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Learning Intention: Students will: __________________________________
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Outline of your Learning Experience
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Link to resources:
www.________________
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File uploaded:__________________

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Action Verb: Evaluate

Learning Intention:
1. Students will begin to evaluate their resources
2. Students will evaluate opportunity cost. 3. Students will evaluate wise decision making in relation their resources.

Outline of learning experiences:
They will explore opportunity cost in relation to their consumer choices through use of real life examples.
They will examine the scarcity of resources and the impact of their decisions, on their family, friends, the economy and the environment through case studies provided in their textbooks and activity books.
Students will evaluate responsible decision making through use of video resources linked above.
Students will formulate a process for informed decision making using the decision making process and evaluate it's effectiveness.

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Action Verb: Predict
Learning intention: students will explain how scarcity of economic resources results in individuals having to make choices;
*predict possible consequences of these choices
Outline of your learning experience:
Students are given a case study or a scenario of an individual, who has a certain income and expenditure profile, and who needs to borrow X amount of money for a certain purpose. 3 Borrowing Options are given and the students needs to predict the consequences in each case in terms of monthly repayment amount, total cost of loan and duration of borrowing. They may also evaluate each choice eg put them in order of preference.

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World of Work - Students will be asked to research different types of work, volunteerism and employment.
Action Verb - Identify
Students will engage in pair work to research and present their findings on the different types of work, volunteerism and employment to the class.
Students will submit examples for each.
Students will identify key facts explaining work, employment, volunteerism.

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Differentiate between different sources of government revenue and government expenditure.

Following on from students being able to identify sources of government revenue and government expenditure, students will be able to calculate a National Budget. They will also be able to distinguish between a balanced budget, budget surplus and budget surplus. They will also be able to represent the budget in visual form, Bar chart, Pie chart

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Intention: Students will be able to explain the difference between various deductions on a payslip

Experience: Groups will each take a deduction (PAYE/PRSI etc), investigate and report back to the class.
Payslips will be constructed showing the varying effects of different deductions on take-home pay

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Action verb: Distinguish
Learning Intention: Students will distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective.

Outline of learning experience:
4 signs in each corner of the classroom: Legal, social, environmental, ethical.
Students will each be randomly assigned one right or responsibility.
First they will determine if it relates to an employer, employee.
Then they stand at the designated place in the room relating to what heading it comes under and make the differences between each of the concepts.

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Students will identify 3 reasons why a person might become an entrepreneur

Students will identify the diffferent characteristics and skills necessary to run a business

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Learning Intention: 1.3 Construct a personal financial life cycle to identify financial needs at different life stages.
Activities: List possible sources of income you may have in the future. Draft a personal financial life cycle to think about planning for your own financial needs. Use a timeline as a guide.
Video on budgeting https://www.youtube.com/watch?v=rO8wiYjG_F4&t=140s to help identify some futurre expenses.
Think, pair share activity to share ideas.
Action Verb (Construct) the financial life cycle starting at dependence, independence, developing, pre-retirement and retirement on a timeline. Outline all of the possible expenses an individual may have throughout each stage of their life. Key terms include, financial life cycle, pension,  asset, estate etc.

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Budgeting- Junior Cycle Business Studies

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Learning intention: students will be able to calculate the tax liability for a household or individual. They will be able to calculate the different types of taxes and apply these to the gross pay, therefore calculating the net take-home pay.

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Learning Outcome: students will be able to analyse and differentiate between different sources of government revenue and government expenditure.
Learning experience: students will use national budget articles, news articles ad YouTube clips to analyse the national budget.  Students will answer questions such as; what is the governments greatest source of planned income? What is the governments greatest source of planned expenditure? Is it a surplus or deficit budget? What steps could the government take to improve the situation?

