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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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Ministers have signed off on a plan to assist households struggling with the rising cost of electricity bills in a €210 million scheme.

Under the plan, all domestic electricity customers will receive a once-off €100 credit, which will be operated by ESB Networks.

ESB will make payment to individual energy suppliers.

The scheme will not be means tested and will also apply to people on pre-pay contracts. People will not need to apply for the scheme.

New legislation would be required for such a move, which means that consumers will not get the reduction until at least February.

Inflation is running at a 20-year high of 5.3%, according to the Central Statistics Office.

The main driver is a spike in electricity, gas and other fuels, which are up 29% on this time last year.

Minister Eamon Ryan said the Government is "very conscious that international energy prices are having a significant effect on utility bills".

He said the credit is "designed to provide all householders with a contribution to their electricity bills in the spring of 2022".

Sinn Féin leader Mary Lou McDonald has called for the Dáil to sit next week to ensure that the energy credit is paid to people as quickly as possible.

She said the €100 credit is "modest but it's welcome" and will "bring some small relief".

However, she said that it is "crazy and unacceptable" for people to have to wait until March to receive it.

The Labour Party's finance spokesperson has claimed it is only an "absence of political will" which has prevented the Government from a targeted intervention to help households struggling to pay energy bills.

Ged Nash said a €200 carbon credit could have been given to households earning under €50k - a move which would have directed the money at those who needed it.

People Before Profit TD Richard Boyd Barrett has branded the Government's €100 electricity credit plan as "utterly pathetic" given the scale of price increases over the past year.

He argued in favour of the introduction of price caps on energy prices because the cost of living is "going out of control".

Meanwhile, Solidarity TD Mick Barry called for the Dáil to sit for an extra two days if necessary to ensure that people struggling with energy bills get the help quickly - rather than waiting for legislation to be passed in the New Year, with a payment not being made until March or April.

The Minister of State at the Department of Finance, Sean Fleming, said the payment is to cover cold weather in January, February and March.

Speaking on RTÉ's Drivetime, Minister Fleming said it will take time to work out the details of those in flats and apartments, with coin meter systems or others where the accounts are in the landlord's name.

The legislation will be ready after the Christmas break, he said.

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Cabinet signs off on €100 electricity credit plan

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Ministers have signed off on a plan to assist households struggling with the rising cost of electricity bills in a €210 million scheme. Under the plan, all domestic electricity customers will receive a once-off €100 credit, which will be operated by ESB Networks. ESB will make payment to individual energy suppliers.

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Study: Plastic waste in oceans to triple by 2040 | World News

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Study: Plastic waste in oceans to triple by 2040 | World News

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Learning Outcomes: 3.1 3.2
"10 wealthiest men in the world are wealthier than the poorest 3.1 billion people on the world."
Create a discussion around this statement.

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The world's 10 richest men doubled their fortunes during the COVID-19 pandemic as poverty and inequality soared, an Oxfam study revealed on Monday.

The charity, which is focused on combating global poverty, said the 10 wealthiest men's fortunes skyrocketed collectively from $700 billion to $1.5 trillion (€1.314 trillion), at a rate of around $1.3 billion per day.

While the fortunes of the world's billionaires have soared, the world's poorest are facing even more dire circumstances.

"Over 160 million people are projected to have been pushed into poverty," according to the paper "Inequality Kills," published ahead of the World Economic Forum's Davos meeting, which this year is being held online due to the ongoing pandemic.

'Economic violence tearing world apart'

Oxfam's paper stated that increasing economic, gender and racial inequalities, as well as the disparity that exists between countries "are tearing our world apart."

"This is not by chance, but choice: 'economic violence' is perpetrated when structural policy choices are made for the richest and most powerful people. This causes direct harm to us all, and to the poorest people, women and girls, and racialized groups most," the paper's authors continued.

"It has never been so important to start righting the violent wrongs of this obscene inequality by clawing back elites' power and extreme wealth including through taxation -getting that money back into the real economy and to save lives,"OxfamInternational's executive director Gabriela Bucher said.

"The COVID-19 pandemic has revealed openly both the motive of greed, and the opportunity by political and economic means, by which extreme inequality has become an instrument of economic violence," Bucher added.

