St Gnó Lá FGL 1 S1

Teagasc, Foghlaim & Measúnú

Feabhas a chur ar fhoghlaim scoláirí is é sin an focás atá le measúnú agus tuairisciú

Sonraíocht don Staidéar Gnó lth. 17

Teagasc

Measúnú

Foghlaim

Junior Cycle Business Studies

Tacaí an SSM don Staidéar Gnó

2018/2019

Lá 4

2016/2017

Lá 2

Measúnú

2017/2018

Lá 3

2016

Lá 1

Eolas a chur ar an tSonraíocht

Treoraithe ag riachtanais na múinteoirí

Tacaíocht ar líne - An Scoil Uile - Aghaidh ar Aghaidh - FGL Roghnach

Seisiún Eolais ar Shonraíocht

an Staidéir Ghnó

Ár gcuid foghlama

Cur in Aithne

Struchtúr an Lae

Cén fáth?

Intinní Foghlama

Critéir Rátha

Ceist

9:30 - 10.45: Seisiún Eolais ar an tSonraíocht

Seiceáil Isteach

Turas Foghlama na Sraithe Sóisearaí

An Staidéar Gnó

Domhan Domhandaithe & Dinimiciúil

Seiceáil Isteach

Sonraíocht

Siollabas

An chaoi a dtacaíonn an tSonraíocht linn:

Príomhtheachtaireachtaí

"...chun soláthar a thabhairt sa tsraith shóisearach a chuireann riachtanais na scoláirí ag croílár an teagaisc agus na foghlama."

Teagasc, Foghlaim & Measúnú

An tSonraíocht:

Cén leibhéal tuisceana atá againn uirthi?

10.45 - 11:00: Sos Caife

An tSonraíocht:

Cén tuiscint atá againn uirthi faoi láthair?

Is iad na Torthaí Foghlama a bhíonn ag stiúradh threo na foghlama thar na trí bliana

Solúbthacht

Cad é is mian leat a bheith foghlamtha ag do chuid scoláirí i ndiaidh trí bliana den Staidéar Gnó ?

Tá an measúnú agus an tuairisciú dírithe ar fhoghlaim scoláirí a fheabhsú

(Sonraíocht don Staidéar Gnó lth. 17)

Am Caife

An Chéad Bhliain

Seiceáil isteach

Cad é a chaithfidh a bheith ar eolas agam?

An Dara Bliain

I dtreo dheireadh an dara bliain

4

6

10

8

2

An Tríú Bliain

Formative Assessment

Snáitheanna agus Torthaí Foghlama

4

6

10

8

2

0

Déanann Torthaí Foghlama cur síos ar an eolas & an tuiscint, na luachanna & na scileanna a ba chóir dó scoláirí a bheith ábalta a léiriú i ndiaidh trí bliana foghlama

Seiceáil Isteach

Seiceáil isteach

Eispéiris Shaibhre Foghlama

Neamhspleáchas Níos Mó

Eispéiris Shaibhre Foghlama

Torthaí Foghlama

Grúpobair

Snáitheanna agus Torthaí Foghlama

3ú Bliain - Deireadh Bliana

3ú Bliain-Deireadh téarma 1

Measúnú Rangbhunaithe

Snáitheanna agus Torthaí Foghlama

Is ráitis iad na torthaí foghlama i sonraíochtaí curaclaim a chuireann síos ar an eolas, an tuiscint, na scileanna agus na luachanna a ba chóir do scoláirí a bheith ábalta a léiriú i ndiaidh tréimhse foghlama.

Smaoinigh - Péireáil - Roinn

Measúnú Rang

bhunaithe

Mar ghrúpa, féachaigí ar an toradh foghlama a dáileadh ar bhur mbord agus le chéile bainigí as a chéile é faoi na ceannlínte ar bhur smeach-chairt.

Coimeádaígí ar bhur n-intinn an ghluais de na téarmaí gnó (lgh 6 & 7) briathra gnímh (lgh 8-10)

Luachanna

Scrúdú Deiridh

An Gnó á chur i nGníomh

Scileanna

Torthaí

Foghlama

Ag bhur gcuid táblaí daoibh pléigí an difríocht a fheiceann sibh idir eolas & tuiscint, scileanna agus luachanna.

