How might you use this stimulus material in class? 

1.1 Review the personal resources available to them to realise their needs and wants and analyse 

the extent to which realising their needs and wants may impact on individuals and 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

 

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

 

 

 

·         Examine the impact of consumer behaviour on others - locally, nationally and globally 

·         Explore the ways in which consumer choices can influence the provision of goods and services, and how consumer power can change the lives of other people 

·         Explain what it means to be an ethical consumer 

 

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

 

 

 

 

Watch video (True cost of fast fashion)

 

Group work/research

Research paper on area of inquiry that is based on their research of the stimulus material

 

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

Learning Intentions
- List and provide examples of different types of resources. 

- Explain how the consumer decision of buying a t-shirt uses impacts each of these resources.

- Describe some things that we can do to reduce our resource use when it comes to buying clothes.

Stimulus Material Used in Class:  
- Students begin by listing 5 resources in their copy - good recap on resources from Chapter 1. 
- I get them to draw the outline of a t-shirt on one full page of their copy. 
- While watching the video, students must list 5 ways in which the lifecycle of a tshirt (from production, transportation, usage - washing, & disposal) impacts on natural resources (the environmental impacts of fashion) and on people (social impacts). 
- Discussion regarding how we can reduce our impact on their environment and people through our buying decisions.
- Followed by a research task (could be done for homework):
Research one clothing brand that produces environmentally-friendly fashion.  Write 2 sentences about the brands’ mission in your copy. 

How might you use this stimulus material in class? 

Other articles I might look at:
https://www.youtube.com/watch?v=J8hdWy_Y9oM
https://www.theguardian.com/global-development/2022/jan/25/workers-paid-less-than-minimum-wage-to-pick-berries-allegedly-sold-in-uk-supermarkets 
https://www.siliconrepublic.com/careers/remote-working-legislation-ireland 

How might you use this stimulus material in class? 

How might you use this stimulus material in class? 

 

Supporting activity / follow on task 

·       In groups students are to plan a weekly shop for different families. 

o   Different scenarios will be assigned family dynamics, incomes etc.

o   Use different groceries websites - shop around best value / quality / fits budget etc. 

o   Present families and weekly shopping to the class.

o   After all families are presented discuss the different weekly meals, varied resources etc. Contrast between each family. 

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 behavior.

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

 

Learning Intentions:

1. Outline the benefits of renewable energy.  

2. How can the introduction of a wind farm in our local community impact positively and negatively on our community.

3. Link a real enterprise in the community example to the theory concepts.  

 

Select Stimulus Material:

News article on new jobs coming to Crosshaven for the introduction of a offshore wind farm. 

 

Outline how to use this stimulus:

1. Discuss in pairs the benefits of renewable energy. 

2. Discuss as a class, sharing ideas on the board. 

3. Students read the article and answer some questions. 

4. Discuss these questions and their answers with a partner.

5. Class discussion on the article. 

6. Split the class into groups of four. Have two people in each group come up with the positive impacts of this enterprise and the other two members coming up with the negative impacts. 

7. Have the groups have a debate about the introduction of a new enterprise to the community. 

8. Reflect on what they have learned individual. 

9. Have a class discussion on the debate and what students have learned, relating to the theory.  

How might you use this stimulus material in class? 

*I will investigate my rights as an employee in relation to hours and holidays

*I will understand my rights in relation to working during covid

Stimulus material:
TikTok Richard Grogan Solicitors (Most are aware of hm already)

How it will be used:
*Get students to watch some of the videos on tiktok and then do their own research (e.g. citizens advice, WRC etc)
*Students can design poster on Hours, Pay, Holidays,various agencies

3.1 Scarcity and Choice

3.4 Government expenditure

3.5 taxation can be linked also

I will learn about the role of the government in providing for citizens

I will learn about the importance of public transport (socially/ environmentally)

I will reflect on the impact of my choice of transport on the environment

We will look at scarcity and choice also apply at government level

We will analyse the benefits (environmentally and socially) of switching from car transport

We will look at the supposed benefits of a well designed public transport system

We will look at international examples

We will use a diamond 9 diagram to rank government spending and analyse where transport fits on that