Zuckerberg and Gates see wealth soar

Although share prices dropped dramatically in the early stages of the coronavirus pandemic, central banks and governments across the globe soon implemented stimulus packages, giving them a renewed boost.

As interest rates were cut to record low levels and the supply of money grew massively through quantitative easing - the process whereby central banks buy up government bonds or financial assets such as stocks to put more money into economies to increase economic activity - stock markets soared.

In addition, tech corporations such as Amazon, Google and Facebook saw a huge increase in profits as ever more people worked from home and did their shopping online.

The authors of the paper called for curbs on extreme wealth via progressive taxation, proven inequality-busting measures, as well as a power shift in the economy and society.

Forbes listed the 10 richest men in the world as: Tesla and SpaceX chief Elon Musk, Amazon's Jeff Bezos, Google founders Larry Page and Sergey Brin, Facebook's Mark Zuckerberg, former Microsoft CEOs Bill Gates and Steve Ballmer, former Oracle CEO Larry Ellison, US investor Warren Buffet and the head of the French luxury group LVMH, Bernard Arnault.

Methodology issues

Oxfam based its findings on the Credit Suisse Global Wealth Report and the Forbes Billionaires List. The Forbes study uses the value of individuals' assets including property, land and corporate shares minus debts to see what people have. Other forms of income are not part of the equation.

This methodology is also employed by Oxfam when determining global poverty levels. The methodology has come under fire in the past, with some critics arguing that it creates a questionable definition of who's poor and who's not.

One of the arguments posits that it is difficult to group the poverty level of a student who may have a high level of student loan debt with a low-income farmer in China.

jsi/rs (AP, AFP, dpa, Reuters)

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Oxfam: 10 richest men in the world doubled wealth amid COVID pandemic | DW | 17.01.2022

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The world's 10 richest men doubled their fortunes during the COVID-19 pandemic as poverty and inequality soared, an Oxfam study revealed on Monday. The charity, which is focused on combating global poverty, said the 10 wealthiest men's fortunes skyrocketed collectively from $700 billion to $1.5 trillion (€1.314 trillion), at a rate of around $1.3 billion per day.

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Topic: Inequality

Learning outcomes: 3.5 & 3.6 & & 1.1

Learning Intentions:

Understand the role of taxation in society.

Understanding the role of the factors of production in creating wealth.

Learning Experiences

Class discussion to gain class understanding of inequality

Notes to establish role of taxation

Article below to highlight real world example

Online quiz to  assess student knowledge of taxation system

Resources:

https://www.rte.ie/news/business/2022/0114/1273778-oxfam-report-billionaires/

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Rain water Harvesting system used in the production process.

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Learning outcomes:
-2.4, 2.5

Learning Intentions:
-I will learn about employers responsibilitites.
-I will learn about the impact of businesses on the environment.
-I will appreciate the positive and negative impacts businesses can have on the environment from their production methods.

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Learning Outcomes
- 3.6
- 2.4
-1.9

Learning Intentions
- Identify methods government can use to encourage clean energy
- Analyse the impact of clean energy on business costs
- Explain the role of the consumer in choosing clean energy.

How might you use this stimulus material in class?
- Pros and cons of clean energy for gov, firms and consumers.
- How and why do the gov encourage it?
- Question the initial impact vs long term impact for business (particularly on costs)
- How and why should consumers encourage clean energy.

An opportunity for group work, mind maps etc.
Write a letter to government as consumer OR business arguing why and how they should promote clean energy.

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Learning Outcomes

3.4 and 3.11

Learning Intentions

I will learn about the different sources of government revenue and government expenditure.

I will learn about the impact of government economic policy.

I will reflect on which members of society enjoy the benefits and who bears the costs.

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Sceptics have long claimed that Dublin's Metro North will never be built and the latest postponement of the project will only encourage that belief.

It is not the only rail project for Dublin to have been shelved or postponed, the most notable being Metro South, DART Underground and the almost forgotten Metro West.

The €3bn Metro North, providing a mass transit link from Dublin Airport and Swords to Charlemont in the south city, is still going to be built, according to the Government.

The project was undergoing a business case analysis before application for railway order - equivalent of planning permission - is submitted next year. Minister Eamon Ryan said the original completion date of 2027 was never realistic. Now the speculation is that the target date is 2034.

