing immediate criticism from labour groups who complained that it was less stringent than an accord reached among European companies. Unlike the accord joined mainly by European retailers, the plan lacks legally binding commitments to pay for those improvements.

Dov Charney, the founder and former CEO of American Apparel, was interviewed on Vice.tv and spoke out against the poor treatment of workers in developing countries and refers to it as "slave labor". Charney proposes a "Global Garment Workers Minimum Wage" as well discusses in detail many of the inner workings of the modern fast fashion industry commerce practices that leads to dangerous factory conditions like at Savar.

In October 2013, Canadian Brad Loewen was given the responsibility of implementing the Accord requirement to upgrade the safety features of 1600 Bangladeshi garment factories. He and his wife, filmmaker Shelagh Carter, moved to Dhaka in December 2013 for an expected five-year term.

As of mid-September 2013, compensations to families of disaster victims were still under discussion, with many families struggling to survive after having lost a major wage earner. Families who had received the $200 compensation from Primark were only those able to provide DNA evidence of their relative's death in the collapse, which proved extremely difficult. The US government provided DNA kits to the families of victims.

Of the 29 brands identified as having sourced products from the Rana Plaza factories, only 9 attended meetings held in November 2013 to agree on a proposal on compensation to the victims. Several companies refused to sign including Walmart, Carrefour, Mango, Auchan and KiK. The agreement was signed by Primark, Loblaw, Bonmarche and El Corte Ingles. By March 2014, seven of the 28 international brands sourcing products from Rana Plaza had contributed to the Rana Plaza Donor's Trust Fund compensation fund, which is backed by the International Labour Organization.

More than 2 dozen victims' families have not been compensated as they could not back up their claims with documentation.

On 15 June 2014 Bangladesh Anti Corruption Commission filed a case against 14 people for building Rana Plaza with faulty design. On 1 June 2015, murder charges were filed by Bangladesh police against 42 different people, including the owners of the building, over the collapse. The accused were indicted on 28 July 2016. The case was delayed after Bangladesh High Court stopped trial proceeding against 5 accused including Savar Municipal Mayor Refayat Ullah.

On 29 August 2017, the factory owner, Sohel Rana, was sentenced to a maximum three year imprisonment by a court for failing to declare his personal wealth to the country's anti-graft commission. Rana and 37 others, including government officials, have also been charged with murder and could receive the death penalty if they are found responsible for the complex's collapse.

The Savar building collapse has led to widespread discussions about corporate social responsibility across global supply chains. Based on an analysis of the Savar building collapse, Wieland and Handfield (2013) suggest that companies need to audit products and suppliers; and that supplier auditing needs to go beyond direct relationships with first-tier suppliers. They also demonstrate that visibility must be improved if supply cannot be directly controlled, and that smart and electronic technologies play a key role to improve visibility. Finally, they highlight that collaboration with local partners, across the industry and with universities is crucial to successfully managing social responsibility in supply chains.

Bangladesh Garment Sramik Sanghati, an organization working for the welfare of the workers, has called on the government, international buyers, and factory owners to compensate survivors and victims' families. The group has also asked that April 24 be declared Labor Safety Day in the country.

Global labour and rights groups have criticized Western retailers and say they are not doing enough to ensure the safety at factories where their clothes are made. The companies linked to the Rana Plaza disaster include the Spanish brand Mango, Italian brand Benetton and French retailer Auchan.

On 24 April 2014, thousands of people gathered at an event held to commemorate the first anniversary of the disaster near the building site.

Shelagh Carter produced a short documentary, Rana Plaza: Let Not the Hope Die (2014), commemorating the one-year anniversary of the tragedy, while living in Dhaka. in support of her husband Brad Loewen's work in implementing the Accord.

1. O'Connor, Clare. "'Extreme Pricing' At What Cost? Retailer Joe Fresh Sends Reps To Bangladesh As Death Toll Rises". Forbes.

2. ^ Smithers, Rebecca (29 April 2013). "Benetton admits link with firm in collapsed Bangladesh building". The Guardian. ISSN 0261-3077.

3. ^ Devnath, Arun; Srivastava, Mehul (25 April 2013). "'Suddenly the Floor Wasn't There,' Factory Survivor Says". Bloomberg Business.

4. ^ Yardley, Jim; Manik, Julfikar Ali (2 May 2013). "Bangladesh arrests Engineer who warned of dangers". The New York Times. Archived from the original on 25 April 2018.

