# data[].attributes.body
Learning Intention: Students will: __________________________________
__________________________________
__________________________________
__________________________________

Outline of your Learning Experience
___________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________

Link to resources:
www.________________
www.________________

File uploaded:__________________

# data[].attributes.body
prepare
analyse
determine
recommend
present
analyse

# data[].attributes.attachment_link.title
MABS - Money Advice and Budgeting Service

# data[].attributes.attachment_link.description
Secondary debts are debts where the creditor does not have extra powers, for example they can't take your home. The consequences of not paying these debts are less serious but don't ignore these debts - you can still be taken to court if you don't keep up the agreed payments.

# data[].attributes.body
Action Verb: Present
Learning intentions: Student will present the analysis of the budget in tables and graphs. They will also present solutions to problems identified in the budget.
Outline: Students will be asked to work in groups of 4 to analyse a particular household budget and present their findings from that. They will use graphs and tables constructed in excel and powerpoint. They will present their analysis and solutions to any problems encountered to the class through powerpoint.

# data[].attributes.headline
Employee and Employer Rights and Responsibilities

# data[].attributes.subject
Employee and Employer Rights and Responsibilities

# data[].attributes.body
Action Verb: Distinguish
Learning Intentions: Students will be able to distinguish between the rights and responsibilities of both employees and employers
Outline: Working in pairs, students will use a matching exercise to distinguish between the rights and responsibilities. The rights and responsibilities will be cut up and each pair will have to place the correct term on a table divided into employee and employer rights and responsibilities

# data[].attributes.body
Action Verb: Calculate
Learning Intention: (1.4) Students will be able to recognise the different types of taxes paid by individuals/businesses. Students will be able to calculate these taxes and appreciate the impact of paying taxes.
Outline of your Learning Experience: Students will have prior knowledge of the types of taxes paid by individuals/ businesses, in pairs they will work together and calculate taxes for both individuals/ business and discuss the impact. Feedback to class.

# data[].attributes.body
Learning intention: That the students will be able to collect, examine and make judgements on the rights of workers.
Outline of your learning: After discussing in class the rights of workers and watching relevant videos, students would be able to debate the rights of workers with reference to child labour etc

# data[].attributes.body
Action Verb:   Investigate

Learning intentions: 2.5 Students will Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

Outline: Students will be required to identify businesses the community and investigate how they have been impacted by Covid 19. Students will then be asked to engage in some research to investigate how the Government helped business organisations to retain employees and survive the pandemic. (using ICT in the classroom) They would then be asked to consider why the Government would do this and list a number of points under social, economic and environmental categories. To conclude we can summarise the positive and negative impacts of organisations in our local communities.

# data[].attributes.body
Compare & contrast sources of income & expenditure (making decisions based upon resources available to you at the time).. opportunity cost.
What best to do with the credit closing balance of a household at the end of a week/month....ie save or spend on discretionary expenses! When essential to use another source of finance (ie a overdraft or medium term loan.... compare which option would you pay more for ..interest rate (simple V's compound interest).

# data[].attributes.body
Intention- Managing household income and expenditure & be able to make decisions to best manage my resources.

Having covered the content in class in previous classes, students are asked to work as a group.
Each group is a different category eg family, governement, student, retired person etc.  They are asked to consider the various demands on each categories income and how best that group can make the most efficient use of the limited income it has.  To show knowledge, each group will design a poster - an a3 sheet which will advise/give tips on how to best manage their money for their chosen group.  The poster will be presented to the class, with one person taking questions, one asking questions ( in order to keep all groups on task) and one outlining the key details of the poster.  I will give each group 'key words' they must incorporate to the activity.  Time- 2- 3 class periods.
Reflection - students will reflect individually on what they learned- skills eg communiction, working with others etc

# data[].attributes.body
Learning Intention: Student will:

Complete gross and net pay section on a wage slip.

Complete tax deduction on the wage slip.

Outline: Students will be asked to complete a wage individually and

asked to explain the elements of the wage slip.

Students will calculate the gross pay and net pay of each employee's wage slip.

# data[].attributes.body
Action Verb: Debate
Learning Intentions: Students will: Debate (argue about a subject, especially in a formal manner)how economic growth can impact positively & negatively on society & the environment & justify the promotion of sustainable development.
Outline:
Students will have some classes highlighting both the positives & negatives of development with the economy, in groups the students will research their given side ( Teacher can assign this)- either positive or negative. Points on how to formally debate their views will be given to students & after their research the groups will formally debate their views on the topic in front of the class

# data[].attributes.body
Action Verb: Identify

Learning Intention: Students will:
Be able to identify sources of income for a household

Outline of your learning experiences:
In groups of three, students will compete to name as many possible sources of income for a household within 3 minutes. Students will be encouraged to consider a wide array of possibilities.

