This is a reflection on teaching first year business. We have 10 week tasters so we want to build a solid foundation in the business subject and give students the required skills for the CBAs in 2nd year. We are involved with the NCCA on developing student tasks to help establish standards of work and are involved with the JCT on developing transversal skills (21st century) skills of students, to empower them to carry out research and reflect on their work.
I have included two student tasks that I created from strand 1 & 2 of the 1st year business specification. The first task is based on the consumer and students have covered all the learning outcomes apart from the ethical consumer. I want them to research that themselves. So the guidelines for doing the research and the youtube video are from the transversal skills project.
To distinguish between the 2 tasks that I have below:
Task based on the consumer:
All learning outcomes have been covered apart from the ethical consumer as I want students to investigate this topic. This task is more research based online as opposed to using the book. I am giving out this task tomorrow so will update the blog with findings once complete.
The second task is based on
income and expenditure, all theory was covered and then students were asked to complete the task. They did however, search for examples of budgets online, but in hindsight, while they knew how to source and reference information.
I think they lacked knowledge on the importance of checking validity and relevance of information. The video on how to research may help address this issue.
Student Task
Create google doc/padlet to gather information and a poster illustrating consumer rights and responsibilities, investigate the services of 2 consumer agencies.
Investigate the ethical and sustainable issues that arise from consumption of goods/services.
Create 2 scenarios describing how the 2 consumer laws were broken, describe how the to redress the situation.
Each student can keep the information arising from their search in their ePortfolio and can prepare a short presentation about the topic including a reflection on conducting the research online.
Consumer rights and responsibilities
|
Does it make sense to me? (understanding)
Sources: (website/article/newpaper)where you got information from:
|
|
2.Does it meet my needs? (Relevance)
|
|
3.Can I verify it with another reliable source?(Accuracy)
|
|
4.Can I trust it? (reliability)
|
|
|
|
Investigate the services of 2 consumer agencies.
|
Does it make sense to me? (understanding)
Sources: (website/article/newpaper) you got information from:
|
|
2.Does it meet my needs? (Relevance)
|
|
3.Can I verify it with another reliable source?(Accuracy)
|
|
4.Can I trust it? (reliability)
|
|
|
|
Investigate the ethical and sustainable issues that arise from consumption of goods/services.
|
Does it make sense to me? (understanding)
Sources: (website/article/newpaper) you got information from:
|
|
2.Does it meet my needs? (Relevance)
|
|
3.Can I verify it with another reliable source?(Accuracy)
|
|
4.Can I trust it? (reliability)
|
|
|
|
Annotated example of student work
Task Title: Project on the Consumer and Consumer Law
STRANDS
|
Strand 1: Personal Finance
|
ELEMENTS
|
Exploring business
|
THEME
|
Consumer Rights
|
Learning outcomes
(1-3 max)
|
Learning Outcomes
1.7 Distinguish between and appreciate their rights and responsibilities as consumers
1.8 Compare the services provided by consumer agencies to assist and support customers
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
|
TASK
|
Create google doc/padlet to gather information and a poster illustrating consumer rights and responsibilities, consumer legislation, investigate the services of 2 consumer agencies.
Investigate the ethical and sustainable issues that arise from consumption of goods/services.
Each student can keep the information arising from their search in their ePortfolio and can prepare a short presentation about the topic including a reflection on conducting the research online.
|
Learning intentions
|
We are learning:
The rights and responsibilities of consumers.
An appropriate format to convey your complaint.
The functions of Consumer agencies.