5. ^ Kabir, Humayun; Maple, Myfanwy; Islam, Md Shahidul; Usher, Kim (July 2019). "The Current Health and Wellbeing of the Survivors of the Rana Plaza Building Collapse in Bangladesh: A Qualitative Study". International Journal of Environmental Research and Public Health. 16 (13): 2342. doi:10.3390/ijerph16132342. ISSN 1661-7827. PMC . PMID 31269746.

6. ^ The Guardian, Jason Burk, Rana Plaza: one year on from the Bangladesh factory disaster, 19 April 2014.; Henrik Maihack: Rana Plaza: the bottom-up route to workers'safety, 5 November 2014; Everyone's talking about inequality - Let's talk about the system causing it. Lessons from Bangladesh. 6 January 2014.

7. ^ Richard D. Wolff (16 May 2013). Economic Development and Rana Plaza. Monthly Review. Retrieved 19 January 2015.

8. ^ BSCI Press release for the Anniversary of the Spectrum tragedy, 10 April 2006.

9. ^ Maik Pflaum (March 2013). "TUV Rheinland versucht, CIR mundtot zu machen". Presente (in German). Christliche Romero Initiative. pp. 30-31.

10. ^ ARD Monitor: Tuv geprüftes Leid - Wie deutsche Firmen sich in Bangladesh reinwaschen", 6 June 2013.

11. Adil Sakhawat (30 August 2013). ^ Mourners, rights activists throng Savar Archived 20 January 2015 at the Wayback Machine. Dhaka Tribune. Retrieved 19 January 2015.

12. ^ Police Fire Rubber Bullets At Bangladesh Factory Protesters Demanding Higher Wages Archived 25 September 2013 at the Wayback Machine The Huffington Post, 22 September 2013. Retrieved 22 September 2013.

13. ^ Mason, Rowena (1 May 2013). "Nick Clegg: I shop in Primark without a 'moral calculator'". The Telegraph. London.

14. ^ Oxfam reaction to the Savar building collapse in Dhaka, Bangladesh.

15. ^ "Benetton denies to have any involvement with Bangladesh factory in their Tweet".

16. ^ It Has Saved Our Lives Archived 11 May 2015 at the Wayback Machine. Institute for Global Labour and Human Rights, 17 September 2013. Retrieved 16 March 2014.

17. ^ Labowitz, Sarah; Baumann-Pauly, Dorothée (16 April 2014). Business as Usual Is Not an Option: Supply Chains & Sourcing after Rana Plaza (PDF). NYU Stern Center for Business and Human Rights (Report). New York City. p. 64.

18. Greenhouse, Steven (5 December 2012). ^ Documents Indicate Walmart Blocked Safety Push in Bangladesh. The New York Times. Retrieved 9 May 2013.

19. Dhaka factory collapse: No compensation without DNA identificationBy Jane Deith, BBC News, Dhaka, 16 September 2013, https://www.bbc.co.uk/news/magazine-24080579

20. ^ "Rana Plaza collapse: Sohel Rana jailed for corruption". BBC News. 29 August 2017.

21. ^ Andreas Wieland; Robert B. Handfield (2013). "The Socially Responsible Supply Chain: An Imperative for Global Corporations". Supply Chain Management Review. 17 (5).

22. ^ "Rana Plaza factory disaster anniversary marked by protests". The Guardian. Agence France-Presse. 24 April 2014. ISSN 0261-3077.

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The 2013 Dhaka garment factory collapse (also referred to as the 2013 Savar building collapse or the Rana Plaza collapse) was a structural failure that occurred on 24 April 2013 in the Savar Upazila of Dhaka District, Bangladesh, where an eight-story commercial building called Rana Plaza collapsed.

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Learning Outcomes
1.9 and 1.10

Learning intentions
I will learn the impact individual choice has on others both locally and globally
I will reflect on the personal choices I make
I will learn the impact technology is having on consumer choice

Stimulus:
https://www.youtube.com/watch?v=Q6ttXFcFO0Q
Decision Tree template used with students to give visual representation of the impact of consumer choice

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Why are clothing brands shifting production to Bangladesh?

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Learning Outcomes
* 2.4 2.5
Learning Intentions:
* I will about the different rights of an Employee.
*I will define the term "Right".
* I will learn to understand Employee rights from different perspectives.
How Might you use this stimulus material in class?
* The Video clip presents a brief outline of the rights of the workers. Although the video is short and brief it allows for an introduction into the topic before going deeper into the topic. Further analysis could involve an article surrounding the topic at hand, Eg Newspaper article surrounding the rights of workers.

