Possible Evaluation of Student Learning:



Junior Cycle Business Studies Year Plan1st Year - Term 1 – August – Mid-Term – Approx. 9 weeksLearning OutcomesUnit of Learning 1 – “Resources”Learning OutcomesPersonal Finance:1.1 – resources, needs & wants, impact on individuals and society.Finance: 1.3 – financial lifecycleCh. 1 (3 weeks) Our Economy: 3.2 – economics, economic resources (land, labour, capital, enterprise). Economic systems and distribution of resources in a mixed economy.Ch. 29 (2 weeks)Key Concepts:Circulation of money; personal resources; needs and wants; scarcity and choice; opportunity cost; financial planning.Key Skills1, 2, 3, 4, 5, 6, 7,8.Wellbeing IndicatorsA, B, C, D, E, FAssessment-Observation and questioning during class discussions. - (Group) - presentation of posters, storyboards, etc. to their group and teacher observation of individual decision making within groups.-Using the digital record of the padlet to evaluate the learning.-(Group) -Display and explain their completed life-cycles.Questioning (AFL) Traffic Lights, 2 stars & a wish.Bingo/Kahoot, searches (AFL)Crosswords/word/word scramble/google images-word? (literacy)Class Test (AOL) Results Tracker (Numeracy)ReflectionLearning Experiences: 1.1; 1.3; 3.2; - Teacher input and teacher-initiated discussion.1.1; 3.2 - (Group) - Creation of posters, storyboards or other methods showing how money circulates1.1 - Group / class discussion on personal resources – creating a digital record of the discussion (Padlet)1.1; 1.3 - (Group) - Construction of financial life-cycle – can use many ways to construct (digital, hard copy)1.1; 3.2 - (Group & Individual) Use of decision tree model to analyse impact of choices on individuals and society.Possible Resources: Circular flow of income Needs and Wants - Prezi - Padlet - Coggle Mind mapping - Cartoon Storyboarding - Decision Tree Template - Making the learning RelevantPresentation / Word Processing SoftwareArt supplies for hard copy posters / materialsUnit of Learning 2 - “Being a Consumer”Learning OutcomesFinance: 1.7 – Consumer rights & responsibilities.Finance: 1.8 – compare services provided by consumer agencies & financial institutions.Ch. 9 (2 weeks)Ch. 6 (2 weeks)Key Concepts:Consumer; Rights and responsibilities; consumer agencies and legislation; communication skills.Key SkillsWellbeing IndicatorsAssessment-Questioning, discussion around Case Study and teacher observation and questioning during walking debate-Student representation of research findings.-Teacher observation and peer discussion arising from scenarios in the role play.-Presentation within group of promotional material and write a letter to relevant agency / write a letter of complaint.Questioning (AFL)Bingo/Kahoot, Crosswords/word searches (AFL)Class Test (AOL)ReflectionLearning Experiences:1.7 - (Group / Individual) Case Study: advising consumers in different scenarios1.7 - (Group) Walking debate on consumer responsibilities1.8 - (Group / Individual) Researching the relevant services and agencies1.7; 1.8 - (Group) Role play demonstrating how to exercise consumer rights1.7; 1.8 - (Group / Individual) Develop promotional materials to support and develop understanding of consumer rights and responsibilitiesPossible Resources: – material from Business Studies CPD Day2 - Financial Regulator - Classroom Strategies Competition and Consumer Protection Commission November – Christmas - Approx. 6/7 weeksUnit of Learning 3 - “Planning Income and Expenditure”Learning OutcomesFinance: 1.2 – sources of income & expenditure, compare options, manage financial resources, make informed judgement.Ch. 3 (2 weeks)Finance:1.11 – interpret wage slip, calculate personal tax liability.Ch. 2 (2 weeks)Finance: 1.12 – prepare & analyse a budget, recommend, present in tabular & graphical.Ch. 4 (2 weeks)Key ConceptsSimilarities and differences between types of income and expenditure; fixed, irregular and discretionary expenditure; opportunity cost; personal judgement and responsibility around income and expenditure; wage slip; personal tax responsibility; budgeting.Key Skills1,2,3,5,7,8.Wellbeing IndicatorsB, C, E.Assessment:-(Group) feedback on their discussion of sources of income and expenditure and observation and questioning during group discussion (Decision tree) -Model the completion of a wage slip to provide success criteria for students to evaluate own completed wage slips (self-assessment)-Provide success criteria for a sample completed budget and evaluate students’ budget in tabular and graphic formats – hard copy and/or on excel spreadsheet-Prompt questioning and feedback on issues arising from discussion of sample completed budgetReflectionPossible Learning Experiences:1.2 - (Group) Compare and contrast sources of income and expenditure 1.2 - Decision tree on risks associated with each income/ expenditure option1.11 - Complete all calculation aspects of a wage slip, including gross pay and net pay – hardcopy and/or on Excel spreadsheet1.11 - (Group) Interpret and deconstruct a sample completed wage slip1.12 - Complete a budget and present in tabular and graphic formats – hardcopy and/or on Excel spreadsheet1.12 - (Individual/Group) Discussion of sample completed budgetPossible Resources: series of videos on income and expenditure, budgeting Decision TreeExcel Software1st Year - Term 2 – January – Mid Term – Approx. 