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Learning outcomes:
1.9 and 2.5

Learning intentions:
I will learn about rights and responsibilities of employees
I will learn to reflect on the impact consumer choice has on workers rights around the world.
Compare rights of people in Ireland and better or worse conditions in other countries

How might you use the stimulus material in class?
This video can be used after rights and responsibilities have been outlined and discussed.
Students can try to identify rights and responsibilities which might have been neglected or abused in Qatar World Cup. Students can debate with their peers the conditions and standards in Qatar and compare it to Ireland.

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Qatar's World Cup 2022 workers: 'We may as well just die here' | Guardian Investigations

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1.9 To identify through their personal/family transport choices how this meets sustainability goals. e.g. Cycling.

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Learning Outcomes
1.9
3.1
Learning Intentions
I will be able to discuss consumer choices influence others.
I can explain the term ethical consumer.
I can outline how I can contribute to sustainable development.

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Learning Outcomes

1.9

Learning Intentions

I will more aware of what companies i buy off and their social responsibilities

I will more aware of my responsibilities  as a consumer

I will learn more about the working conditions that exist in other countries

How might you use this stimulus material in class?

This video can be used as an introduction to the topic to get students attention to see the real impact of our consumption

Students can be asked to reflect on the video and be asked how their opinions and beliefs may have changed since viewing it.

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L.O - 1.9 & 1.7
Intention
- To understand the effects of not being environmentally conscious.
- To understand the importance of sustainability
- To understand your consumer responsibility with regards to sustainability & waste.

Stimulus - YouTube video “what are the effects of food waste on an economy of a country”

Encourage students to think about the effect their food waste/production may have on sustainability & the environment as a whole.

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What are the Effects of Food Waste on the Economy of a Country | Causes of Food Waste

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1.9, To identify in their own personal/family life their practices in relation to transport and how this could be improved in terms of sustainability e.g. could they cycle to school.

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1.9, To identify in their own personal/family life their practices in relation to transport and how this could be improved in terms of sustainability e.g. could they cycle to school.

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Learning Outcomes:
1.9
2.4
2.5

Learning Intentions:
I will learn about clean energy.
I will become aware of how Disney ensures clean energy is an vital element of their business.
I will reflect on other businesses to determine if they have a focus on clean energy.

How might you use this stimulus material in class?
Disney's CSR report is issued each year. Split the energy section among groups of students. Allow them to read, discuss and conduct additional research if needed.
Report back to the class and discuss each element of their energy report.
Allow student time to examine another business of their choice to determine if clean energy is an element to their business.

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2.2 Describe the skills and characteristics of being enterprising and appreciate the role of an entrepreneur in an organisation, in society and to the economy

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

2.8 Devise and apply a marketing mix in order to promote a new or existing product or service

Learning intentions
I will learn the effect food packaging has on new business enterprises and opportunities

I will learn the skills and characteristics of entrepreneurship

I will devise a product on back of marketing research.

I will create a marketing mix for my new product.

Stimulus material:
This website and videos act as an intro to how entrepreneurs in Ireland are responding to changes in packaging trends.

The students will identify how sustainable choices can be used as part of a marketing mix.

Zoom call with owners of company. Create questions around areas of interest.

Work in groups to forumulate gaps in market based on a student market research survey.

Identify a gap and create product or service to fill that gap.

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All Real Nutrition 2021 Rewind - How did we do?

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https://www.cso.ie/en/releasesandpublications/er/elec19/employmentandlifeeffectsofcovid-19/infographic/

Learning Outcomes
2.4 & 2.6

Learning Intentions
I will learn about the link between social sustainability and work practices.

I will identify the benefits and costs of remote working.

Stimulus material
Students will discuss the impact of Covid 19 on work practices.

Students can debate the pros and cons of remote working from perspective of employer and employee.