The Metro South part of the Metrolink project had already been postponed. It was to be built on the Luas Green line to Sandyford, but deferred following a number of controversies including the fact it would have meant the closure of the existing Luas service for two years.

The €3bn Metro North is still going to be built, according to the Government

Read more:
Cabinet signs off on €165bn National Development Plan
Updates as they happen
Timeline of controversy
The Metro North project has long been dogged by controversy. It was first announced in 2001. Later, the then Transport Minister Séamus Brennan said it would be open in 2007, but it was delayed by rows over cost and claims it was not value for money.

However even as the financial crisis started to hit, the Government stated as late as 2010 that both Metro North and DART Underground would both go ahead.

The DART Underground was described as the missing link in the country's rail infrastructure and considered more important than Metro North at the time.

It would have provided an underground line for the DART to Heuston Station travelling through four stations, including St Stephen's Green. It would allow rail passengers from Cork to have a connection to Belfast and provide an underground transport system in the city centre.

The DART Underground was described as the missing link in the country's rail infrastructure

No-one is claiming that the opening the Phoenix Park tunnel has replaced that.

Metro North was also originally intended to be built along with Metro West, a mainly overground line which would have run from the city centre to Tallaght, Clondalkin, Blanchardstown and linked with the Metro North beyond Ballymun.

As the financial crisis deepened, then Minister for Transport Noel Dempsey announced that DART Underground was to be shelved in favour of getting Metro North over the line, as that project was considered further advanced. Enabling works had actually started.

As the financial situation continued to worsen, the new Fine Gael-led Government decided to shelve Metro North as well. The Metro West project was halted completely.

Former Minister for Transport Noel Dempsey

Post austerity, there may have been more willingness to invest in capital projects like Metro North that provide short term employment and long term benefit. The EU and IMF saw nothing wrong with Hungary going ahead with Metro Line 4 in Budapest in 2004, despite its own financial crisis.
Remaining outstanding projects
The issues now for backers of Metro North are the problems of supply in the construction industry and the unprecedented inflation of cost.

The other rail project that remains in the pipeline but is effectively delayed is DART +, which will mean increased frequency of up to 10 minutes and the extension of services to Maynooth, Hazelhatch and Drogheda.

Luas Finglas expected to be ready soon for a final public consultation

Luas Finglas is progressing and expected to be ready soon for a final public consultation before a Railway Order application. Funding remains to be decided.

Luas to Lucan is undergoing an alignment study.

DART Underground has been resurrected and is now also having an alignment study to see where it would fit in with new Metrolink plans. The rail link between Cork and Belfast is still a long way off.

Ironically, given the commitment to public transport, motorists can drive between the two cities without hitting a traffic light thanks to the Newlands Cross flyover.

And, as things stand, thousands of new homes will be built in Fingal without the Metro being available for another 13 years. There are fears this will cause massive traffic congestion in north Dublin.

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Metro North delay latest in long list of postponements

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Sceptics have long claimed that Dublin's Metro North will never be built and the latest postponement of the project will only encourage that belief. It is not the only rail project for Dublin to have been shelved or postponed, the most notable being Metro South, DART Underground and the almost forgotten Metro West.

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Sign up for alerts from The Irish Times

Just click on "Allow Notifications" on the message appearing on your browser to activate them.

We will send you a quick reminder in the future, in case you change your mind.

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Sign up for alerts from The Irish Times Just click on "Allow Notifications" on the message appearing on your browser to activate them. We will send you a quick reminder in the future, in case you change your mind.

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Learning outcomes
2.4 and 3.11
Learning Intentions
I will learn about my responsibilities as a an employee
I will learn about employer responsibilities to me as an employee
I will learn about employee laws that protect me
I will learn how government policies affect my rights and the rights of others
Learning experience
we will be able to know how workers are protected
we will know how government policy affects our rights

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'Workers need their basic rights': Out on the Dunnes Stores picket lines

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My Learning Intentions (1.9, 2.5; 3.2)
How much food is wasted globally?
What are the main causes of food waste globally?
What is your/your family’s experience of food waste in a given week?

How will I use this?
Having watched this video students will keep a record of food waste in the home.
Students to debate the resources used in producing and distributing the food that was wasted.