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Worker Rights are Human Rights - Solidarity Center

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Learning outcomes
1.1 and 2.5
Learning Intentions
1. How my needs and wants impact on others
2.How my choices impact the environment
3. Thinking before buying
Learning Experience
What is fast fashion
Where  our clothes come from
What happens when we are finished with them.
Video https://www.youtube.com/watch?v=GprVaAVPEI8
Followed by work sheet and discussion

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RTE TV's Nationwide to visit SOLAS Eco Garden Shop on Saturday 24 July

'Build it and they will come !' or so they say, and this is very much proving to be the case with the SOLAS Eco Garden shop in Portarlington with the news that 'Nationwide' are to visit during this Saturday (24 July 10am-2pm) Farmers market . John Carey (co-owner of SOLAS) explains "there is a huge air of excitement about the visit on Nationwide. The redevelopment of the old Butler's engineering to a bustling hive of commerce, leisure and environmental awareness is a story that is clearly resonating with people. Our objective from day one of this project was to create something that will be a destination location which can compete on a national stage."
Carey continued "the decision of one of RTE TV top rated programmes to visit us is a huge morale boost for everyone involved - owners, our staff, our farmer market stall holders and the town"

Farmer's Market

David Maher who is John's business partner explained "In particular we are delighted that the program is being filmed on a Saturday to coincide with our farmers market. This element of our garden centre has proven to be an enormous success with crowds of between 700 to 1,200 coming along each Saturday morning. Such has been the demand from customers and stall holders that we have had to expand the numbers of custom built stalls from our original planned 8 stalls to 14 and now to 21 stalls This weekend with see the arrival of a Mexican food stall (Republic of Grill), Irish Gelato ice cream (The Rusty Copper) and 'Healthy Hub' vegetable muffins ! along with a range of new craft people including a local artist, needle work experts, soap and candle specialists.

Maher continued "so far we have offered stalls to the exhibitors for free as we are keen to support local small producers and encourage entrepreneurship. We are currently 100% booked out with a waiting list of over 20 exhibitors hoping to join the market. Our plan is to have regulars such as our cheese, vegetable, fish each week along with a rotation of new and interesting stall holders to keep the market fresh and vibrant. We hope that the coverage will give not just a huge boost to our business but to our local farmers' market stall holders"
Overview video of SOLAS and its farmer's market
Training Courses / Food & wine
Other events happening on the day include a Rustic Hanging Basket Workshop at 12 noon (book on https://www.ecogardenshop.ie/events-training). Also a range of wines are now also available to accompany the pizza and sandwiches on offer in the 'Chill Food Court'
Maher concluded "Also the weather forecast for the weekend is a far more manageable 20 degrees, so we are hoping for good numbers to make the day a huge success"

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rte's nationwide to visit solas eco garden shop on saturday 24 july

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RTE TV's Nationwide to visit SOLAS Eco Garden Shop on Saturday 24 July - SOLAS - Eco Garden Shop

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RTE TV's Nationwide to visit SOLAS Eco Garden Shop on Saturday 24 July 'Build it and they will come !' or so they say, and this is very much proving to be the case with the SOLAS Eco Garden shop in Portarlington with the news that 'Nationwide' are to visit during this Saturday (24 July 10am-2pm) Farmers market .

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Learning Outcomes: 2.4

Learning Intentions:
I will learn about the rights I have as a worker.
I will learn that employers  are responsible for my health and safety at work.
I will understand my own role in creating a sustainable workplace.

Stimulus:
The Asia Pacific area and the need for sustainable work. To understand the benefit of sustainable employment.

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Green jobs, the key to sustainable development

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Learning Outcomes
2.4  Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective
2.5  Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

Learning Intentions
1. I will learn about the rights and responsibilities of employers and employees
2. I will consider the importance of safe working environments and fair pay for all workers
3. I will learn about the positive and negative impacts businesses have on workers rights

Stimulus Material:
This is an interactive website which allows students to select from a range of popular and household brands and explore how they score against a set of criteria for worker's rights. They could then complete a group case study on a chosen brand and the steps companies take to improve the rights and working conditions of workers

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For millions of people, working in agriculture means poverty, child labor, dangerous conditions and the constant uncertainty that comes with casual work. So the Behind the Brands Scorecard examines what companies say they are doing to ensure the rights of farm workers, including by tackling low pay,…

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Workers

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learning Outcomes
3.6 and 3.9 and 2.8

Learning intentons
# I will learn about the importance of choosing the correct packaging for my product.