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Learning Outcome
2.4
Learning Intentions:
I will learn about the rights of employees and the responsibilities of employers.
I will learn about how working from home could have social, environmental and economic impacts

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"We have a real opportunity now to make remote and blended working a much bigger part of normal working life. Introducing a right to request remote working will set out a clear framework to facilitate remote and blended work options, in so far as possible. It will ensure that when an employer declines a request, there are stated reasons for doing so and conversations with workers are taking place in a structured way. We recognise that remote working won't work for everyone or for every organisation, so the government will take a balanced approach with the new legislation."

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Tánaiste publishes views on right to request remote work

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"We have a real opportunity now to make remote and blended working a much bigger part of normal working life. Introducing a right to request remote working will set out a clear framework to facilitate remote and blended work options, in so far as possible.

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Learning outcome links

1.1, 1.9, 2.5, 3.2, 3.3, 3.11

Learning intentions

-          Will list the benefits of having a linked transport system in the Dublin region for the people in the area

-          Will identify the positive impact of having a linked transport system in a city area in terms

-          Will appreciate the need for sustainable development

-          Identify a link between a good transport system and economic growth and how it benefits the economy

I would use the video to generate a discussion around the importance of a good transport link and how get them to try identify the spin off effects of this in many areas of our economy.

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Learning Outcomes
1.1 1.9 and 2.5

Learning Intentions
I will learn more about being a consumer.

I will become aware of my own personal choices and the impacts it has on others.

I will understand what a responsible consumer is.

I will understand how resources are over consumed

How might you use this stimulus material in class?

This video will help the students  to understand Fast Fashion - relating to industry  and its consumption of resources

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

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Confronting High Street Shoppers with A Shocking Truth: Stacey Dooley Investigates

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

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

LI:
I will learn about food waste
I will consider the opportunities for food waste in a social enterprise contact

Stimulus:
video

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Food Waste causes Climate Change. Here's how we stop it.

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Learning Outcomes
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour
3.5 Examine the purpose of taxation from a financial, social, legal and ethical perspective

Learning Intentions
Develop awareness of the impact of consumer choices and the importance of personal responsibility.
Examine the impact of Government policy on the development of sustainable transport infrastructure.

Stimulus Material
https://www.youtube.com/watch?v=njCRLuDHw_c

Use of material
The above video is a good example of progressive Government policy having a positive impact on the development of sustainable transport infrastructure and serves to heighten public awareness of the importance of choosing sustainable methods of transport.

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Learning outcomes

2.8 & 3.1

Learning Intentions

I will learn about the impacts consumer choices have on my environment.

I will create a marketing mix for a new, more sustainable option for consumers.

Stimulus material
The video can be used as an intro to the topic. Illustrates for students the real life impact of their choices on the environment.
This will lead to students designing a more environmentally friendly product and creating a marketing mix for the more sustainable option.

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Learning Outcomes: 3.7 and 3.10

Learning Intentions:

Analyse the impact of transporting goods has on the economy and society.

Students will discuss the impact on the environment.

Students will discuss the impact international trade has on the environment and how it can be made more sustainable.

How might this be used as a stimulus in your class:

Visual to support their learning, real life examples. Would highlight the current effects on the environment and support them into exploring greener options for companies.

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Fruit, televisions, barrels of oil. At some point during their journey from producer to consumer, all of these goods spend time on the open road, many of them in large trucks.

The environmental impact of heavy duty vehicles is significant. Trucks and buses are responsible for around 25 percent of carbon dioxide emissions from road transport in the European Union, according to the European Commission, and "some 6 percent" of total emissions in the EU.

One start-up wants to change the way that goods are delivered and lessen the freight industry's impact. "In Europe, there's 100 billion vehicle kilometers driven by freight vehicles," David Jennison, U.K. managing director for OnTruck, told CNBC's Sustainable Energy.

"One in four of these are totally empty, 54 percent of them are driven less than full," he added. "So that means that about half the time the vehicle is not fully utilized and is not earning."

