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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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Learning Outcomes

1.9 and 1.10

Learning Intentions

I will learn about the impact of fast fashion to the environment.

I will learn about the impact of globalisation and consumer choice

I will reflect on the ethics of being a consumer.

How might you use this stimulus material in class?

Many students will purchase from Shein as it is currently trendy and very affordable. The video will highlight the negative impacts companies like Shein have on workers rights and the environmental impacts of fast fashion. The video will help students to reflect on the ethics of fast fashion.

Support Resources - Diamond 9 Template https://www.jct.ie/perch/resources/english/diamond-nine-strategy-sheet-1.pdf This challenges students to work together to evaluate
and collectively prioritise 9 statements or ideas about fast fashion into what they consider highest
to lowest importance.

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If you think fast fashion is bad, check out SHEIN

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Debate 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 be able to explain what is ethical and what is sustainable.
I will evaluate how my consumption of goods and services effect people, profit and the planet.

Foodcloud documentary and how they partner with Tesco.

Food shows showing recipes how to use all in your fridge. Better for the environment and your pocket.

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Impact of consumer choice (Production/waste, inequality)

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Impact of consumer choice (Production/waste, inequality)

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Strand 1 personal finance: 1.1,1.9,Strand 2 enterprise: 2.5,Strand 3: our economy 3.7

Learning intentions

Outlining what is meant by an ethical consumer

Examine the impact of consumer behaviours on others

Debate the ethical and sustainability issues that arise from consumption of goods and services

- Ice breaker  = In groups, pick 10 household items of a specific brand. These can be anything from furniture, food items to items of clothing. Research these items to see where in the world they are produced. Students will Map these products on the map handout given to them.

- Questions following from the placemat will be discussed and students will see the globalisation link. Discussion focused after on food items and link of food waste.

- allow students to post common food waste they see from home or in school post to menti https://www.mentimeter.com/

In groups, research Food Waste (share link attached for food waste.ie)
Create a one page summary on how our choices as a consumer can impact people, planet & profit and present findings.

Video to finish or start next class =
https://www.ted.com/talks/ali_jackson_what_can_we_do_to_reduce_food_waste

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Stop Food Waste - Reduce your food waste and save yourself money!

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Stop Food Waste is a programme funded under the EPA National Waste Prevention Programme. Waste Prevention is the preferred waste management in Ireland

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A video about globalization and Nike sweatshops all over the world. Hope you enjoy it, please rate!

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The Problem with Pennys (Primark), M&S, Apple

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The Problem with Pennys (Primark), M&S, Apple

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PowerPoint in relation to Fast fashion- the Rana Plaza disaster and Issues with Apple's production. Society perception of each company vs reality. Apple Pay their employees in China approximately $2 per day for a 10 hour shift (young people aged 17-30) from rural communities. Problems with production line and exploitation of workers in a developing country.
Primark and M&S involved in Rana Plaza disaster where over 1,000 died due to a building collapsed. All companies knew that the building was not structurally sound and did nothing about it. 10% of all M&S production in Bangladesh.
Major issue with Penny's and cheap labour.
Shop local- e.g. buy ILK clothing. Designed in Dundalk, Co. Louth and produced in Portugal.
Buy Farah- made and sourced in Italy.
Not in the structure requested but you might find this useful when teaching.

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Learning Outcomes :

3.10
1.9

Learning Intentions:
Define ethics, sustainability and some of our other key words.

Give examples of unethical and ethical companies

Discuss the importance of ethics in business

Discuss the importance of sustainability in today’s climate.

Discuss Fast Fashion and the impacts it is currently having in the world.

How might you use this stimulus material in class?

This powerpoint, provides a great over view of the topic of Ethics, sustainability and fast fashion, it contains a wide range of activities including videos , pic collages, Individual work and pair work

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Learning outcomes:
1.9 3.6
Learning interntions:
- I will learn about the impact of food waste on society and the environment
- I will consider my own consumption and waste of food.
-I will consider how economic growth links to the production and waste of food.