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How much food is wasted globally | Global food crisis | Pandemic | UN Environment Programme

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Learning Outcomes:
3.2 and 3.10

Learning Intentions:

1. Explain what economic resources are.

2. Identify and explain each of the factors of production.

3. Describe how individuals and organisations use each of the factors of production to create goods, services and wealth.

4. Explain how scarcity, choice and opportunity cost impact on the production of goods and services

5. Analyse and discuss current economic issues.

How might you use this stimulus material in class?

This video provides a great introduction to current economic issues - identifying a social and economic problem and can be followed  up by this video to demonstrate how companies are engaging in corporate social responsibility https://youtu.be/qUQTSJIs8qQ

Support Resources:

Jigsaw/Placemat for group discussion

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https://info.fairtrade.net/product/sports-balls

LOs:
1.9
2.4

LIs:
I will learn about workers rights

and

employers rights and responsibilities

Learning experience:

watch the video and create questions based on the video. work in pairs after to ask each other questions and see what your partner has to say. Did you have different views?

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Sports like football, volleyball and rugby bring billions of people together. And whether watching or playing the game, the centre of attention is always the ball. But the people making these sports balls are usually hidden from view, working in precarious conditions with very low incomes.

Stitchers posing with black Fairtrade footballs
Image © Fairtrade Deutschland

Together with consumers and traders, Fairtrade empowers workers to change this unsatisfying situation and receive their fair share of the global sports ball business.

Choosing Fairtrade sports balls makes a difference

Stitching a ball is detail-oriented work: a football typically consists of 20 hexagonal and 12 pentagonal panels that must first be cut, then bound together with 18 metres of yarn and 650 precision stitches. Factories in Pakistan are responsible for about 70 percent of all hand-stitched sports balls, with China, India, Thailand and Vietnam also major players in the industry.

Twelve-hour shifts and six- and seven-day workweeks are common, and women and children are especially affected. Workers who stitch the balls together are typically paid per unit completed rather than per hour. Women, who represent a large share of the industry's workforce, regularly face discrimination and harassment. Because of the low wages they receive, many workers keep their children out of school to stitch balls from an early age. To supplement meagre income, workers often moonlight as smallholder farmers.

Fairtrade certifies balls for football (soccer), handball, volleyball, and rugby. The Fairtrade Standard covers all hand-stitched, machine-stitched and thermo-bonded sports balls. The great majority of Fairtrade sports balls are hand-stitched, as this method offers the best balance between performance, durability and affordability.

The Fairtrade Standard for sports balls requires that workers receive at least the legal minimum or regional average wage at the time of initial certification. From there, management has to gradually increase the wages and working conditions of workers.

Sports ball workers in each certified company elect a Fairtrade Premium Committee, which administers the collection and usage of the Fairtrade Premium - an extra 10 percent above the export price of the ball. Decisions on the use of Premium funds are made by a general assembly of workers, in which each worker has a vote. The intention of the Fairtrade Premium is to enable sports ball workers to foster the economic, social and environmental development of their communities.

To prevent the risk of child labour and other forms of exploitation, the Fairtrade Standard for sport balls prohibits factories from encouraging or allowing workers do their work at home. Instead, Premium money has been used to create childcare facilities next to factories, where workers can leave their children safely during their working hours. Free computer literacy courses have also been established for workers and their children.

Without the ball, you can't play the game. Isn't it time for a bit of fair play for workers, too? While we can't promise that using a Fairtrade ball means your team will win the match, at least choosing a Fairtrade ball is a win for workers.

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Sports like football, volleyball and rugby bring billions of people together. And whether watching or playing the game, the centre of attention is always the ball. But the people making these sports balls are usually hidden from view, working in precarious conditions with very low incomes.

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Learning Outcomes:
2.4
1.4

Learning Intentions:
I will learn about minimum wages laws within Ireland

I will learn about the specific taxes that employees must pay

I will try to identify the earning potential in certain careers (gross and net pay)

Stimulus Material:
https://www.citizensinformation.ie/en/employment/employment_rights_and_conditions/pay_and_employment/pay_inc_min_wage.html

https://www.jobted.ie/salary#:~:text=The%20average%20annual%20earnings%20for,Central%20Statistics%20Office%20(CSO).

https://www.jobs.ie/job-talk/salary-guides/

https://www.pwc.ie/issues/budget-2022/income-tax-calculator.html

How might you use this stimulus material in class?