Jennison said that the traditional way of booking a delivery was to manually pair carriers with shippers, with many hours wasted in the process. Few of these pairs, he added, were short and efficient, with carriers often required to go "well out of their way to actually pick up the load." The end result was "many millions of empty kilometers and lots of wasted time and inefficiency in the booking process."

In essence, OnTruck wants to create an on-demand logistics program, directly connecting drivers and suppliers. Its system looks to offer flexibility to shippers and truck drivers, which it calls carriers.
Using OnTruck's platform, a shipper requests a shipment, with a notification sent to a carrier. Using a smartphone, the carrier can see all the details of the shipment - size, weight, vehicle specification and any other instructions. He or she can then choose whether or not to accept the trip.

Efforts to make the freight industry more environmentally-friendly take many forms, from platforms such as OnTruck to the way that vehicles are powered. Volvo Trucks, for example, recently unveiled a "fully electrically-powered truck" that can be used for urban distribution and refuse operations.

The Volvo FL Electric has a range of up to 300 kilometers and uses lithium ion batteries for energy storage. Sales and series production of the new model will begin in Europe from 2019.

Looking at the broader picture, the freight industry seems on the verge of a period of significant change. "We are at the edge of a revolution, there's a wave of change that you can see hitting both passenger transport as well as freight, services like Uber and Lyft," Anne Goodchild, founding director of the Supply Chain Transportation and Logistics Center at the University of Washington, told CNBC.

"We really are seeing the opportunity to do new and innovative things in transport."

"I think a lot of that comes from our developments in sensors, in information systems and in communications. So for me, intelligent freight takes those tools and delivers a better freight system, one that is more efficient, one that is faster, one that is more nimble."

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The innovative ideas transforming the way goods are transported

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Fruit, televisions, barrels of oil. At some point during their journey from producer to consumer, all of these goods spend time on the open road, many of them in large trucks. The environmental impact of heavy duty vehicles is significant.

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Learning Intentions:
1. Understand why food waste is a problem
2. Investigate why we overbuy food
3. Discuss how we can reduce food waste

Resources
"Food waste is the worlds dumbest problem" youtube.ie

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Learning Outcomes

1.7 1.9 3.6

Learning Intentions

I will learn about consumer responsibilities.

I will reflect on my shopping choices.

I will discover where clothes donations I make end up.

I will discover how some 1st world economies pass on the problem of fast fashion to other countries who are ill equipped to deal with it.

I will learn how the over production of clothes impacts on the daily life of people living in the developing world.

How I might use this stimulus material in class?

This video provides a great insight into fast fashion and the impact it is having on the environment especially in countries in the developing world.

Students can be asked to watch the video and write down their thoughts afterwards. Then share their thoughts with others in the class.

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TEXTILE MOUNTAIN - THE HIDDEN BURDEN OF OUR FASHION WASTE

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Lesson on sustainability, social enterprise and food waste
Video will be an introduction into the topic.

Linked with 1.9 debate ethical and sustainable issues arising from the consumption of goods/services

Learning outcomes:
1. be more aware of their own and their household food waste
2.make meaningful connections between sustainability and themselves.

3. be able to name a social enterprise

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What is FoodCloud? Meet founders Iseult and Aoibheann

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2.3 and 2.4

Learning Intentions:

1. I will learn the difference between employment, work and volunteering.

2. I will identify the features and benefits of employment, work and volunteering.

3. I will identify Careers in all 3 areas.

4. I will know the right and responsibilities of employers.

5. I will identify the rights and responsibilities of employees.

6. I will know the legal, social, environmental and ethical perspective all no 5 and 6.

Stimulus Material:
YouTube: Terry Gorry - employment rights
Think-pair-share
Group work

Using the material:

1. Students will work in pairs to think of different careers in employment.

2. Students will pick a scenario of a career they would like and write down the rights and responsibilities of that career.