Each group will nominate a person to share their ideas to the class.

# data[].attributes.body
Action Verb: Monitor
Learning Intention: (3.4) Students will "monitor the different types of government revenue and government expenditure".
Outline of your learning experience: This can be done as a group activity, where each student is given a role prior to the 2022 National Budget, and must observe and review the different changes in government revenue and expenditure, and relate these changes in the context of the Covid-19 pandemic. Class discussion to follow.

# data[].attributes.body
Verb: Evaluate
Learning Intentions: students will be able to evaluate the risks associated with each option and making informed and responsible judgements
Outline: Dealing with Opportunity Cost- students given a budget figure eg €200, family want two items - use MABs cards eg nite away or clothes shop, working in teams of 4, half explore one option, half the other. They gather their arguments and present to group after 5 mins. Whole group comes up with a final judgements based on the arguments presented. Report back to teacher

# data[].attributes.body
Students will be able to obtain a numerical answer by calculating a simple cash account.
Using prior knowledge of income and expenditure students will enter income on the debit side and expenditure on the credit side. It will be demonstrated to them how to calculate and balance the account. From this they will learn if they have money left over or if they have overspent.

# data[].attributes.body
Learning Intentions: Students will:
Identify the different types of fixed, irregular and discretionary expenditure.
Identify different examples of expenditure
Identify the different types of income a household may receive.
Outline of your learning experiences
Students will complete a TPS activity where they will identify the different types of income and expenditure, roles will be given to students such as timekeeper, facilitator and so on. During this exercise students will be able to identify there own personal sources of income and examples of expenditure such as pocket money, birthday money lunch, clothes etc.

# data[].attributes.body
Action Verb: Investigate
Lerning Intentions: 2.7 Conduct market research in order to investigate an entrepreneurial opportunity and analyse, interpret and communicate the research findings using relevant terminology and representations.
Students will be asked to work in groups of 4 and choose various local businesses or voluntary organisations in their local town.
They will then be asked to perform a SWOT analysis of each and present their findings to the class.

# data[].attributes.headline
Making the most of my financial resources - money

# data[].attributes.subject
Making the most of my financial resources - money

# data[].attributes.body
Action verb: Discuss and Debate
LO 1.1 Students will be able to identify the five resources available to them using a simple infographic.  In discussion, students will identify in their own lives occasions when needs and wants came to the fore e.g. filling the shopping basket - priorities.
The concepts of financial and opportunity cost emerge.

# data[].attributes.headline
1.2 Identify sources of Income and expenditure 

# data[].attributes.subject
1.2 Identify sources of Income and expenditure 

# data[].attributes.body
Action Verb: Identify
Learning Intention: students will be able to distinguish between income and expenditure items.
Outline: put students in pairs with different post -its, they will have to identify the income post- its and expenditure post -its. Then they will stick them on a poster under the correct headings.

# data[].attributes.body
Needs and Wants 1.1
Action Verb Identify
Students will be asked to identify their own needs and wants from this list they will then explain the impact each of these needs/wants have on
family
parents
peers
environment
school community
their locality

# data[].attributes.headline
Skills and characteristics of being enterprising

# data[].attributes.subject
Skills and characteristics of being enterprising

# data[].attributes.body
Action verb: Describe
Learning intention: Student will be able to describe the skills and characteristics of being enterprising
Outline: Students will work in pairs to come up with words/explanations they associate with being enterprising, sorting them into skills and characteristics after discussing what is the difference between the two.

# data[].attributes.headline
Positive and Negative effects of enterprise on the community

# data[].attributes.subject
Positive and Negative effects of enterprise on the community

# data[].attributes.body
Action Verb: Identify
LI's: Students will be able to identify and appreciate the positive and negative implications of enterprise to the environment and local community.
Learning experiences: Students have prior knowledge of negative impacts of enterprise (climate change/child labour), cross curricular links (Geography) Think pair share exercise sharing ideas of both positive and negative effects. Students will also engage in research to investigate CSR by global businesses.

# data[].attributes.body
Differentiate between employment, work and volunteerism, identifying and describing features, benefits, rewards and careers within each.
Action verbs: Differentiate, identify and describe

Class outline: Students will be given scenario questions on each and must decide if its work, employment or volunteerism. The students will then have to give reasoning for their choices by identifying the different features, benefits or rewards within each scenario question.