# I will examine how sustainable the  packaging is?

#I will learn about the impact the choice has on the environment.

#I will identify how it will impact on Business (costs etc) and CSR aspect for the business.
Stimulus material
Shows the recycling laws and waste

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Maine recycling law targets packaging waste

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ABC News' Devin Dwyer reports on a number of states' new solutions to recycling waste.

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Learning Outcomes:
1.1, 1.9, 3.1, 2.4

Learning Intentions
- Learning about consumer responsibilities when buying food
- Reflect on sustainable choices being made
- Impact of wasted food products on the community

How to use in classroom:
- Discuss in groups, to establish prior knowledge of food waste in the household
- Explore average costs of food waste in Ireland via the article
- In groups, come up with some possible solutions to this problem

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The average Irish household is losing up to €700 a year throwing out food that could be eaten, research has found.

A survey by the Environmental Protection Agency (EPA) showed that 68% of people still look to use-by dates on food to gauge whether it is usable or whether they should bin it.

Bread is one of the main foods that people throw away, the research showed.

The EPA said freezing food is an "easy way" to stop wasting food, which currently costs up to €700 per year.

Consumers should view freezing food as akin to pausing a television or DVD, the EPA said.

"If you don't get to eat it, freezing food is an action we can start straight away. Over half of people do not realise that you can freeze food right up to its use-by date, but many of us can reduce our food waste through freezing.

"It is a great way to make food last longer - it acts just like a pause button, allowing food to be eaten at another time," environmental scientist at the EPA, Odile Le Bolloch, said.

Bread is one of the most wasted foods in Ireland, and when it comes to freezing it is the most versatile, the agency said.

It said the whole loaf can be frozen when bought, or just the last few slices at the end of the bag.

The EPA compiles national data on waste generation and treatment in Ireland through direct surveys of industry and waste facilities.

Current estimates indicate that Ireland generated approximately 1.05m tonnes of food waste in 2018, it said.

About half of this came from the processing and manufacturing sector, with the remainder arising from households at around 252,500 tonnes per year, and the commercial sector including restaurants and food service, and retail and distribution, at around 203,300 tonnes per year.

Organic waste collected in the brown bin accounted for 9% of all household waste managed in 2018, or 137,032 tonnes, the same proportion as in 2017.

When properly segregated, this organic waste gets composted or anaerobically digested to make biogas. However, only 43% of Irish households have access to a brown bin.

EPA studies have shown that more than 60 of household organic waste continues to be placed in the residual or recycling bins.

The agency has launched a new campaign to encourage people to take what it calls "simple action to reduce food waste".

Mary Frances Rochford of the Office of Environmental Sustainability said: "We are calling on everyone to support and share our Eat It or Freeze It campaign on social media, and take a simple action to stop food waste. Cutting food waste reduces greenhouse gas emissions and provides real savings for householders."

The Stop Food Waste website at https://stopfoodwaste.ie aims to educate on freezing foods, food date marking, and resources to help reduce food waste in the home.

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Food waste costs Irish households €700 per year

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The average Irish household is losing up to €700 a year throwing out food that could be eaten, research has found. A survey by the Environmental Protection Agency (EPA) showed that 68% of people still look to use-by dates on food to gauge whether it is usable or whether they should bin it.

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https://youtu.be/1kUE0BZtTRc

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Renewable Energy 101 | National Geographic

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Learn about rights and responsibilities I have as a worker.  Walking debate.
Learn about H&S in workplace. Watch H&S video. Refer to HSA. Worksheet identifying hazards in workplace.

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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

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On order: The new DART+ Fleet, Ireland's largest and most sustainable public transport fleet ever

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Learning Outcomes

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

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

We will examine the need for Private Health Insurance and too see if it helps or hinders the role of the public health system.

How to use in Classrooms

1. Group work - research and discuss health insurance and how it works.

2. Research - use the internet to research different types/options available to consumers.

Presentation/Group debate in favor of and against.