3. Students will think deeper and formulate a table on the legal, social, environmental and ethics of worker rights.

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Learning Outcome 3.7
implications of globalisation

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Learning Outcomes
1.7 & 1.9

Learning Intentions

I will reflect on the impact of my product selection and their packaging on sustainability.

I will discuss consumer responsibilities.

I will examine at the effect of packaging on the environment.

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Learning Outcomes
2.1, .2.2, 2.3

Learning Intentions
Students will learn about social enterprise.
& how the actions of an entrepreneurs can have on the communities.
Students will learn the how the actions of a social enterprise can benefit people.

Stimulus Material
Food Cloud video and Question Quadrant on this to allow more discussion.

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What is FoodCloud? Meet founders Iseult and Aoibheann

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Learning Outcomes: 2.3 and 2.4

Learning Intentions:
To understand the rights of employees and responsibilities of employers in the workplace.

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Coronavirus Creates New Questions About Workers' Rights

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Learning Outcomes
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour
3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices.

Learning Intentions
I will reflect on my  food consumption & the carbon foot print of foods I eat.
I will learn how my wants and obtaining these wants affect the environment and local communities.

Stimulus Material
This article will serve as an introduction into the growth of consumption of certain food fads, using avocados as an example, to highlight how local growers / environments / local resources are affected by consumer choices.

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First published on

Dive Brief:

Monthly shipments of avocados to the U.S. set a new record in January at nearly 320 million pounds, representing a 33% year-over-year increase, according to research from Rabobank . Demand is also growing year-round, with shipments in March up 20% compared to the same time in 2020.

While Rabobank does not expect prices to hit the same levels as 2019, it anticipates average avocado prices to remain higher than in 2020. The report estimates shipments for 2021 and 2022 to be up 12% compared to the three-year average for 2018 to 2020.

Per-capita consumption has more than doubled between 2010 and 2020 to hit more than 8.5 pounds per year and could surpass 11 pounds per person by 2026. Interest in healthy eating is driving demand along with restaurant reopenings and a boost in economic activity as pandemic restrictions lift, but issues around sourcing and sustainable cultivation pose challenges, Rabobank noted.

Dive Insight:

Sometimes referred to as a superfood, avocados pack a serious punch with high levels of monosaturated fat as well as potassium, fiber, folate, essential vitamins and minerals. Consuming the green fruit instead of refined carbohydrates can also boost satiety in adults with weight gain and obesity, according to research from the Illinois Institute of Technology's Center for Nutrition Research .

Avocados have also proven to be highly versatile, making their way into everything from guacamole to ice cream. The upcycling startup Hidden Gem Beverage Co. even he seeds have much potential value. At Pennsylvania State University, researchers have developed makes beverages from avocado pits. Indeed, t a range of natural food colorings in the red-orange-yellow spectrum from avocado seeds, and the pits may even have the ability to fight listeria.

However, as demand soars, sourcing remains a challenge for the avocado industry due to the regional nature of cultivation, the Rabobank report notes. Mexico is the main provider of avocados to the U.S. market, with Peru and California also among the biggest in the world. California will have a slightly lighter avocado crop this year compared to recent years, according to Rabobank. This could create supply challenges when California and Peru's crop seasons end and Mexico transitions to a new season.

And the avocado industry needs to keep an eye on sustainability to ensure that the fruit's "green gold" reputation remains. The Sustainable Food Trust has called attention to what it describes as the detrimental impact of the ongoing "green gold rush" around avocados. It cites research from Carbon Footprint Ltd. that finds two small avocados in a packet have a carbon footprint that is twice the amount of a kilo of bananas, for example. Avocados are a challenging crop to cultivate, requiring specific conditions and a high number of inputs in some cases.

The several thousand miles they often travel to reach consumers is another factor that drives avocados' carbon footprint along with land management policies in countries that incentivize production without accounting for deforestation.

This scrutiny comes as foods' environmental and sustainable credentials become more important to consumers. Eleven percent of consumers recently shifted their purchasing decisions to include more products with environmental claims between 2019 and 2020, according to research from Kearney .