Use the above websites to explore the differences in minimum wages based upon ages.

Ask students to search online for a job that they may be interested in. Use the salary figure for this job to work through wage calculator and how much take home pay they would get.

Class discussion about tax levels etc.

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Under the National Minimum Wage Act 2000, most employees are entitled to a minimum wage.

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Learning Outcomes
- 1.9
- 2.5

Learning Intentions
- I will discuss the meaning of fast fashion.
- I will explore the consequences of fast fashion.
- I will develop alternatives to fast fashion.

Learning Experience
- This video will be used as an introduction to the consequences of fast fashion.
- Students will be divided into groups and asked to develop more alternatives to fast fashion.
- Students must present their findings to the class and discuss why their idea will help contribute to fast fashion's waste problem.

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3 creative ways to fix fashion's waste problem | Amit Kalra

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LO
1.7 - Responsibilities of consumers
3.1 - Scarcity of resources and consequences of choices

Learning Intentions
Role of consumers when making choices
What parts of the world use the most fossil fuels to produce energy
Link to SDGs

Explore data on the map have a discussion on why different countries have a dependence on fossil fuels & how this can be changed

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Share of electricity production from fossil fuels

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An interactive visualization from Our World in Data.

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Learning outcome 3.10
Learning Intentions
-Identify what clean energy is.
- Identify methods gov can use to enourage renewable/clean energy - climate action plan.
- Analyse the effectivness of the climate action plan

Learning experience
- Read article above and answer some questions based on it
- In pairs/small groups discuss your answers and opions on the topic. Did you have different views?
- report back to class

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Wind Energy Ireland welcomes Climate Action Plan

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Wind Energy Ireland has welcomed the publication of the Climate Action Plan, in particular the increased ambition for an 80% renewable electricity target. The plan, which runs to more than 200 pages, lists a range of emissions reductions for multiple sectors, rather than specifying a precise figure.

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Learning Outcomes:
2.4.
Learning Intentions:
I will learn about my rights and responsibilities as an employee.
I will learn about my employers rights and responsibilities.
I will learn about laws that protect me as an employee.
I will learn about the various causes of disputes in the workplace.
Learning Experience:
Work in pairs to discuss rights and responsibilities of employees and employers.
Class discussion based on what can cause poor industrial relations/ disputes in the workplace.
Read the article/ watch the news clip - Nurses warn of unsafe conditions due to staff shortage.

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Nurses warn conditions 'unsafe' due to staff shortages

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Nurses protested outside Connolly Hospital Blanchardstown today over staff shortages which they say are resulting in unsafe working conditions and patient care being compromised. The Irish Nurses and Midwives Organisation is calling for services at the hospital to be restricted and patients to be diverted to private hospitals.

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https://www.youtube.com/watch?v=TQQXstNh45g

LI:
3.1
3.2
3.3
3.5

Added sources:
Question W/S

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Learning Outcomes:
2.3
Learning Intentions:
I will learn define employment, volunteerism and work.
I will be able to distinguish between employment, volunteerism and work by their rewards, benefits and careers paths.
I will examine the rights of an employee.

Learning experience:
Students will be asked to do a think pair and share on what they think is employment, volunteerism and work.

Students will then be shows a brief video such as the one that is linked above. Student will be asked to pinpoint key pieces of information from each clip to make up the distinguishing factors of each job.

I will present the class with key notes to ensure that all students have all the same information.

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Learning outcomes
1.9/1.5/2.2

Learning intentions
1. To identify the types of renewable energy available.
2. To evaluate the role of renewable energy in creating a sustainable environment.
3. To analyse niche opportunities for entrepreneurs with the growth of renewable energy.

How stimulus is used.
1. Students can view this website and identify the different areas solar energy could be used to save money.
2. Using this example, students could research other niche areas that entrepreneurs have spotted in the area of renewable energy.
3. Students could analyse the role of solar energy on consumption.

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Learning O's - 3.11 , 3.1 , 1.9

Learning I's -

I  will learn about the Irish Gov policy on sustainability and climate change.