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World of Work:                                                          Action Verb: Calculate                                       Learning Intention:                                                           1. Students will calculate gross wages                       2. Students will calculate personal tax liability       3. Students will calculate net wages                                                  

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World of Work:                                                          Action Verb: Calculate                                       Learning Intention:                                                           1. Students will calculate gross wages                       2. Students will calculate personal tax liability       3. Students will calculate net wages                                                  

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Outline Learning Experiences:
Students will be introduced to the pay slip. Brainstorming will commence to see what the students would expect to see on the payslip.
Students will look at a sample pay slip
Students will look at the different terms that appear on the pay slip and discuss
Students will be shown how to calculate gross wages, personal tax and net wages by watching a demonstration.
Students will work in pairs to calculate overtime
When confident, students will independently calculate the different workings on the pay slip.

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Action Verb: Describe
Learning Intention: Students will: Describe the skills and characteristics of being enterprising

Outline of learning experience:
Students will create a profile of an entrepreneur of their choosing. Students will describe the skills and characteristics this entrepreneur demonstrates. Students will present their findings to the class

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Split students into groups of 3/4
Assign each group one department of the government eg: education, health etc

TASK: the government is cutting expenditure by 1 billion- construct an argument why your department’s funding should not be touched.

Allow students to debate their arguments as if they are government departments and you are the minister for finance.

Link with JC Key skills: working with others, being numerate, managing myself, communication

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Review personal resources to meet needs & wants

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Review personal resources to meet needs & wants

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Resources are anything we use to meet our needs & wants (eg. Physical, Financial Time etc.)
List all resources available to you
Define needs & wants
Post-its linking up our resources that allow us meet needs & wants

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Learning intention: Differentiate between employment, work and volunteerism, identifying and describing features, benefits, rewards, and careers within each

Following on from students being able to differentiate between employment, work and volunteerism. Each student will be given a graphic organiser that focuses on the benefits of volunteerism on the individual, the organisation and society. Students in pairs must identify and describe two benefits for the individual, the organisation and society and write them in the graphic organiser.

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Evaluate (data): collect and examine data to make judgments and appraisals; describe how evidence supports or does not support a conclusion in an inquiry or investigation; identify the limitations of data in conclusions; make judgments about ideas, solutions or methods

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Evaluate (data): collect and examine data to make judgments and appraisals; describe how evidence supports or does not support a conclusion in an inquiry or investigation; identify the limitations of data in conclusions; make judgments about ideas, solutions or methods

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Students can look into different options for obtaining a loan, evaluate all possible rates of interest from varying financial institutions and the credit union, then form a judgement on where the best option is for them. At this point you will then show the students information on a possible moneylender also so they can see the difference in rates. This will allow students to make a judgment (evaluate) on all options.

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Students will be asked to distinguish between the rights and responsibility of employees and employers Students will be given a choice to select different jobs and then some will act as employers and others as employees .They will then research the rights and responsibility under each category of job.Students will then report back to the class.This can be used as a mini CBA.

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1st Year Group (Beginning of the year)

L.O. 1.1

Action Verb:  Appreciate

L.E.  Students will identify resources they are familiar with and be able to identify the resources that are available to each of them, or that they possess.
Broaden this topic to allow them to explain how this can affect/impact society at large.

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Learning Intention: Students will examine the most common personal taxes and charges and the reasons why these taxes exist.

Outline of learning experience: Students will explore taxation by examining the key personal taxes and charges and suggest the reasons why they might arise.
They will understand if and when they are required to pay tax, the amount they have to pay, how it is to be paid and the importance of paying a fair share of tax.

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Action Verb: Identify

Learning Intention: Students will:
*identify the sources of money for young people, whether it comes from income earned in casual work (e.g. babysitting), pocket-money or money received as gifts from relatives.
* construct a graphical representation of the sources of money for young people, for example pie chart or bar chart etc.
* present the findings of their group to the class.

Outline of your Learning Experience
1. Explain to the class that they will think about how young people get access to money.

2.    Divide the class into small groups.

3.    Invite each group to discuss where the money in young people’s pockets might come from.
4. Each group record the contributions from their group members.
5. Invite the students to graphically represent the sources of money for young people, for example pie chart or bar chart etc.