There are a few efforts to improve avocado sustainability. Finding a way to upcycle avocado seeds could also reduce the carbon footprint of avocado production and provide food manufacturers with an opportunity to market their upcycled products to sustainability-focused consumers.

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Avocado consumption hits record highs, driven by health trends

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First published on Monthly shipments of avocados to the U.S. set a new record in January at nearly 320 million pounds, representing a 33% year-over-year increase, according to research from Rabobank . Demand is also growing year-round, with shipments in March up 20% compared to the same time in 2020.

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Learning Outcomes

1.9 and 2.5 (and 2.4 if want)

Learning Intentions

I will learn more about my responsibilities as a consumer

I will think carefully about how much use I get from the things I buy

I will learn more about the working conditions that exist in other countries and especially in places where things I might purchase have come from.

How might you use this stimulus material in class?

This video can be used as an introduction to the topic to get students attention and open discussion and debate about how we behave as consumers

Students can be asked to note one thing that surprised or shocked them in the video and tell the class afterwards.

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When people in the West throw their clothes away, their cast-offs often go on a journey east, across the oceans, to India's industrial interior. From the Kutch District of western India to the northern city of Panipat, garment recyclers turn into yarn the huge bales of clothes that come from people and places distinctly strange. With little exposure to Western culture other than the Discovery Channel, the garment recyclers rely on their imagination and the rumours that travel with the cast-offs to create an an intriguing perspective on the West.

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This is the final resting place of your cast-off clothing | Aeon Videos

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When people in the West throw their clothes away, their cast-offs often go on a journey east, across the oceans, to India's industrial interior. From the Kutch District of western India to the northern city of Panipat, garment recyclers turn into yarn the huge bales of clothes that come from people and places distinctly strange.

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Learning Outcome
2.3 and 2.4

Learning Intentions
I will learn about the rights/responsibilities of an employer and employee
I will learn about the different terminology associated with work and employment

How might you use this stimulus material in class?

As introduction, followed by a case study for the students to review and answer questions on in groups of 3-4

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3 What is Employment and Unemployment for Junior Cycle Business

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Learning Outcomes
* 1.9 and 2.4

Learning Intentions
* Understand how workers rights are different between Ireland and other countries.
* How do my choices in purchasing effect workers rights etc.
* Discuss how businesses can be socially responsible for their workers.

How might you use this stimulus material in class?
* The website shows students different products and businesses which they use and they can do some research into one of the products/businesses they use and see how they are when it comes to Fairtrade and treating workers correctly.
* Students can then get into groups and discuss their views on what they have covered.

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PEOPLE ARE AT THE HEART OF FAIRTRADE

Choose from a product below to learn more about the challenges faced by farmers and workers in key sectors and how Fairtrade improves things for them.

Did you know that there are over 1.4 million farmers and workers spread across more than 70 countries in the world participating in Fairtrade? If data's what you are looking for, click here for key stats on Fairtrade farmers, workers, producer organisations and Premium!

Choose a Product to Meet a Farmer

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Farmers and Workers at the Heart of Fairtrade

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Choose from a product below to learn more about the challenges faced by farmers and workers in key sectors and how Fairtrade improves things for them. Did you know that there are over 1.4 million farmers and workers spread across more than 70 countries in the world participating in Fairtrade?

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Learning Outcomes
- 2.4 and 3.6

Learning Intention
- I will learn about the rights of employees and the responsibilities of employers

-I will learn about the difference of ethical and unethical behaviour by a business regarding their treatment of employees in the workplace.

- I will reflect on how this unethical behaviour by business towards the treatment and abuse of workers rights may impact my shopping.

Stimulus Material
This short video highlights the treatment of ite employees by one of the worlds richest companies Amazon. Students will then debate on the video.

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Amazon Employees Speak Out About Workplace Conditions | NBC Nightly News

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Moving from a dependance on fossil fuels to more cleaner energy options. 