Using stimulus material
-This Youtube clip above will introduce the topic and provide a starting point for  class disscussion.
-I will give students a food waste diary to fill in over the week and monitor their own families food waste and reflect on their findings.
-We can then move on to the bigger picture of economic growth and product and the impact it has on society and the environment.

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

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Learning Outcomes
1.9& 3.2

Learning Intentions
I will be able to explain the difference between renewable and non-renewable energy sources
I will be able to evaluate the use of wind energy
I will be able the role of economic participants in producing wind energy

I would use this video as a starter to get students to think about wind farming and get them to consider the social, economic and environmental benefits of using it as a source of energy. Later have a discussion about whose role is it invest in this energy - Businesses or Govenment

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Bord na Móna's Mountlucas Wind Farm - A New Energy Story

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

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

Documentary that highlights the importance of sustainable development and preserving our scarce resources.

Shows how people around the world practice sustainable living, the progress in green energy practices and how to incorporate life changes to support the drive in becoming more ethical and sustainable as an individual.

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LO: 2.4 AND 2.5

LI:
- differentiate between a right and responsibility
- Analyse existing workers rights.
- Discuss various agencies, services or unions that can help a worker if they feel their rights are being infringed.

Material:
Case Study exercise - have mini case studies/scenarios for half the class and the solutions to these to the other half of the class. Students must move around the room to find their partner with the solution to their mini case study/scenario. Once they have found their partner they must discuss the case study and solution, why this solution is appropriate and then present to/share with the class. I find this works well as it is very interactive.

Sharing material:
Using Microsoft teams page where all business studies teachers have access to shared material.

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1.6 Identify appropriate types of insurance for particular personal needsand consider costs, benefits and risks

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1.6 Identify appropriate types of insurance for particular personal needsand consider costs, benefits and risks

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LLearning Intentions: Understand why households have insurance.
. List details that may be included on a claim form

Video clip would be shown as a hook to introduce household
insurance

Students would be given a Questionnaire to complete with open and closed questions.

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Flooding in Wexford, Ireland! People were rescued by helicopter! - Wexford Flood -  kilmore flood

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Learning Outcomes
1.1 and 3.1

Learning Intentions

Consumer rights & responsibilities

Impact of choices we make on the economy, society and the environment

Possible class plan

Start by asking students where they buy their clothes and why? Think, pair, share

Show video

Ask students to reflect

Share reflections

Develop action plans for future shopping

Ask students to predict the consequences of their future shopping plans

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If you think fast fashion is bad, check out SHEIN

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Learning Outcomes
1.6  (insurance), 1.8 and 2.3 (volunteerism), 2.11 (contingency plans)

Learning intentions
- i will learn about house insurance
- I will learn about the process of applying for and claiming on insurance
- I will learn about the importance of volunteers in our community - the benefits, rewards and careers
- I will learn about the importance cashflows and preparing for unforeseen events

How i will use this video in class.
Topical subject as has affected a lot of our own students
Talk about the damage to house and its contents
Damage to vehicles and the roads - lots of images of fallen bridges.
Higher and lower order questions to involve all students in the class.
Without volunteers and community spirit??
Affect on business - closed due to damaged stock etc

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Total devastation in Bridgetown wexford  Christmas day 2021

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Learning Outcomes
1.9 & 2.5
Learning Intentions
I will learn about the importance and reasons for packaging from a Business's perspective
I will learn about the impact packaging can have on the environment
I will reflect on the factors affecting consumer decisions (Cost/Morals)
How might you use this stimulus material in class?
Students research and discuss companies who package their products in either a positive/negative way (customer views etc)
Students debate the costs associated with this (Extra waste to dispose of etc for consumer, unnecessary extra weight to product).
Students discuss ways we can change businesses behaviour (boycotting their products etc)
Students reflect on what is important from a consumer point of view when it comes to packaging (Protection of damage to product etc)