6.    Ask each group to present their findings and completed graph to the class.

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Action Verb: Conduct  - to organise and carry out 

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Action Verb: Conduct  - to organise and carry out 

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Learning Intention: Students will  conduct research in order to investigate an entrepreneur of their choice

Outline of Learning Experience:
Students will conduct both desk and field research in complete a project of an entrepreneur  that they admire - locally
Students will conduct research to find out skills, characteristics, history, future plans of the entrepreneur, number of employees, sponsorship, Covid 19 impact on the business etc....
Students will present their findings to the class (oral presentation) - this will help in preparation of a CBA 2 in 3rd year to build confidence in communication skills

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Action Verb: Construct
Learning intention: Construct a personal financial life cycle to identify financial needs at different life stages.
Outline of your learning experience: students will consider typical financial needs at different stages of life, e.g. buying a house, applying for a mortgage. Students will apply these to their own lives. This learning experience will put emphasis on how this is a whole-life exercise and how circumstances will change and often require adjustments. Students will be encouraged to think about and discuss their own experiences in conjunction with case studies provided.

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Action Verb: Interpret
Learning Outcome: 1.11

Learning Experience: Students will be given a template of a wage slip and asked to identify terms they are familiar with. (PAYE, USC, PRSI from LO 1.4).
Any new terms will them be examined.
Students can then research www.revenue.ie to identify current rates.
Using this up to date information students will work through the calculation of tax liability for inclusion on payslip

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Learning Intention:
1. Explain the term Taxation
2. Outline the elements of a fair tax system
3. Examine the purpose of tax from a financial, social, legal and ethical perspective.

Outline of Learning Experience
1.Give a definition of taxation using examples
2. Using scenario cards, discuss if they are equality, financial, certain, convenient for a fair tax system.
3. Compare and contrast two wage slips to discuss the taxes that are being paid  - is it fair? Debate for and against.
4.

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World of Work:
Action Verb: Calculate
Learning Intention:
1. Students will calculate gross wages                       2. Students will calculate personal tax liability       3. Students will calculate net wages
Outline Learning Experiences:
Students will be introduced to the pay slip. Brainstorming will commence to see what the students would expect to see on the payslip.
Students will look at a sample pay slip
Students will look at the different terms that appear on the pay slip and discuss
Students will be shown how to calculate gross wages, personal tax and net wages by watching a demonstration.
Students will work in pairs to calculate overtime
When confident, students will independently calculate the different workings on the pay slip.

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Learning Intention: Students will:
1.2 Identify and classify sources of income and expenditure, compare options available to best manage financial resources, evaluating the risks associated with each option and making informed and responsible judgements

Outline of your Learning Experience

1. Students will be informed of the different financial resources available to them.

2. They will then be asked to research these different resources using the internet.

3. A group discussion will then take place where they will discuss their understanding of these resources.

4. Students will then participate in a walking debate to see which resources they would rather use. They must back up their decision to use one resource over another from the information they found from their research.

Link to resources:
www.________________
www.________________

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Action Verb: Discuss
L.O. 3.4 - Differentiate between different sources of government revenue and government expenditure

Get the students to discuss how government income and expenditure is like/unlike personal/household income and expenditure.

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Action Verb Explain 1.4
Learning Intention:
1. Students will be able to recognise and explain personal taxes and charges from a pay slip.
2. Provide each student with a pay slip and identify information regarding tax deductions and explain each element of it.
3.Students will be able to explain why certain rates of tax are applied.

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look at the published budget in relation to sport finance.
look at the grants allocated to the various different organizations etc.
discuss with students the allocation and if they agree/disagree. discuss if they would change the allocation and if so where would the extra finance come from ie what area of the budget would loose out if extra finance was allocated to sport .

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Interpret a wage slip

Learning Intentions:
Students will be able to:
1. Explain what a payslip is used for
2. Explain the difference between statutory and non statutory deductions
3. Recognise the deductions on a payslip

Learning Experiences:
Students will be shown a payslip. They will then be given the opportunity to look at a sample payslip and highlight where the statutory and non statutory deductions are, and be able to explain each of them

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Learning Intention:
Students will be able to describe the skills and characteristics associated with an entrepreneur

Outline of learning experience:
Differentiate between a skill and characteristic. Give examples and ask students to identify them under each heading.
Show them a video of Brian Lee from Chopped and ask them if they can identify his entrepreneurial skills and characteristics.
Ask students to research an entrepreneur of their choice and give examples of same.