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Moving from a dependance on fossil fuels to more cleaner energy options. 

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Learning Outcomes:
1.9 - ethical consumption
3.1 - scarcity of resources - factors of production
3.6: economic growth and its impact on the environment

Learning Intentions:

I will learn about where the energy we consume come from?

I will consider how do businesses distribute their products around the world before choosing what to buy

I will consider the impact of my purchases on the environment

Stimulus:

Netflix Documentary - Down To Earth, episode 1 - Iceland.

Approx 40 mins, easy to understand and follow, will cater to a range of abilities in the class

This explores the use of geothermal energy in Iceland

It shows how they moved from fossil fuels to using its natural resources to power the country

It poses the question on perhaps other countries could follow suit

Complete documentary does not need to be shown, specific clips can be used independently

Using the stimulus in Class:

This documentary can be shown in parts with an accompanying question quadrant.

Many facts are given in the documentary (e.g. how many homes can be powered by this new form of energy), students can be asked to find the answers to closed questions and also open questions to stimulate class discussion.

This documentary can be linked to the SDG 7, 9, 11, 12 and 13.

Cross curricular links to CSPE and Geography

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Learning Outcomes

1.9, 1.10, 2.5

Learning intentions

I will learn how to make better consumer choices.

I will learn the impacts fast fashion has on the environment at the production stage.

I will learn the impact fast fashion has on global waste.

How I might you use this stimulus material in class?

This video outlines the fast fashion impacts right from the production stage through to the impacts it has on our global waste. It also outlines ways to decrease our personal contribution to fast fashion.

The video includes a live true/false quiz for students to complete after the video to access their knowledge and reiterate important points made in the video.

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Fast Fashion, fashion, impact on nature online exercise for Pre - Intermediate. You can do the exercises online or download the worksheet as pdf.

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Learning outcomes:
1.7 Distinguish between and appreciate their rights and responsibilities as consumers
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour.

Learning intentions:
-Students will learn what the impact waste has on the environment.
-Students will reflect on where their waste goes.
-Students will learn what their responsibility is when buying products i.e. buying only what they need.

How might you use this stimulus material in class?
-I would examine the pie-chart in the article showing where food waste comes from.
- I would have students read an extract of the piece above and give them questions.

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An estimated 450,000 tonnes (t) of food waste is produced in Ireland every year before it reaches the consumer. The Minister for Communications, Climate Action and Environment Denis Naughten said that out of the 1.1m t of food waste produced in Ireland each year 40% comes from food production, 34% from the commercial sector and 26% from households.

There are two sets of EU regulations in place that set out clear obligations on waste collectors, businesses and households to promote the segregation and recovery of food waste. The regulations also aim to support job creation in the waste and bio-energy sectors by using waste produce energy, compost and digestate.

"Through preventing food waste, and becoming more efficient in using what we have, Ireland can reduce the environmental impacts associated with food waste, improve the financial performance of businesses and householders alike, and help those who struggle to put food on the table," Naughten said in response to a parliamentary question from Roisin Shortall.

The national prevention programme "Stop Food Waste" aims to raise awareness and enable initiatives to promote changes in behaviour, through a combination of education, training, local champions, peer example and easy-to-use information. It is targeted at householders and individuals, and small businesses such as cafés, pubs serving food and small local supermarkets.
Re-use
Where preventing food waste isn't possible, Government policy encourages re use such as donating surplus food.

"Ireland is already making significant strides in this area and through the EPA-led National Waste Prevention Programme (NWPP), has been working on food waste prevention in partnership with many stakeholders since 2009," Naughten said. "A National Forum on Food Waste is scheduled for March 2017 to bring together stakeholders from across the food cycle with the specific focus of exploring a collaborative approach to reducing waste food."
France passes law to combat food waste

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Ireland generates 1.1m tonnes of food waste every year

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An estimated 450,000 tonnes (t) of food waste is produced in Ireland every year before it reaches the consumer. The Minister for Communications, Climate Action and Environment Denis Naughten said that out of the 1.1m t of food waste produced in Ireland each year 40% comes from food production, 34% from the commercial sector and 26% from households.