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BREAKING NEWS: Amazon's Plastic Packaging Pollution Problem Revealed | OCEANA

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Learning Outcomes-
2.4
Learning intentions
I will learn about the rights and responsibilities of employees.
I will understand what Trade Unions are and how they represent employees.
I will learn how industrial disputes can be resolved.
How I will use stimulus material in class:
This article provides a very current example  that students can identify with most students are very familiar with the franchise.
The article demonstrates a number of issues related to why workers would want a union such as treatment and pay.
Exercises could include a question quadrant with higher and lower order and open and closed questions.
Eg. 'We acknowledge there are some great benefits' - State the benefits for workers of being part of a trade union.
The article is also relevant to help transition to other topics such as the mention of fairtrade and franchises

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Staff at one Starbucks coffee shop in New York state have voted to establish the first labour union at one of the chain's own stores since the 1980s.

Out of a staff of 27, 19 voted in favour at Elmwood Avenue, Buffalo.

Despite the small numbers involved, the vote is likely to rattle the giant coffee chain brand.

Starbucks had pulled out all the stops to persuade staff to vote against unionising, including flying in top executives.

Campaigners for the union gathered in Buffalo to watch the vote be counted via Zoom and cheered as the result was announced.

However staff at a second Buffalo store voted against establishing a union. The vote at a third is not yet resolved as some of the ballots are under review. In all, about 100 baristas and supervisors took part.

Starbucks workers in Buffalo began the campaign to unionise in August, saying they were overworked, but not listened to by the company.

The mobile app in particular has added to their workload, they said, by enabling multiple complicated orders to arrive in quick succession, which they are then under time pressure to fulfil.

The vote could set a precedent at the coffee chain, which has more than 8,000 company-owned stores across the US, none of which have been unionised since the 1980s.

Staff at three further locations in Buffalo and one store in Arizona have already applied to unionise.

'Bullying and intimidation'

The vote was held in the face of an all-out campaign by the company over the last four months to persuade staff to vote no.

Executives, and Starbucks founder Howard Schultz, were flown into Buffalo to lobby employees. They held meetings, sometimes individually with staff, and sent texts asking them to vote "no".

According to Workers United, the union to which the new Starbucks branch will be affiliated, the Buffalo stores were flooded with out-of-town Starbucks managers to try to discourage discussion of the issue among staff.

This amounted, the union said, to a campaign of "bullying and intimidation".

The coffee chain, which recently announced that it would be lifting its minimum wage to $15 an hour by next summer, has stressed that it is not anti-union, but argued that the issues raised by workers did not justify establishing a union.

Starbucks had said having to deal with a union would complicate the company's ability to respond quickly to its workers' needs.

"We want every partner to love working at Starbucks. We will keep finding new and better ways to continue leading on wages and benefits, improve our listening and active partnership, and keep building a company that matters," Rossann Williams, president of Starbucks North America, said in a letter to Starbucks employees after the vote.

'Rose-tinted'

Starbucks, which describes its staff as "partners", offers better pay and conditions than many service sector outlets, including healthcare benefits, equity in the form of stock, paid parental leave and free online college tuition.

It also reflects the progressive values of many of its staff with Fairtrade initiatives and anti-racism training.

"I think that a lot of us have a rose-tinted view coming into Starbucks because of those things," said Casey Moore, 25, who works at one of the Buffalo stores that has not yet voted. "The reality when you're in the stores is quite different.

"I've left crying because of the way customers treat us. They treat us like coffee robots."

She said Starbucks' focus on productivity had led to compromises on staff safety in relation to Covid.

"The pandemic was a catalyst, for certain," said Michelle Eisen, who has worked at Starbucks for more than a decade.

"But working conditions began to decline before that," Ms Eisen said, adding that she is paid only $1.20 more per hour than new hires.

In August, staff at several Buffalo stores said their workload had become untenable because of absences and high customer demand.