I will see how, as a consumer, I can be more sustainable in terms of energy consumption

I will see the implications of this policy on different groups of individuals and organisations.

Stimulus material - Eco Eye Series 19 episode 3 - accompanied by question sheet. Followed by class discussion.

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Watch all your favourite TV shows Live or On Demand on your PC, smartphone or tablet for free.

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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.

1.10 Discuss and evaluate how globalisation and developments in technology impact on consumer choice and behaviour

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

Learning Intentions
I will learn about consumer responsibilities

I will learn about the impact energy production businesses have on consumers and the economy

I will learn about the positive and negative impacts of an enterprise on a community

Stimulus Material

https://www.irishtimes.com/business/energy-and-resources/esb-and-coillte-joint-energy-venture-to-seek-investors-1.4742836

Irish times article about Futurenergy, a €1 billion green electricity venture launched jointly by Coillte and ESB which is will seek investors interested in backing the business early next year.

The company aims to build between 15-20 wind farms around the Republic providing enough electricity to power 500,000 homes.

Stimulus material supported by a series of questions, followed by debate.

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Learning Outcomes
- 3.6
- 2.4
-1.9

Learning Intentions
- List the methods the government use to help protect the environment and reach Ireland's environmental targets
- Explain the functions of the environmental protection agency (EPA)
-Analyse the role of the EPA

How might you use this stimulus material in class?
- Students watch the video explaining the role of the EPA
- In pairs discuss what the EPA do to help encourage clean energy?
- In the same pairs discuss if this has been effective in the past?
-Report back to class

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Environmental Protection Agency, Ireland - Bing video

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Learning Outcomes
1.7
2.4
3.10

Learning Intentions
- Explore reasons for Gender Pay gap
- Suggest methods to reduce Pay gap
- Look at the effect of Gender Pay gap on individuals

https://youtu.be/hP8dLUxBfsU

Learning Experience

Students can work in groups to discuss methods of reducing the Pay gap

Methods and their reasons can be presented to the class

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Explained | Why Women Are Paid Less | FULL EPISODE | Netflix

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Learning Outcomes:
2.3, 2.4, 3.1, 3.2, 3.3

Learning Intentions:

I will learn about consumer responsibilities
I will reflect on the impact of my shopping

Student Activity:
- Ask students to reflect on their shopping habits - which companies do they use? What do they know about these companies?
- Have they researched anything about them?

- Students to research clothes/games shops that they use regularly

- Read Rana Plaza factory collapse story

- What workers rights do employees have in Ireland that workers in other countries do not have? (Compare and Contrast)

Employees' rights and entitlements (citizensinformation.ie)

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The death toll from Bangladesh's worst industrial accident has passed 1,000 as recovery teams continue to find more bodies in the wreckage.
The eight-storey Rana Plaza factory building near Dhaka collapsed on 24 April with an unknown number inside.

The authorities say about 2,500 people were injured in the accident and 2,437 people were rescued.

The recovery operation is expected to finish on Friday. The rubble will then be shifted by bulldozers.

On Friday morning, officials said a total of 1,021 bodies had been recovered from the debris of the fallen factory building in Savar. Almost 650 have so far been identified and handed over to families.

Many bodies were decomposed, but could be identified by mobile phones in their pockets or staff passes, Army Captain Shahnewaz Zakaria said, adding that "most are female garment workers".

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Bangladesh factory collapse toll passes 1,000

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The death toll from Bangladesh's worst industrial accident passes 1,000, as recovery teams continue to find more bodies in the wreckage.

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Learning Outcomes:

1.9

2.5
We are learning to:

·      Examine the global impact of our purchasing choices on people, the planet and company profits.

·      See how developments in technology affect our choices as consumers.

Watch the following clip and think about our role as a consumer.

How can our choices impact:
Planet
People
Business Profits
Technology

How can we be more Ethical?
What can we do next?

Research and discuss what we as a class could do to promote ethical choices.

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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about clean energy

I will reflect on the impact of my energy consumption.

I will learn about the impact businesses have on the environment through their consumption of energy

How might you use this stimulus material in class?