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Flooding along the River Shannon 2015- 2016

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Flooding along the River Shannon 2015- 2016

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Call for action over Shannon flooding - YouTube

Learning Outcomes
3.2 and 3.4

Learning Intentions
1. I will learn how the government and society are going to tackle more frequent storms and weather events through putting systems in place e.g. flood defences. Will it be a public or private scheme?
2. I will learn is the scheme going to be funded by the tax payer and what will the cost be? Who bares that cost? Is it fair?
3. I will learn government short and long term responses to combatting flooding and climate change.

What material can I use?
RTE news articles, Youtube, cross circular with Geography link with the Geography Department.

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Learning outcomes: 2.4 and 1.2

Learning intentions:
1. Students will be able to understand their rights and responsibilities from various perspectives
2. Students will be able to understand various types of income they are entitled to receive

material resource:  video

Material - how it can be used:
Pair activity between students to gain information on what they think their rights might be in workplace
Show video clip and attach questions to get a discussion started before introducing material to students

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Know Your Rights: Rights and Protections for Temporary Workers

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Learning Outcomes: 1.9
Learning intentions:
-Examine the impact of consumer behaviour on others – locally, nationally and globally

-Explore the ways in which consumer choices can influence the provision of goods and services, and how consumer power can change the lives of other people

How this might be used in class:
Show the students the video and give them a case study to work on as a group.
Get them to do their own research on fair trade products and present to the class.
Have a discussion on findings/help them draw conclusions.

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Learning Outcomes

2.5 and 2.7

Learning Intentions

I will understand the impact organisations have on their workers

I will understand the impact organisations have on the environment through the production of goods

I will understand how an entrepreneur conducts field research

Learner experience

Watch 2-minute clips of the video. Use questions, created in a question quadrant, to help students explore the content. They should do so in pairs.

Explanation of resource

This video provides an excellent 10-minute introduction to Veja. It is narrated by the founder.

The video explains why they setup Veja, the missions statement of the organisation - to make high quality, sustainable shoes, while paying workers a fair wage. To do this in a financially sustainable way, they decided not to spend any money on advertising.

The video shows how they conducted field research to find sustainable suppliers

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Learning Outcomes
- 2.4 and 2.5

Learning Intentions
- I will learn about the rights of employees in Ireland
- I will be able to list and briefly explain the laws that protect employees

Stimulus material
- www.citizensinformation.ie
- Placemat activity

How might you use this stimulus material?
- Students to research employee rights on citizensinformation.ie and work in groups to complete their placemat activity

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Affects that transport is causing to our environment

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Affects that transport is causing to our environment

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Learning outcomes
3.1
3.2
3.4

Learning Intentions
1) I will understand the affect of transport has on our environment.
2) I will try to use my knowledge to help society understand the damage transport has.
3) I will come up with ways to reduce transport in my own local town/city and come up with new more economically friendly transport methods.

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How transport impacts the environment - Tourism Teacher

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Transport effects the environment in many ways. This post summarises some of the main concerns for the transportation industry.

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Learning Outcomes
2.1
2.2
2.5
Learning Intention
Student will know :

What  a Social enterprise is

Appreciate the role played by the Social Enterprise in society

Recognise the contribution Foodcloud make to sustainability.

Stimulus Material
Video explaining what foodcloud do
Discussion on how they help Businesses, People in need, how they support Sustainability
How to use
Students could prepare a project on Foodcloud and present it to the class.
Could be a CBA 2 topic

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What is FoodCloud? Meet founders Iseult and Aoibheann

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Learning Outcomes
1.10 and 3.6
Learning Intentions
1.I will learn about globalisation
2. I will learn about the impact my choices have on the environment
3. I will Understand  how economic growth can impact positively and negatively on society and the environment.
4. I will be able to understand and  justify the promotion of sustainable development

Stimulus Used
https://youtu.be/xmmfWcR65kI

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Learning Outcome:

2.4

Learning Intentions:

I will learn about workers rights.

I will learn about the role of trade unions and why employees might join a trade union.

I will learn about the laws that protect employees.

Stimulus used:

YouTube clips on the history of workers rights and the workers rights revolution/industrial revolution. https://www.youtube.com/watch?v=lQ_JwQfbVNg and https://www.youtube.com/watch?v=2gZaCpQcQPg

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The History of Workers' Rights | City Rising | Season 2 | Episode 1

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Learning Outcomes:
2.4 and 2.5

Learning intentions:
1 I will learn that workers have equal right and you can not discrimination on the grounds of age.
2 Learn about the work of the WRC
3 Learn about the Labour Court

Stimulus Material
An Post age discrimination case

How to use the stimulus material
Produce a worksheet on key terms and ask questions about the article.
Discussion on the article and about the institutions that help workers with their rights.
Ask students to research further information on WRC and Labour Court

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Gordon Deegan

An Post is to pay €18,000 compensation to a 68-year-old former post woman after withdrawing its appeal to the Labour Court against a ruling by the Workplace Relations Commission (WRC).