Eolas

&

Tuiscint

Láithreoireacht

Cruinniú in Athbhreithniú ar Fhoghlaim agus ar Mheasúnú Ábhair (AFMÁ)

Teagasc

An Fhoghlaim a Dhéanamh Ábhartha

Snáitheanna

Cruinniú in Athbhreithniú ar Fhoghlaim agus ar Mheasúnú Ábhair

Mise

Mo Chomhphobal

Airgeadas

Pearsanta

13

Measúnú Foirmitheach

Ár nGeilleagar

Measúnú Foirmitheach

Comhthéacsanna Áitiúla

Tasc Measúnaithe

Ár nDomhan

Is é an Measúnú an droichead idir teagasc agus foghlaim

Leideanna

Ár

nGeilleagar

11

Fiontraíocht

13

(Creat don tSraith Shóisearach 2015)

Measúnú Rangbhunaithe (MRB)

Measúnú

Teagasc

Foghlaim

Measúnú

Amhail an measúnú foirmitheach a tharlaíonn gach lá i ngach rang. Os a choinne sin, déantar breithiúnas an mhúinteora a thaifead ar mhaithe leis an athbhreithniú ar fhoghlaim agus ar mheasúnú ábhair, agus ar mhaithe le tuairisciú na scoile chuig tuismitheoirí agus chuig scoláirí.

Leabhrán Acmhainní Leath. 11-14

Tasc Measúnaithe (TM)

Maidir leis an Tasc Measúnaithe (TM)

- déanfaidh sé measúnú ar an méid a d'fhoghlaim siad agus na scileanna agus na hinniúlachtaí a d'fhorbair siad san MRB

The Final Examination

Eolas a chur ar na Torthaí Foghlama

Torthaí Foghlama

Cruinniú in Athbhreithniú ar Fhoghlaim agus ar Mheasúnú Ábhair (AFMÁ)

-is é an CNCM a shonróidh é agus beidh sé bainteach le torthaí foghlama an dara Measúnaithe Rangbhunaithe

-is é Coimisiún na Scrúduithe Stáit a dhéanfaidh é a mharcáil

No more than 2 hours in duration

laistigh den scoil tar éis gach Measúnaithe rangbhunaithe

One paper at Common Level

Cuirtear am gairmiúil ar fáil

1. Léigh na torthaí foghlama sa snáithe

2. Cad é an rud a bhfuil cur amach

agat air, mar mhúinteoir?

3. Aiseolas

Classroom-Based Assessments

Leideanna

Measúnuithe Rangbhunaithe

An chéad AFMÁ ag deireadh an Dara Bliain in 2018

Set and marked by the State Examinations Commission

Foghlaim

Based on Learning Outcomes

Trí na Measúnuithe Rangbhunaithe seo forbróidh scoláirí a gcuid eolais,

tuisceana, scileanna, agus luachanna, agus is amhlaidh a bhainfidh siad amach na torthaí foghlama trasna na snáitheanna.

• Cuireann torthaí foghlama síos ar an eolas & an tuiscint, na scileanna & na luachanna a ba chóir do scoláirí a bheith ábalta a léiriú i ndiaidh tréimhse foghlama

• 37 dtoradh foghlama trasna na 3 shnáithe

• Níl aon ord tábhachta ann, cuirtear isteach uimhreacha chun tacú leis an bpleanáil

• Tá na torthaí foghlama le clúdach thar na 3 bliana

11:00 - 1:00: Iniúchadh a dhéanamh ar an gcaoi a

múnlóidh an tsonraíocht ár gcuid teagaisc,

foghlama agus measúnaithe

Leabhrán Acmhainní Leath. 11-14

snáitheanna

torthaí foghlama

An chéad MRB i dtreo dheireadh an Dara Bliain in 2018

Eolas & Tuiscint

MEASÚNÚ FOIRMITHEACH

scileanna

measúnú

snáitheanna

torthaí foghlama

Tógáil ar an dea-chleachtas reatha is fearr sa chóras

Ár dtuiscint ar an tsonraíocht a fhorbairt

Iniúchadh a dhéanamh ar an gcaoi a múnlóidh an tsonraíocht ár gcuid teagaisc, foghlama agus measúnaithe

Pleanáil do na chéad chéimeanna eile

Curaclam Ar Líne

Tuiscint níos fearr a bheith againn ar an tSonraíocht

Tuiscint conas an tSonraíocht a oibriú

Treochlár de na chéad chéimeanna eile

Fios a bheith againn conas tacaíocht a fháil

scileanna

measúnú

Scileanna & Luachanna

http://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Business-Studies?lang=ga-IE

www.curriculumonline.ie

1:00 - 2:00: Lón

Anois léigh an Réasúnaíocht ar lth 5 sa Leabhrán Acmhainní

2:00 - 4:00:

Breathnú chun cinn: Measúnú agus Pleanáil i Staidéar Gnó na Sraithe Sóisearaí

Téarmaíocht

Míniúchán ar an téarmaíocht chomónta a bhaineann leis an tSonraíocht don Staidéar Gnó agus leis an gCreat don tSraith Shóisearach

Leabhrán Acmhainní Leath. 3 & 4

Lá a haon den FGL

First Year

Curricular Language for Teachers

Strands and Learning Outcomes Exercise

Rich Learning Experiences

Personal finance - focuses on students developing a set of skills, knowledge and values that allows them to make informed decisions to effectively and responsibly manage their financial resources.