STUDENTS HAVE NOT LEARNED Ethical issues IS CLASS, But will be asked to research it “Ethical and sustainable issues that arise from consumption of goods/services.”
|
JC Key Skills Targeted
|
1. Being creative: creating a poster.
2. Being literate: Using correct business terms.
3. Managing information and thinking: Gathering, recording, organising, and evaluating information and data.
4. Being able to reflect on my own learning
5. Using digital technology to manage myself and my learning
6. Expressing ideas clearly and accurately
7. Developing my spoken language
8. Working with others: Peer assessment of the poster.
|
Context and learning activities:
(This is the material you would have to teach the students in order for them to successfully attempt the task)
|
The Students will:
1. Students will have created a page of keywords with explanation.
2. Students will have completed a mindmap.
3. Students will take photos of relevant exemplary work in their copies and upload it with a reflection to their ePortfolios in ICT class.
|
SUCCESS CRITERIA
|
Students will be successful in their learning if they can:
1. 1. Present your project in a google doc/Padlet AND a poster form which can be hand written, typed or a combination of both following our guidelines for effective presentations, ensure font is readable.
2. 2.Describe 2 rights and 2 responsibilities of consumers.
3. 3.Create 2 scenarios describing how the 2 consumer laws were broken, describe how the to redress the situation.
4. 4.Identify 2 relevant consumer agencies that could help the consumer, state the web address and evaluate how they help the consumer.
5. 5.Investigate how to be an Ethical consumer.
6. 6.Investigate sustainable issues that arise from consumption of goods/services.
7. 7.Include at least 2 appropriate images/visuals in your project.
8. 8.State where they sourced their information
9. 9.Check for correct spelling and punctuation.
1 10. Present your google doc/padlet and poster, prepare a short presentation about the topic including a reflection on conducting the research online.
|
TIME ALLOWED
|
6 class periods prior to project
|
CONDITIONS
|
2 class periods and complete for homework
Students had access to computers and printer in class. Work completed in class was taken home to put onto project.
1 class for presentations of projects
|
Teacher Feedback Sample 1
|
|
Teacher Feedback Sample 2
|
|
Teacher Feedback Sample 3
|
|
Annotated example of student work
TEMPLATE
Task Title: Project on household Income and Expenditure:
STRANDS
|
Strand 2: Enterprise
|
ELEMENTS
|
Managing my resources
|
THEME
|
Budgeting
|
Learning outcomes
(1-3 max)
|
Learning Outcomes
1.2 Identify and classify sources of income and expenditure,
compare options available to best manage financial resources,
evaluating the risks associated with each option and making informed and responsible judgements
|
TASK
|
Create a poster describing:
sources of income and expenditure for a family and/or a student
illustrate a way to manage income and expenditure,
interpret all information and evaluate what to consider when doing a budget.
Present the poster to a peer, using 2 stars and a wish seek written feedback from the peer and write it on the poster.
|
Learning intentions
|
We are learning:
1.Sources of Income for households
2.Sources of Expenditure for households
3.How to manage our income and expenditure
|
JC Key Skills Targeted
|
1. Being creative: creating a poster.
2. Being literate: Using correct business terms.
3. Being Numerate: Creating a budget.
4. Managing information and thinking: Gathering, recording, organising, and evaluating information and data
5. Working with others: Peer assessment of the poster.
|
Context and learning activities:
(This is the material you would have to teach the students in order for them to successfully attempt the task)
|
The Students will:
1. Students will have created a page of keywords with the explanation.
2. Students will have completed a number of budgets.
3. Students will take photos of relevant exemplary work in their copies and upload it with a reflection to their ePortfolios in ICT class.
|
SUCCESS CRITERIA
|
Students will be successful in their learning if they can:
1. Present your project in a poster form which can be hand written, typed or a combination of both following our guidelines for effective presentations, ensure font is readable.
2. Describe sources of household Income.
3. Describe sources of household expenditure.
4. Illustrate a way to manage income and expenditure.
5. Give advice on what to consider when preparing a budget.
6. Include at least 2 images in your project.
7. State where they sourced their information
8. Present your poster to a peer for peer assessment based on 2 stars and 1 wish.
9. Ensure correct spelling and use of grammar.
|
TIME ALLOWED
|
8 class periods prior to project
|
CONDITIONS
|
2 class periods and complete for homework
Students had access to computers and printer in class. Work completed in class was taken home to put onto project.
1 class to facilitate presentation with peer review/assessment.
|
Teacher Feedback Sample 1
|
|
Teacher Feedback Sample 2
|
|
Teacher Feedback Sample 3
|
|