The WRC ruled in favour of the woman concluding that she had been discriminated against by An Post on the grounds of age when it terminated her employment in 2018.

The woman worked as a Postal Operative sorting and delivering post for 21 years.

On reaching retirement age of 66 in April 2018, at her request, the woman was granted a one-year contract extension on a month-by-month basis.

The woman stated that there was no issue about her work, and she was very efficient and capable.

She stated that An Post was a great place to work.

However, at the end of August 2018, An Post told the woman was that her contract was to be terminated with one month's notice.

Welcome decision

In response to An Post's decision to withdraw its appeal, the woman said today: "To receive the justice that is deserved is a great feeling, but it has been a long and arduous path to get here."

She said: "I loved my job and the people I worked with. However, I consistently deemed the treatment I received from An Post regarding my retirement to be unjust and discriminatory based on my age.

"I sincerely hope after this lengthy battle that An Post will ensure no staff member will have to endure this prejudice and that they will be provided with the opportunity to retire with dignity and pride."

At the WRC, An Post denied discrimination against the post-woman on the grounds of age.

The woman was represented by the Irish Human Rights and Equality Commission (IHREC) in the Labour Court and its Chief Commissioner, Sinéad Gibney, welcomed the ruling.

"Our published guidelines clarify practical issues that arise from granting fixed-term contracts to employees who are over the compulsory retirement age, and explain how these issues may be addressed by both employers and employee," she said.

In its submission to the Labour Court, the IHREC argued that although furnishing a fixed term contract to an employee who has reached the mandatory retirement age is permitted under the Employment Equality Acts, if objectively justified, the EEA does not permit differences in treatment on the grounds of age in the terms of the fixed term contract.

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An Post to pay former postwoman €18,000 in age discrimination case

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Gordon Deegan An Post is to pay €18,000 compensation to a 68-year-old former post woman after withdrawing its appeal to the Labour Court against a ruling by the Workplace Relations Commission (WRC). The WRC ruled in favour of the woman concluding that she had been discriminated against by An Post on the grounds of age when it terminated her employment in 2018.

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Learning Outcomes:
3.10 and 2.4

Learning Intentions:

I will learn about the rights and responsibilities of employers and employees from a legal, social, environmental perspective.

I will learn about real life examples in relation to economic issues that workers may face.

I will reflect on the impact of my choices in relation to what I buy.

How might you use this stimulus material in class?

The video provides an introduction into some of the working conditions that many people face. It shows the problems associated with these factories and how workers are unfairly treated, i.e; low pay.

It opens the class to discussion as it mentions brands that students could relate to, i.e; Boohoo. Students are aware of where some of the clothes they buy come from so it might get them to rethink some of their choices.

Students can also research other areas where these factories are and what brands or products are being made.

It can help to discuss the rights and responsibilities that workers should have.

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'Conspiracy of silence' around slave-like conditions in Leicester

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Learning Outcomes:
1.9 2.4

Learning Intentions:
1. I will be able to debate the ethical issues that arise from the consumption of goods and services.
2. I will learn about the rights and responsibilities of workers in Ireland
3. I will be able to explain the laws that protect employees.

Stimulus Material:
https://youtu.be/D4t-TAeoaV8

How might you use this stimulus material?
Question quadrant
Class discussion

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'Conspiracy of silence' around slave-like conditions in Leicester

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Learning Outcomes
2.4 and 2.5
Learning Intentions
2.4  I am learning about the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective.
2.5 I am learning to examine the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective.
Stimulus Used
Video
Class Discussion on the video
Worksheet T/F in relation to the video Outline how you might use the above stimulus material in your class

As a visual and audio aid students would watch the video.

Subsequently, they could watch it again and jot down three points of interest.

Class discussion - determine whether employees or employers had most rights or responsibilities.

Work sheet - Determine if the statements related to the video are T/F

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COCo - Centre for Community Organizations

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Employee-Employer Rights & Responsibilities (1 of 3)

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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 Outcomes:
1. I will learn about sustainable consumer choices.
2. I will learn about how consumer choices impact on employee rights.