Enterprise encourages students to identify opportunities and turn them into practical and

targeted activities within business and wider society through the development and application of

their understanding, skills and values. It develops students’ basic understanding of the financial,

marketing and operational functions of an organisation.

Personal

Finance

13

Yellow - familiar

Blue - unfamiliar

Green - unsure

Student friendly language to be shared with students .

Our

Economy

11

Enterprise

13

Resource book pg 4-6

Can't leave this conversation here

There were concerns around the messages we were giving about ethics

Needs an activity to address these concerns

Learning intentions

Session 2 - Learning Outcomes in Action

Think- Pair- Share

Video activity

We are learning about Ethics

Learning intentions

What is your understanding of ethics?

Think about the following scenario...

Using the Decision Tree

We are learning:

Question

Learning intentions

We are learning:

So how was this learning experience constructed?

Deepening our understanding

We are learning:

Individual: Identify two possible decisions (2 Min)

Planning Teaching, Learning and Assessment

Learning Intention

Learning outcomes

What could students say, make, write or do that would illustrate their learning of the key concepts?

Key Concepts

Learning Outcomes

Assessment

Did we address all aspects of the learning in these outcomes?

As a group: Identify positive and negative effects and discuss how technology affects the decision (5 Min)

What key concepts do you think we extracted?

Scenario: You are going on holidays and you want to buy some clothes. You hear on the news that your favourite retailer is using sweatshops.

You:

Have a limited amount of money

Want to have new clothes for your holidays

What do you do?

The decision tree provided should help make your final choice more informed and reasoned.

• Understanding ethics

• Wider impact of our personal consumption

• How technology can affect consumer choice and behaviour

About ethics

The impact of our consumer choices*

The influence of the technology on where and how I choose to buy

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

• Class discussion

• Decision tree

• Teacher observation

• Ongoing informal debate

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

About ethics

The impact of our consumer choices*

The influence of the technology on where and how I choose to buy

Understanding ethics

Wider impact of our personal consumption

How technology can affect consumer choice and behaviour

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

Individual: Decide on a course of action with reasoning (3 Min)

View from the following lenses:

• Planet (environment) (No. 1s)
• People (No. 2s)
• Profits (business) (No. 3s)

As a group: Share decisions in group setting (3 Min)

*On people, profit & planet

About ethics

The impact of our consumer choices*

The influence of the technology on where and how I choose to buy

Why would this be a useful starting point?

What has the teacher learned?

Resource book pg 11

To explore how the specification will shape our teaching, learning and assessment

*On people, profit & planet

Feedback

*On people, profit & planet

Departmental Planning for Teaching, Learning and Assessment

Session 2 - Learning Outcomes in Action

What else could you use the Decision Tree Activity?

Success Criteria

Learning Intention

Understand how to work with the Specification

To explore how the specification will shape our teaching, learning and assessment

Discuss

Key Messages

Planning for Assessment

Collaborative Planning

Activity

Learning Outcomes are our bedrock for planning

Some examples:

1.1 Needs and Wants (opportunity cost)

1.5 Choosing sources of finance

2.6 Impact of an organisation on a community

3.1 Scarcity of economic resources

3.2 Opportunity cost including Government spending

3.4 Government National Budget

Feedback

In groups read and analyse

the following Learning Outcomes:

What will students say, make, write or do that will indicate where their understanding of the key concepts are?

How might you engage with these in your classroom?

What learning experiences could you create that would help to develop students' understanding of the key concepts?

Plan for assessment at the outset

What are the verbs from the glossary?

Plan collaboratively at departmental level

Resource Pack p.7-10

Remember personal, local, national contexts

Enterprise: 2.7, 2.8

Our Economy: 3.3

Planning is for teaching, learning and assessment, not paperwork

Resource Pack p.4-6

Resource Pack p.17

What are the key concepts ?

Feedback

Resource Pack p.17

Values

Skills 

Learning Intention

To explore how the Specification will shape our teaching, learning and assessment

Knowledge & Understanding

Insert the planning section here

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