"We acknowledge there are some great benefits [at Starbucks]. The main issue is we don't have a voice. There's no accountability when we do have a problem," said Will Westlake, a 24-year-old barista who has worked at the Camp Road Starbucks in Buffalo since May this year.

Taking action

The vote comes against a backdrop of growing influence from the US labour movement.

With many firms struggling to recruit enough staff, workers are in an unusually strong position when asking for enhanced rights or higher pay.

Support for unions has risen to a 50-year high, according to a poll conducted by Gallup in August. It showed 68% of Americans now approve of labour unions.

Industrial action has interrupted work at a range of firms in the last few months, including cereal maker Kellogg's, tractor manufacturing firm John Deere, snacks makers Mondelez and Frito-Lay and the McDonald's burger chain.

Buffalo, New York state's second largest city, has a history of strong support for the labour movement, with a higher proportion of workers unionised than in most parts of the US.

More on this story

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Starbucks to get its first unionised US store since 1980s

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Staff at one Starbucks coffee shop in New York state have voted to establish the first labour union at one of the chain's own stores since the 1980s. Out of a staff of 27, 19 voted in favour at Elmwood Avenue, Buffalo. Despite the small numbers involved, the vote is likely to rattle the giant coffee chain brand.

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Learning Outcomes
1.9 and 2.5

Learning Intentions
I will learn about the impacts of conventional consumerism
I will learn to reflect on the impacts of my shopping behaviours
I will learn about the impact businesses have on the environment through convenient packaging
I will learn how to shop in a more ethical way that does not produce excess waste

How might you use this stimulus material in class?
The video provides an introduction to the issue of excess plastic packaging. Showing the problem and showing our individual and businesses contribution to the issue.
Provides a starting point for discussion.

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Plastic Pollution: How Humans are Turning the World into Plastic

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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.

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

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Our hub solution rescues large volumes of surplus food and redistributes it to charities and communities.

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

I will learn a bout sustainability regarding how we waste some of our food production

I will reflect on how much waste our family produces each week

I will learn about how technology could help feed poorer nations

Look at weekly food shop and check our refuse for waste after dinner each evening

Research items about how food production has moved on and explore what happens with the surplus.

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Learning Outcomes

1.9, 2.5 & 3.6

Learning Intentions

Define sustainability in business and the importance of sustainable consumer choices.

Identify how an Irish business has become more sustainable.

Critique an initiative that the Irish government has introduced to encourage businesses to adapt clean energy.

How might you use this stimulus in material in class?

The video clearly links very simply how Irish businesses are being more sustainable by introducing clean energy across their business organisations. This video would be a stimulus task. The students would be required to identify one Irish business example of how a business has introduced clean energy.  Finally, through explicit teaching of the above example, would provide students with the ability to analyse a clean energy initiative that the Irish government has introduced to encourage businesses to adapt clean energy across their business operations.

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Green Energy: The Future of farming in Ireland?

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Learning Outcomes
1.1, 1.9, 2.5, 3.6, 3.7

Resources
Good On You - sustainable fashion blog

Task
Ask students to choose two brands they purchase and research each under a number of headings such as working conditions, environmental impact, etc. Students present their findings using both graphs & key points and make recommendations for both brands on how they can become more sustainable.

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Workers right in modern economies ? A myth or a reality?????

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Workers right in modern economies ? A myth or a reality?????

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Learning outcomes,
2.4 Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective
2.7 Conduct market research in order to investigate an entrepreneurial opportunity and analyse, interpret and communicate the research findings using relevant terminology and representations
3.7 Debate the implications of globalisation of trade, including the benefits and challenges of international trade

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 about the rights of an employee within our own country
-I will compare the rights of workers in other parts of the world and interpret these differences
I will research and learning about business who are leading the way In relation to worker rights etc

How might you use this stimulus materials in class~?
the image of young boys used to open the discussion allow class to develop ideas and opinions .
I will use the article from an Irish paper reporting court case taken against employer for failing to adhere to  rights and standards .
I will use the video on Nike exploiting child labour to introduce the section on fast clothes , misuse by large marketing savvy businesses, and our personal responsibilities as consumers