Divide the class into groups and each group produces a power point presentation on each of the different types of banana production, fair trade, organic and large scale plantations.
Each group presents their findings to the class to create a discussion.

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Learning Outcomes
2.5 & 3.6

Learning Intentions
I will examine how sustainable plastic packaging is.

I will learn about the uses of single use plastics vs its long term uses and the benefits & challenges attached.

I will identify how consumer choices will impact the environment.

I will identify how business choices on packaging etc can impact the business and the environment on a local level and an international level.

I will investigate how other countries use initiatives to reduce waste and identify if we could implement similar ideas in Ireland.

Stimulus material
Newspaper articles on the reduction of waste.

Laws and regulations from the government on how businesses should be dealing with waste

EPA regulations and initiatives for recycling and avoidance of single use plastics

Students own research on environmentally friendly businesses and report.

How to use the stimulus:
Using articles to create worksheets on information and awareness.

Use the information to form walking debates, initiatives they would like to see.

The report and presentation on companies use the regulations and initiatives from  the EPA or other similar websites.

The video and a worksheet/quadrant/idea builder highlights all the information learned and shows the level of plastics used even with all the initiatives we have in place and CSR but how instead of getting rid of all plastics we could try and use them in another positive way.

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Young Inventor Makes Bricks From Plastic Trash | World Wide Waste

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Learning Outcomes:
2.4 and 1.11
Learning intentions:
1. I will learn about my rights as an employee.
2. I will learn about my responsibilities as an employee and reflect upon my performance relating to aspects of my own life.
3. I will learn how to compute my weekly/ fortnightly/ monthly wage and understand the various taxes relating to my wage slip.
Stimulus Used:
Imagery- picture shows an example of a child working in poor conditions. To generate conversation/ opinion around right's of employee's I would show the image and get the student's to discuss what they see. I be hoping this will form the basis of a concept attainment exercise and unlock prior knowledge.

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Learning Outcomes
1.1 and 2.2,3.1 and 3.2
Learning Intentions
1) I will learn the difference between needs and wants in relation to food consumption.

2) I will learn how enterpreneurs and society can work together to combat the impact of food waste.

3) I will learn about the impact food waste has on the environment and society.

4) I will learn how entrepreneurs can use their skills in a broader context.

Stimulus Material
Food Waste is the Worlds Dumbest Problem
I will ask the students to note 3 facts which they weren't aware of and which stood out to them.

We will note these on the white board.

I will then ask them in pairs to discuss them in the context of WHAT the problem is, WHY it exists , WHO is responsible/ WHO can fix it and HOW? using a tablemat style resource.

They will present feedback to class.
Following on..........
I will get them to identify the skills and characteristics of entrepreneurs including ethics and social entrepreneurship, which can be used in finding solutions .

Finally , I will ask them to identify what part they can play now and also to be innovative and design an idea for a possible solution either. (realistic or otherwise)

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Food waste is the world's dumbest problem

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Learning outcomes
1.7 2.3 2.4 2.5 3.5
Learning Intentions:

I will examine the rights and responsibilities of employees and employers

I will be able to define industrial relations

I will be able to list the different types of industrial action

I will list and briefly explain the laws that protect employees

I will investigate why employees might join a trade union

How might you use this stimulus material in class?

The video provides the benefits of treating employees as part of a team with excellent working conditions.

Students can have discussions on responsibilities and rights of both employees and employers

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Sorry, this video is no longer available.

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Learning outcomes
2.4 and 2.5

Learning Intentions
1. I will learn about the rights and responsibilities of employers and employees
2. I will recognise the importance of fair trade.
Stimulus material:
Articles on Fairtrade and discussion

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Learning Outcomes:

1.9, 1.10

Learning Intentions:

I will learn about constant advertising on social media

I will learn about the impact of my decisions on the environment and workers rights

How might you use this stimulus in class?

The website provides a good introduction to sports-people that students would be familiar with

It shows how much each athlete earns per instagram post

It shows that athletes are getting paid to wear and advertise these products to young people.

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The latest list of top-earning athletes on Instagram includes some usual names in the top 10 and some new entrants in the top 20. The likes of Faf Du Plessis, Lindsey Vonn, and Shaun White have all entered the list. We take a look at the top 10 athletes and top three female athletes who earn the most from Instagram posts.

1)Cristiano Ronaldo

The football superstar is one of the most-followed people in the world. His 295 million-odd followers are also the reason why he earns a whopping 1.5 million dollars per post on Instagram.