# data[].attributes.body
LO: Interpret a wage slip and calculate personal tax liability arising from employment.
Outline: Students will take an example of a wage slip and will explain the content of the wage slip, for example basic pay, gross pay, abbreviations like PRSI/PAYE. Students will then calculate the net pay taking into consideration all deductions.

# data[].attributes.body
Learning Objective: 2.2 Describe the skills and characteristics of being enterprising

'Describe' is to develop a detailed picture or image of, for example, a structure or a process, using words or diagrams where appropriate ; produce a plan, simulation or model

Students could individually pick an interview from an entrepreneur (their own choice e.g. Kylie Jenner or Conor McGregor. They do their own research. They could read the interview highlighting any  characteristics or skills mentioned. We then put on the board/shared document a table and get each student to input the name , business and characteristics and skills for their chosen entrepreneur. They could then be asked to spot if there are any characteristics appearing more frequently. They could represent this on a bar chart, pie chart etc  They should be able to see that no matter the field, or the individual that even though no individual or business the same that some common characteristics emerge

# data[].attributes.body
Action Verb: Suggest
Learning Intention:  Students will suggest personal taxes a household may pay based on information given to them.
Outline:  Students will work in pairs and be given a case study on a household that will include a typical day e.g. Family member gets paid, goes to credit union/bank to lodge money into savings account, goes shopping, gets fuel for car etc.  Students will have to discuss and decide what personal taxes family have been exposed to that day.
Additional Activity: Students can create an information sheet for the family to show them the taxes they are paying based on the given information

# data[].attributes.body
Learning intention: students will be able to calculate personal tax liability
Outline- students will be asked to complete a wage slip. Understand tax bands.

# data[].attributes.attachment_link.title
Interpreting and Completing a Wage Slip (2019 JC Business Studies Q18 Part B)

# data[].attributes.body
Learning intention (3.5) Students will be able to explain the term taxation and outline the principles of a fair taxation system.
Students need to consider the purpose of tax from point of view of social, financial legal and ethical point of view.
Outline of your learning experience: Student will have prior knowledge of the key personal taxes and charges. In pairs they will work together and identify each -following on from LO 1.4.
Feedback to class /TPS
Also, having covered LO 1.11 & wage slips will have understanding of PAYE, USC, PRSI etc
Very clear links with LO 2.4 i.e. the legal, social, environmental & ethical perspective
Class discussion on taxes possibly across other EU countries and how it affects individuals in general.
Have a look at the keywords first so students understand each.
Source relevant newspaper articles on possible taxation hikes post Covid and break them into groups of 3-4.
Look at the effects in each category-social, financial, legal etc i.e. placemat/ graphic organiser. Feedback from each of the groups after & class discussion.

# data[].attributes.headline
Learning Outcome 2.3 Differentiate between employment, work and volunteerism, identifying and describing features,benefits, rewards and careers within each. 

# data[].attributes.subject
Learning Outcome 2.3 Differentiate between employment, work and volunteerism, identifying and describing features,benefits, rewards and careers within each. 

# data[].attributes.body
Split class into groups of 4 and give each group a set of flashcards. these contain examples, benefits, careers, features associated with work volunteering and employment. Each group will categorise into work, employment, volunteering and then match them up with benefits, rewards, features

# data[].attributes.headline
Action Verb: Analyse, Interpret, Communicate. 

# data[].attributes.subject
Action Verb: Analyse, Interpret, Communicate. 

# data[].attributes.body
Conduct market research in order to investigate an entrepreneurial opportunity and analyse, interpret and communicate the research findings using relevant terminology and representations.

Students could engage in Desk and Field research. Students should break down and analyse there findings to evaluate entrepreneurial opportunities in the community.

Examples include Questionnaires and Surveys in which the needs and wants of members of there community are collected, analysed and interpreted.

# data[].attributes.body
Learning intention: Distinguish between the rights and responsibilities of employers and employers from a legal, social, environmental and ethical perspectives
Outline:  Students will be asked to work in groups of four, they will be given a list of rights and responsibilities and need to place them into correct category, follow on activity will involve labelling each one legal social & environmental . Pic collage of findings for employer and employee
Further Follow on activity could be a kahoot quiz

# data[].attributes.headline
Example 4 Travel agents owed up to €30m from airlines over Covid-19, says sector chief

# data[].attributes.subject
Example 4 Travel agents owed up to €30m from airlines over Covid-19, says sector chief

# data[].attributes.body
Top left Quadrant:
When is Guaranteed Irish launching its new website?
How many Irish businesses are featured?

Top right Quadrant:
What do you think is meant by a 'One Stop Shop'

Bottom left Quadrant:
Who is eligible for the G I symbol?

Bottom right Quadrant:
In your opinion will this website be a challenger to Amazon?