6 weeksUnit of Learning 4 - “Ethical and Global Consumerism”Learning OutcomesFinance: 1.9 - debate ethical & sustainability issues from consumption of good & services. Evaluate how they can contribute to sustainable development.Ch. 10 (3 weeks)Finance:1.10 – discuss & evaluate how globalisation and development in technology impact on consumer choice.Ch. 34/35/16 (3 weeks)Key ConceptsEthics and Sustainability; impact of the individual consumer; and effect of globalisation on consumer choice and behaviour.Key SkillsWellbeing IndicatorsAssessment1.9 - (Group) prompt questioning to activate prior knowledge1.9 / 1.10 - (Individual & Group) Observation of group discussion and questioning of decisions; seeking rationale, justifications and observations; questioning and peer assessment (challenging each other’s positions) during walking debate1.9 - (Group & Individual) Questioning and discussion around case study1.10 - (Group with individual components) Sharing success criteria for the research project, self-assessment and providing ongoing feedback. Presentation of findings within groups through a jigsaw activity.ReflectionPossible Learning Experiences:1.9 - (Group) Activating prior knowledge around ethics and sustainability – developing our understanding 1.9 / 1.10 - (Individual & Group) Ethical Decision Case using adapted decision tree model1.9 / 1.10 - (Group) walking debate exploring ethical and sustainability impact of individual choices1.9 - (Group & Individual) Case Based Learning – sustainability 1.10 - (Group with individual components) research project – Developments in technology & the consumer – presentation of workPossible Resources: Video 1 for decision tree activity (Broader view of ethics and sustainability in consumerism) Video 2 for Decision Tree Activity (edited video of Bangladesh clothing Industry) (Containerisation cartoon - development of global market) (Cartoon explanation of sustainability) Sustainability Case Study -Prezi Decision Tree Template - Ethical shopping , Irish Times ICTU UN Sustainable Development Goals Clean Clothes Campaign Presentation / Word processing softwareFebruary – Easter - Approx. 6 weeksUnit of Learning 5 - “Entrepreneurship”Learning OutcomesEnterprise: 2.1 – identify and appreciate types of financial, cultural and social enterprises.Ch. 13 (2 weeks)Enterprise: 2.2 – skills & characteristics of being enterprising, role of entrepreneur in the organisation, society & economy.Ch. 13 (2 weeks)Unit of Learning 6 - “Scarcity and Choice”Learning OutcomeOur Economy: 3.1 – scarcity of resources and consequences of choices.Ch. 29 (2 weeks)Key Concepts Financial, cultural and social enterprise; Skills and characteristics of being enterprising; role of entrepreneur in an organisation, in society and the economy.Key ConceptsScarcity and choice; opportunity cost; economic resources of land labour capital and enterprise; finite resources and ethical issues.Key SkillsWellbeing IndicatorsAssessment:2.1 - (Group & Individual) –Use of Padlet to collate the audit carried and evaluate student learning.2.1 / 2.2 – (Group & Individual) - Presentation within groups of individual profiles in order to develop an overview of associated skills and characteristics of entrepreneurs.2.1 / 2.2 - (Group & Individual) - Submit report on local entrepreneur.Possible Evaluation of Student Learning:3.1 - Feedback from groups on the scenarios / cases - teacher and peer questioning.3.1 - Observations of group discussions during decision tree activity and the extension of the activity into a walking debate, teacher providing the prompt stimulus needed to engage them in debate.3.1 - Teacher observations and feedback from groups - digital record on Padlet using the four lenses.ReflectionPossible Learning Experiences:2.1 - (Group & Individual) – Class organisational audit of local area, researching, profiling and classifying various organisations2.1 / 2.2 – (Group & Individual) - Case-Based Learning – number of entrepreneurship cases (broad understanding of enterprise) extracting the skills, characteristics and contribution of entrepreneurs.2.1 / 2.2 - (Group & Individual) - Profile local entrepreneur (choice) – interview, record and present Possible Resources: -Being enterprising -The Business – RT? Radio 1 Podcast – Tropical Popical Nails -Foróige Youth Organisation -Comhaltas Ceoltóirí ?ireann - HeatDoc Startup Story -Prezi - Padlet Entrepreneur Case Studies - Website from Newstalk articlePresentation / Word Processing SoftwarePossible Learning Experiences:3.1 - Scenario / Case discussion (e.g. scarcity of money, raw materials, skills, energy resources)3.1 - Decision tree methodology looking at opportunity cost (based on individual decision making in light of limited resources)3.1 - Jigsaw activity around the factors of production - view video using four lensesPossible Resources: - Circular Flow of Income - Circular Flow of Income Easter – Summer - Approx. 6 weeksUnit of Learning 7 - “Supply and Demand”Learning OutcomeOur Economy:3.3 – evaluate how the supply & demand of goods and services in different markets can affect prices.Ch. 30 (2 weeks)Key Concepts Basic knowledge of fundamental theory of supply and demand, simple graphing of supply and demand curve, pricing Key SkillsWellbeing IndicatorsAssessment3.3 - (Group) Teacher observation of discussions, prompt questioning and feedback3.3 - (Group) Providing success criteria for a sample supply and demand curve and evaluate students’ construction of their own supply and demand curve3.3 - (Individual) Apply the learning to a specific commodity, as chosen by the teacher, and submit individual piece of workReflectionPossible Learning Experiences:3.3 - (Group) Role play scenarios around the buying and selling of products or services (such as chocolate bars, concert tickets, soccer players, oil, milk, toys / game consoles)3.3 - (Group) Use the information from the scenarios to collectively construct simple demand and supply curves3.3 - (Group /Individual) Introduce market changes and evaluate the effect on pricePossible Resources: - Lesson based on Supply and Demand - Demand – Supply Equilibrium price ................
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