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Money Matters.  Action Verb - Identify reasons for saving and borrowing  (learning outcome 1.5)

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Money Matters.  Action Verb - Identify reasons for saving and borrowing  (learning outcome 1.5)

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Action Verb - Identify
Learning Intentions - Students will be able to identify reasons for saving and borrowing money.
Learning Experience - As a revision exercise after the topic has been taught. Students will be put into groups they will be given a poster for borrowing or a poster for saving. They will have to discuss the reasons for saving or borrowing and write the reasons on to the poster. At the end of the lesson the reporter from each group will hang up the poster and explain it to the class.

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Learning intention: Classify the rights and responsibilities of the employer and employee from a legal, social, environment and ethical perspective. Student will be able to understand the common characteristics in each of these areas. We will achieve this through reviewing case studies, new paper articles, you tube clips. Students will be able to clearly identify the different rights and responsibilities of employers and employees under each area.

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Learning intention: students will  Identify different types of financial, cultural and social enterprise and appreciate the role each plays in society
Outline of learning experience:
Students will undertake desk and field research of local enterprises in their community.
Students will organise and carry out a visit in from local enterprises-financial, cultural and social

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Students will research the different Financial Institutions using specific headings and present to the class . This could be done using posters for the each Financial Institution and the students add their research to the poster.
The posters will be visible in the classroom to help students compare the Finacial Institutions.

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Learning Intentions: 2.5 students will be asked to *investigate the positive and negative impacts of an organisations on a community. they will then *investigate if these impacts fall under economic, social or environmental.

Outline:
1. A class discussion to investigate understanding of the terms positive, negative, economic, social and environmental.
2. (if groups allowed) students are split into + or - groups to identify as many impacts for each as possible. They can use the internet or book to help them INVESTIGATE
3. All these positive and negative must then be put into their category of economic, social and environmental.
4. If phones allowed or for h/w students must INVESTIGATE a business/company that has either had a negative or positive impact to either of the 3 categories and present to the class (2/3 minute presentation)
5. These presentations can be used to help with prep for CBA's aslso

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Action Verb: Differentiate
Students will be asked to point out the difference between employment, work & volunteerism. They can discuss in pairs and match which they have experienced and link the ones they have not experienced to someone in the community they know. The examples shared will highlight differences. Where possible invite a speaker - volunteerism.

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Action Verb: Propose (put forward a plan or suggestion for consideration)

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Action Verb: Propose (put forward a plan or suggestion for consideration)

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Linked to learning outcome 2.9 Develop a simple business plan for a new or existing product or service
Learning Intentions:
1. Students will propose new business ideas.
2. Students evaluate new business ideas by proposing costs and benefits of each.
3. Students propose steps for completing business plan.
Outline of learning experiences:
Students brainstorm ideas, giving all group/team members the opportunity to present ideas.
After evaluating the strengths/weaknesses of the ideas, they agree on one and then assign tasks in completing a business plan suited for the business idea.

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LOs 1.2 and 3.1
to recognise patterns,facts, details provide answer, state ....
Identifies ...
Where income comes from
how to be money smart
how Make wise decisions
how to spend it wisely

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The National Budget
Verb: Evaluate
Students will evaluate the benefits and costs of a government economic policy and assess who enjoys the benefits and who bears the costs.
Using Budget 2022, students will examine the decisions made by the current government in relation to government revenue and expenditure. They will get an understanding the term fiscal policy.
They will then look at the reasons for Government decisions.
Students will then decide if they think these decision will be effective and for whom..
They will then discuss the idea of opportunity cost and other decision that could have been made.
Activity:
Walking debate: Picking out specific actions taken by the Government, the student will decide if they agree or disagree with that decision.