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Learning Outcomes
- 1.9, 1.10 and 3.1

Learning Intentions
1. I will learn about how products are packaged
2. I will consider how my choices as a consumer impact the environment
3. I will investigate factors which affect consumer and business decision making

Stimulus
- This link from bord bia shows great insights and examples from the pointof view of buyers and suppliers in terms of the impact of packaging on their choices.
- Debate would be encouraged with class group split into opposing sides in terms of their views on whether they would change or reconsider their buying habits based on how a product was packaged.

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It has particular resonance in the PCF sector, and also for alcohol. In other categories it is still important, and we know that sustainable packaging can draw the eye across categories. There will be a continued drive toward more sustainable packaging driven by consumers and customers alike, across all sectors, so it is critical for all producers to ensure that these credentials are strong.

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Learning Outcomes

2.5 and 2.7

Learning Intentions

I will understand the impact organisations have on their workers

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

I will understand how an entrepreneur conducts field research

Learner experience

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

Explanation of resource

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

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

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

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Learning Outcomes:

1.4 and 2.1

Learning Intentions:

I will learn about the global 15% tax rate and its reasons

I will learn about income inequality throughout the world

I will learn how governments use taxation to tackle inequality

How might you use this stimulus material in class?

The video provides an introduction to the new global 15% tax rate and its reasons

Support resources: support materials on income inequality throughout the world, Ireland's initial opposition to the tax and a summary worksheet providing open and closed ended questions

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World Business Watch: 130 countries back global minimum corporate tax of 15% | WION English News

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Coronavirus Creates New Questions About Workers' Rights

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Learning Intentions:To learn aboutt the rights and responsibilities of employers and employees, to research rates of pay, to look at impact of taxation on workers
Use newspaper article or budget changes info.
Class discussion in groups

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Learning Outcomes

1.7 and 1.9

Learning Intentions

I will become aware of how my personal choices can impact others

I will learn what is meant by business ethics

I will learn how to become a responsible consumer

How might you use this stimulus material in class?
The  Video provides a background to the ongoing abuses of workers building infrastructure for Qatar World Cup. This can be used as spring board into what students believe are fair conditions for workers, there impact on workers conditions and support of products and services who exploit workers.

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Qatar World Cup workers allegedly abused | FT World

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Learning Outcomes:
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

2.8 Devise and apply a marketing mix in order to promote a new or existing product or
service

Learning Intentions:
To analyse how much food goes to waste from single people living alone due to food being sold in family pack sizes.

To create an idea on how to solve this issue using the marketing mix and trying to make an existing product better.

I would use the video as a hook at the beginning of the lesson to draw the students attention to the issue straight away.

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How can how we solve the planet's food waste problem? - BBC News

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Learning Outcomes

1.7 and 1.9

Learning Intentions

I will become aware of how my personal choices can impact others

I will learn what is meant by business ethics

I will learn how to become a responsible consumer

How might you use this stimulus material in class?

This video shows what it is like to work for Nike, and how our clothes are produced. It give students an insight into how our choices as consumers can impact others.

Support resources: Play the video in class, and ask students to take down 8 pieces of information. When finished, they will be written on the board. Classroom discussion to follow, where students are asked their thoughts/whether they are surprised, and whether they would change their shopping habits.

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Learning Outcomes
2.8 Devise and apply a marketing mix in order to promote a new or existing product or service
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

Learning Intentions
I will learn the effect of sustainable packaging on the enviornment
I will learn how my actions as a consumer can affect the enviornment

Stimulus Material
The video will act as an intro into how Coca Cola has made a commitment into promoting sustainable packaging.
The students will use the video to form a marketing mix of Coca Cola products, specifically the product element.

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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.