2)Lionel Messi

Continuing the never-ending debate with Ronaldo's rival is Lionel Messi. His following stands at 215 million. This puts him way above the rest of the pack in terms of popularity and his earnings amount to approximately 1.1 million dollars per post.

3)Neymar

Puma signed a football heavyweight who has heavily endorsed their brand. Neymar has a total of 151 million followers and his earnings per post amount to 800,000 dollars.

King Kohli has consistently maintained his place amongst the most followed sports celebrities around the world. His 125 million followers put him 4 th on the list with a total of 686,000 dollars earned per Instagram post.

5)LeBron James

The face of the NBA and the basketball world has a whopping 474,000 dollars from his posts that reach out to his 87 million followers.

6)David Beckham

The football fashionista who also own Inter Miami, David Beckham earns around 360,000 dollars per Instagram post and commands a total of 66 million followers.

7)Ronaldinho

The party animal and former Barcelona Starman is enjoying his post-retirement life to the fullest. He has a total of 55 million followers and racks up around 300,000 thousand dollars per post.

Known for his catchy one-liners and extreme sarcasm, it is no wonder that Zlatan has 47 million followers on his Instagram page. His earning per post amount to 259,000 dollars.

9) Gareth Bale

One of his iconic Instagram photos was of him with a backdrop of a sports car and a private jet. Gareth Bale has amassed a total of 43 million followers and earns 238,000 dollars per post.

10) Mohammed Salah

King Moh has seen a surge in his followers since he joined Liverpool. He entered the top ten most sporting celebrities on Instagram and currently has 42 million followers. He earns around 231,000 dollars per post.
Top three female athletes
1)Ronda Rousey

UFC female kingpin has 13 million followers and is the most followed female sportsperson in the world. She owns 73,000 dollars per post.

Multiple-time grand slam winner can be seen soaking up the sun with her posts from her photoshoots or on the tennis court. She earns around d71,000 dollars from her posts and is followed by 13 million people.

3)Simon Biles

The Gymnastic World Champion and Olympic Gold Medallist earns around 22,000 dollars from her posts that reach out to her 4 million followers.

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How much does your favourite sportsperson earn from a post on Instagram?

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The latest list of top-earning athletes on Instagram includes some usual names in the top 10 and some new entrants in the top 20. The likes of Faf Du Plessis, Lindsey Vonn, and Shaun White have all entered the list.

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Learning Outcomes:
2.4
1. I will learn about the rights of employees from a legal, social, environmental and ethical perspective.

Stimulus used:

1. Placemat Activity to investigate workers rights.

2. In groups students role play workers rights being infringed.

3. Students watching must ascertain rights infringed and link to the employment laws.

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Learning outcome 2.4

Learning Intentions:
I will learn about worker/employee rights in the workplace.
I will consider the importance of safe working conditions and fair pay for all employees.
I will understand my own role in creating a safe and sustainable environment.
i willunderd identify

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Learning Outcomes
3.6 & 3.7

Learning Intentions
1. I will identify the different types of packaging which accompany the products we purchase.
2. I examine if packaging is required for every product we buy e.g. vegetables & fruit.
3. I will examine how sustainable packaging is.
4. I will evaluate the environmental cost of increased shopping online and the increase use of packaging.
5. I will research how other countries are planning to reduce their reliance on plastic packaging.

Stimulus Materials

Newspaper Articles

EPA regulations around packaging

Youtube clip

How to use the material

Youtube clip to generate discussion and get students to think about excess packaging.

Diamond 9 Activity

Walking Debate

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Amazon uses WAY too much packaging material.

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Learning Outcomes
2.1
2.2
2.5

Learning Intentions
Students will learn:

What a Financial enterprise is

Learn the skills and characteristics of entrepreneurs

Appreciate the role played by the Financial Enterprise in society

Recognise the contribution KERRY's plan will make to sustainability.

Stimulus Material
Video explaining what KERRY plan to do re sustainable food production.
Discussion on how they help consumers, national economy, international trade and how they support Sustainability.
How to use
Students could prepare a project on KERRY and present it to the class.
Could be a CBA 2 topic

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Learning Outcomes: 1.7/2.5/3.6
Learning Intentions:
1. What are my responsibilities as a consumer?
2. Define the role enterprise plays on our community and environment.
3. Examine the economic growth on society/importance of promoting sustainable development.

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Sustainable packaging is key for consumers, report finds

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