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Debate

Be able:
-  to explain ethics and sustainable consumption.
- to demonstrate the impact of Globalisation and Technology on Business.
- to show the positive and negative impacts of economic growth.
- to outline the benefits of being part of the EU.

Put students into groups of 3.
- Let them follow the journey of a good of their choice from the raw material to the finished product. Address the questions from the learning outcomes above and then conduct a SWOT analysis.

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Learning Intention:
1- Students will list types of incomes and expenditures for a young person/their age group.
2-Students will be able classify personal incomes and expenditures into Current and Capital Income/Expenditure.

Learning Experiences
- 15 minute introductory activity for the class
- In groups (pods!) students have 4 minutes to identify sources of income each may have and what they spend money on.
- Group reports back to the class (use whiteboard or app)
- Definition of both Capital and Current Income/Expenditure given to the class
- Groups then have a 4 minutes to classify their examples of income/ expenditure into Current and Capital.

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Differentiate - prove or make clear by reasoning or evidence, illustrating with examples or practical application
Learning Intention - students will be able to differentiate between  employment, work and volunteerism
Learning experience
Create a drag and drop exercise of pictures of various work, employment and volunteerism examples to be entered under the three headings. Share answers and generate discussion as to why , what they have in common what makes them different. Lead on to look at the rewards of each

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Intention: Calculate their household income and expenditure to appreciate income earned from 1 hours work.

Experience:
1. Calculate a household income with two people earning the minimum wage.
2. Identify the costs involved in running a house. (average amounts given)
3. Compare income vs expenditure.
4. Ladder of importance. List expenses in order of importance.
5. Discuss the importance of their financial needs in the context of costs identified.
6. List: Products/services they can purchase with one hours work (at minimum wage)

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Action verb: Compare
Students will compare services by financial institutions to assist and support customers
Learning Intention: Students will be able to evaluate the financial institutions where a consumer can save or borrow
Learning Experience: Research the savings rates at your local bank, post office and credit union. Compare and contrast your results. Make a choice regarding which institution you would save a €1,000 gift and give the reasons for your choice. Student could present their evaluation in writing, using diagrams or charts etc. to support their choice or present orally to the class using digital technologies as a support.

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Learning Intention:
Students will analyse what impact their needs and wants have on society
Learning Experience:
In groups, student will examine the different needs and wants and how each can effect them from a society and individual point of view.

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Action Verb: Compare
Prior Learning: Identify options available to help individuals manage their financial resources, ie Financial Institutions such as Banks, Post Offices, Credit Unions...
Learning  Intention: Students will compare the options available to best manage their financial resources.
Activity: Students will work in pairs to give an account of the similarities and differences of the various options identified.
Students will be given a scenario of a lotto win of 250,000. They will be asked how best to manage this resource taking account of risk, access and return.

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Students will use prior knowledge of Income. They will explain their understanding of Income (Regular & Irregular). Students will then explain why an item is considered Regular or Irregular income using examples.
Students will then look at Leaning Outcome 3.1.
They will be tasked with explaining how resources are scarce and therefore they must make choices.

Outline of Learning Experience:
Students will work in groups of 3. They will be given a basic income each (all groups will have a different basic income). They will be tasked with researching other forms of income they may be entitled to. Students will then have to think about their needs and wants account the scarce resources and finances they have. Students will create a poster explaining what income they have, how they received it e.g. a job, children’s allowance etc. Then they will show how they will spend it, first showing their needs and then showing their wants. They will explain why they chose each item.

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Action Verb- Review
Learning Intention: Student will be able to look at something in the Business Studies context, where they might not have made the connection previously...eg..seeing their phone as an asset, produced from scarce resources; seeing the difference between needing clothes for shelter/protection as distinct from buying for a label, name etc.
Outline of Learning Experience:
Students list all the THINGS they own personally or have access to. We then see where these items came from; who provides them? What are they made from? Where are they made?

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Students will begin to evaluate wants & needs. Students will evaluate household resources. Students will evaluate the risks associated with different sources of income and expenditure.
Learning Experience: Students will debate their own wants & needs as a starter exercise. They will explore resources. They will evaluate different forms of income and expenditure