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Learning Outcomes
Primary LO: 2.4,  3.11,  1.1
Linked: 2.3, 1.7, 3.01, 3.10, 3.7

Learning Intensions
On Completion of this topic i will be able to:
-Explain the difference between work, employment and volunteerism

-Outline the rights and responsibilities of employers

-Outline the rights and responsibilities of employees
- understand the impact of the decisions made as consumers and how the affect workers
- Reflect on the things that I can do to help improve pay and conditions for all

Material Used

See above.
Covers UN sustainable goals, Short , to the point, stimulates discussion , cross curricular.

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Learning Outcome 2.4

Learning Intentions
- I will learn about rights & responsibilities of employees
- I will learn about rights & responsibilities of employers

Use video as an introduction to employer responsibilities, workplace conditions, fair pay

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Undercover: The Refugees Who Make Our Clothes (Panorama) - BBC News

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Learning Outcome 3.2 Explain how individuals, organisations and the government work together to distribute economic resources used to produce goods and services

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Learning Outcome 3.2 Explain how individuals, organisations and the government work together to distribute economic resources used to produce goods and services

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I will be able to explain how my money is spent on various government services

www.bing.com/videos/search?q=plastic+recycled+cycle+lane+holland&&view=detail&mid=26439FDAF35BB640868026439FDAF35BB6408680&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dplastic%2520recycled%2520cycle%2520lane%2520holland%26qs%3Dn%26form%3DQBVR%26%3D%2525eManage%2520Your%2520Search%2520History%2525E%26sp%3D-1%26pq%3Dplastic%2520recycled%2520cycle%2520lane%2520holland%26sc%3D0-35%26sk%3D%26cvid%3D477FC947E27C496D8DA60D42FD4B1F05

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Learning outcomes
2.4 Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective
3.7 Debate the implications of globalisation of trade, including the benefits and challenges of international trade

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How businesses foster sustainable development 

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How businesses foster sustainable development 

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Learning Outcomes: 1.9, 2.5 and 3.11

How I will use this video in a class:
This could be used as an introduction/ hook for learning at the beginning of the topic to introduce students to sustainability and the responsibilities that businesses have to create environmentally conscious products which cause as little damage as possible throughout the entire product life cycle, from the creation of the product, to the products disposal.

Teachers could ask the class what they thought were the key pieces of information within the video and ask the class for their thoughts/opinions/examples and ideas before commencing learning the material.

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Little Green Bags: True Business Sustainability

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Learning outcomes
1.9, 2.5 & 2.8

Learning intentions
I will learn about the importance of sustainable packaging
I will reflect on the impacts of my shopping behaviours
I will learn about how businesses can package their product and the effects on the environment

How might you use this stimulus material in class?
This article explains how long it takes for different types of packaging to break down and degrade. This highlights the impact of a businesses packaging and our choices. Students can identify products they have bought and how they are packaged. Class discussion on the above. Students can reflect on why it is important to change to a more sustainable packaging and ways to change business packaging and consumer behaviour.

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A quick quiz: what's the difference between "biodegradable" and "compostable"?

"Biodegradable" means that an item will degrade into natural components-eventually. Technically, aluminum cans, Styrofoam cups, and plastic bags are biodegradable, except that the cans take 80-100 years and the Styrofoam and plastic take over 500+ years. That's why nobody considers them biodegradable under any generally accepted meaning of the term. That's quite a different scale than for vegetables (5 days to a month), paper (2-5 months), or a cotton T-shirt (6 months).

"Compostable" refers to a product that will biodegrade under specific human-controlled conditions. The simplest example is the backyard compost pile. You take your fruit and vegetable scraps out, dump them on the pile, and every now and then turn it over with a shovel to speed degradation. Products that you can compost that way are called "residentially compostable."

There is also commercial composting, which uses chippers and grinders to break down refuse, and which require specific moisture, temperature, and oxygen composting.

