25 September 2017

Reflection on Business CPD day 2



I created this draft last March but never posted it,  I am posting it now as a means of revision. Additionally, I attended an NCCA inservice today and will include a few slides with key information to guide my teaching this year.








It is advisable to have decided whether the CBA will be based on Enterprise/Economics/Finance as the specification and Units of learning covered in first year should be providing the students with the foundations to prepare students for the CBA
Classroom Based Assessment: CBA1

Business in Action: Group (of 6) project based on one of the following:

  • Enterprise in Action, 
  • Economics in action, 
  • Finance in action.
CBA 1 Key Dates-Group (of 6) project
Monday 12th March to Friday 20th April 2018: Students spend 4 weeks doing CBA 

Friday 27th April 2018:  Lastest date for award of Descriptors by the teacher.

Friday 4th March 2018:  Lastest date for SLAR. Subject Learning and Assessment Meeting.


CBA2 - Presentation, Individual project, 3 weeks, aligned with learning outcomes. Up to 3 minutes per student.

CBA 2 Key dates:
Monday 12th November to Friday 7th December 2018.  3 weeks.
Friday 14th December 2018.   Latest date for completion of Assessment Task(AT).  
Monday 17th December 2018. Lastest date for award of Descriptors by the teacher.
Friday 21st December 2018.  Latest date for SLAR.  

The Assessment Task (AT) is a written task completed by students during class time.  It is sent to SEC for marking and is specified by the NCCA and is related to the learning outcomes on which the second CBA is based.


 

We have some Units of learning created as a department (@ElaineMolumby & @miriambergin) and it is time-consuming. While planning which learning outcomes to cover and the manner in which formative assessment and active learning will take place.  We have a ten week taster for students in first year.

Units of Learning: prepared as a department: On reflection there are changes we would make...

Consumer Unit of Learning:    http://bit.ly/2mAikUo

Marketing Unit of Learning:   http://bit.ly/2mAgxyY

Budgeting Unit of Learning:  http://bit.ly/

Wages Unit of Learning:        http://bit.ly/2nltUl6



Useful links



Examples of student work via NCCA


Assessment guidelines



5 February 2017

Business Studies -Student Tasks


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.



How to carry out research online….youtube video   https://youtu.be/5D19Z7Fo-kA   
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





Reflection on Business CPD day 2

I created this draft last March but never posted it,  I am posting it now as a means of revision. Additionally, I attended an NCCA inservi...