This video provides a great introduction to clean energy in a easily understood way.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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Jannie and Charlotte Learns Science and Renewable Energy for Kids | Science Videos for Kids

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Learning Outcomes
1.6, 2.5, 3.11, 3.4

Learning Intentions

I can show how diet and environment can impact on my health for my lifetime

I understand how Healthcare is provided in Ireland

I can show some examples of the cost and value of Healthcare to our economy

I have highlighted the social and economic impact of Health inequality

How might you use this stimulus material in class?
This piece will raise a discussion on inequality in our society and provoke questions about Health and Healthcare in Ireland.

Students will be encouraged to figure out how does income impact their health, especially in urban areas.

Students will be asked to explore how to access Healthcare and what the potential costs are.

Students can use the Deprivation Indices (pobal.ie) resource to understand where inequality exists according to a Government funded resource.

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Watch all your favourite TV shows Live or On Demand on your PC, smartphone or tablet for free.

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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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15 years of adventures, failures, successes, working with incredible people, travelling in crazy places, creating crazy projects.
 
We don’t do a lot of videos, maybe not enough, we usually don’t accept TV interviews. 
Because we think acts speak louder than words.
 
This video is a summary of the first 15 years of VEJA. The sound was recorded in 2017, so it is not completely updated.
 
This is our journey. To all the people who believe in the VEJA project, since 2003, who helped us to launch, who are supporting us through sunshine and strong weather.
 
Dedication to our team, to the ones who are with us for a decade or more, to the ones who left for new adventures, to the ones who will join us tomorrow.
 
We have still a lot to accomplish.
 
Updated facts : 
*LEATHER : From 2008 to 2015, we used only vegetally tanned leather. We changed in 2015 because of costs raises, as we were the only one to use this kind of leather in Brazil. Today, 40% of our collection is Vegan, we use well sourced common leather, chrome free leather (for example on the Campo model)
*TEAM : From 60 people in 2017, the team in 2020 counts more than 150 people.

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Learning outcomes:
1.6, 3.2, 3.5.

Learning Intentions:
- I will learn about the Government intervention in the supply of healthcare in Ireland.
-I will compare the health care provision of other countries such as America and UK.
- I will learn about how insurance plays a part in the provision of healthcare for those in America and also in Ireland.

Resources: True cost of US healthcare shocks the British public - YouTube - not proofed for language.

How might you use this stimulus material in class?
Spark debate about how Irish tax revenue is spent to support the Irish healthcare system vs. the cost of healthcare in America and the reliance on insurance.

Insurance: Is the cost of Health insurance even needed in Ireland? What are the benefits of paying health insurance in Ireland?

Should Ireland provide a similar service to UK NHS system? We already pay taxes towards it, benefits and costs? - Free healthcare but waiting lists.

If you were Minister for health, what would you prioritise in your role?

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True cost of US healthcare shocks the British public

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1.9 and 1.10
I will learn about reduce, reuse, recycle
I will learn about the impact a consumer has on sustainability, consumer choice
I will learn about how businesses are becoming more environmentally aware and why

Stimulus material
Lidl Ireland welcomes successful trial of bottle deposit return scheme (breakingnews.ie)

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Lidl Ireland welcomes successful trial of bottle deposit return scheme | BreakingNews.ie

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The retailer has said the trial at its Glenageary branch has been successful in collecting double what is being collected by some of the retailer’s European counterparts.

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

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

3.2 Explain how individuals, organisations (for profit and not-for-profit) and the government work together to distribute economic resources used to produce goods and services

This video uses a well known Company to explain how they plan to become more sustainable by using small steps that make a huge difference.

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Learning Outcomes:
- 1.9
- 2.4
- 2.5

Learning Intentions
- I will develop an understanding of the term  fast fashion.
- I will learn about the impact fast fashion can have on society.
- I will discuss and find alternatives to fast fashion in my local area.

Learning Experience
- This link is for a segment on RTE radio discussing fast fashion and living more sustainably.
- It is an interview with three Irish business women who explain how they live sustainably.  The small and realistic changes you can make in your life, and tips on how to get started.
- The segment is 12mins long but can be broken up for group discussions and idea generation for living a more sustainable lifestyle.
- A project can be set for students to build their own ideas on how they can make realistic changes in their lives.

'Earlier today on RTÉ Radio 1, Claire Byrne was joined on the line by three sustainably-minded guests: Elaine Butler, founder of livinglightlyireland.com; Emma Gleeson, author of Stuff Happens; Karen O'Mahony, a sustainable designer who runs Rag Order Dublin.'