Under most circumstances, biodegradable plastics are not suitable for residential composting. They require the more complex industrial process to break down.

All of this is increasingly relevant to the produce industry because products are appearing with wrappings that are residentially compostable. Recently a compostable label for bananas was released to comply with French regulations that came into effect at the beginning of this year.

Now New York-based producer distributor Jac Vandenberg Inc. BB #:103960 is introducing a home-compostable plastic bag for its Sunrays line of products. The bags are made from 20 percent biobased plastic and 80 percent compostable polymers. The company claims that these bags will break down in six months in an active compost heap.

"We are confident these bags will help retailers achieve their targets set around zero waste, plastic reduction and overall sustainability," says Jack Papp, brand manager at Jac Vandenberg.

All well and good if you have a compost heap, but what if your 18th-floor apartment in a big city high-rise doesn't allow you to keep one?

Then it gets more complicated. Because then that compostable bag, like ordinary plastic bags, probably ends up in landfill, and there is some disagreement about how and even whether compostable materials will break down any differently there. Nor is it clear whether, when they break down, they will release methane, a greenhouse gas that is about 30 times more potent than the notorious CO2.

Current innovations, such as home-compostable materials, are of course praiseworthy efforts to deal with the monumental problem of packaging waste. But I have the strong impression that they are only crude first attempts at the technology that will be needed to solve it finally.

There's nothing wrong with that, of course; it's just part of the process-unless you are impatient for faster solutions.

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Compostable packaging hits the produce industry

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A quick quiz: what's the difference between "biodegradable" and "compostable"? "Biodegradable" means that an item will degrade into natural components-eventually. Technically, aluminum cans, Styrofoam cups, and plastic bags are biodegradable, except that the cans take 80-100 years and the Styrofoam and plastic take over 500+ years.

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Learning outcome - 2.4

Learning intentions - To learn about employees rights and responsibilities in Ireland.
To be able to explain trade unions and how they help employees.
To be able to research businesses who are leading the way in terms of employee rights.

Use of videos to show workplace conditions, fair work and employer/ employee responsibilities

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Strands this applies to:
3.7 Debate the implications of globalisation of trade, including the benefits and challenges of international trade
2.4 Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective
How I use this video in class:
- I use it to give students a sense of how we are all a part of the problem when it comes to inequality and unfair treatment of workers and children around the world.
- The aim is to hopefully get students to think more about their actions and look to help with sustainability and put the interests of those more vulnerable before their own by thinking carefully before they buy something that may be the product of child/slave labour.

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Special report : Inside the Congo cobalt mines that exploit children

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LO: 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

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

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

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

Use relevant business/product examples

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Learning outcome 1.9

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Food-waste, which connects consumers with surplus food from local businesses, launched in Ireland

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L.O 1.9, 2.5,3.2
LI. 1.Differentiate between Renewable and Non renewable
2. Analyse the Economic Impact of Windfarms
3. Assess the Environmental and Social impact of wind farms

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Opposition to wind farm near Cork's scenic Gougane Barra raised in Dáil

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A Cork TD said the move has taken locals "very, very much by surprise".

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Learning Outcome 2.4
Learning Intentions :
I will learn about rights and responsibilites of employees from a legal, social, environmental and ethical perspective

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Recycled material used to create cycle lanes in Holland

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Learning Outcomes
1.9, 2.2 2.5,
Learning Intentions
I will learn about a social enterprise and identify other social enterprises in my local area.
I will think about the environmental, social and environmental costs of food waste.
I will reflect how I and my family can change our behaviour to reduce food waste.
How might you use this stimulus material in class?
Pair-work: Students identify 3 things they saw or heard on video that they were surprised by.
Worksheet: students identify 2 social, financial and environmental benefits of the work done by FoodCloud
Homework: Reflection Exercise: Identify 2-3 actions that my family and I can take to reduce food-waste.

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What is FoodCloud? Meet founders Iseult and Aoibheann