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Earlier today on RTÉ Radio 1, Claire Byrne was joined on the line by three sustainably-minded guests: Elaine Butler, founder of livinglightlyireland.com; Emma Gleeson, author of Stuff Happens; Karen O'Mahony, a sustainable designer who runs Rag Order Dublin.

While most of us enjoy the concept of living an eco-friendly lifestyle, many of us don't know where to begin and often believe that green habits are too time-consuming or expensive to maintain.

According to Claire's guests though, there are plenty of small changes we can make in our day to day lives that will benefit both the planet and our wallets.

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Elaine Butler admits that while some eco-friendly habits are more time-consuming than useful, there are plenty of small changes that we could all make such as bringing a reusable shopping bag to the supermarket rather than buying plastic ones, bringing a KeepCup to the coffee shop rather than using disposables, and buying second hand toys for kids - especially younger children who wouldn't notice the difference!

Emma Gleeson added that while many of us have spent lockdown clearing out wardrobes and bedrooms and attics, we may not have learned from our shopping mistakes. In order to break the clutter cycle, the Stuff Happens author says we need to look at why we feel compelled to buy something in the first place and why we hold emotional ties to certain objects that we can't let go of.

She also notes that we need to be more responsible when it comes to donating and passing on old items, and suggests finding a community of sustainably minded folk on Instagram or on websites like freecycle.org for tips on recycling the right way.

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As for Karen O'Mahony, the sustainable designer says that people can transform their wardrobes on a budget with some very simple alterations. At Rag Order, O'Mahony works with clients to upcycle items of clothing that hold sentimental value or just need to be nipped and tucked to deliver that wow factor.

Much better ordering another basket of poorly-made clothes from a fast fashion brand that you'll likely forget to return and will end up at the back of the wardrobe until the next clear out!
Listen back to the full chat on Today with Claire Byrne on RTÉ Radio 1 here.

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Simple tips for living a more sustainable lifestyle

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Earlier today on RTÉ Radio 1, Claire Byrne was joined on the line by three sustainably-minded guests: Elaine Butler, founder of livinglightlyireland.com; Emma Gleeson, author of Stuff Happens; Karen O'Mahony, a sustainable designer who runs Rag Order Dublin.

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Learning Outcomes:
- 1.9: Debate the ethical and sustainability issues that arise from consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour.
- 2.1: Identify different types of financial, cultural and social enterprise and appreciate the role each plays in society.

Learning Intentions:
- I will learn about what sustainable consumption means.
- I will learn about food miles and the impact my food choices have on the local and global economy.
- I will learn about different types of enterprise and their social impact.

Learning Experiences:
- What is Food Cloud video used as an introduction to both food waste and social enterprise topic.
- Create simple worksheet linked to video to maintain engagement with some closed and open questions.
- Students then divided into groups to research Food Cloud. Tasked with researching specific facts and figures as well as more broad evaluation of social enterprise.

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What is FoodCloud? Meet founders Iseult and Aoibheann

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https://youtu.be/VcL3BQeteCc

LO
1.1, 1.9, 3.6
Learning Intentions
I can understand how me wants affect society and the environment
I appreciate how my behaviour and consumption affects others and the planet
I can understand how corporations exploit consumers and the planet for profit

How might you use this stimulus material in class?
As a discussion starter on the spending habits of myself and my family

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Why do we need to change our food system?

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Learning outcomes:
2.8 The marketing mix
2.4 Rights and resp of sellers (social &ethical)

Learning Intentions:
- understand the concepts of target market and market segmentation from a gender lens
- explore issues in pricing strategies by gender.
- research other examples of market segmentation in order to maximise profits.

How to use stimulus:
This a clever and entertaining look at price differentials between identical products targeted towards different consumers by gender. This usual taps into lots of student prior knowledge. Discuss and send them off to research on their own.

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Learning Outcomes
3.6 & 3.11

Learning Intentions

I will appreciate how different Government Policies can effect positively and negatively on society.

I will appreciate the costs involved both personally and for the government in adopting a sustainable policies.

I will reflect on the long term benefits of sustainable government policies.

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Renewable City Strategy - Green Transportation