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BSTAI 2016 : Junior Cycle First Year Business Studies

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Transcript of BSTAI 2016 : Junior Cycle First Year Business Studies

Junior Cycle Business Studies
Navigating the First Year
www.curriculumonline.ie

Business Studies Specification
The Junior Cycle Learning Journey
Business Studies

Second Year
First Year
Strands and Learning Outcomes
Rich Learning Experiences
Third Year
Checking in
Classroom-Based
Assessment
Subject Learning and Assessment Review meeting
Checking in
Towards the end of second year
3rd Year-End term 1
FORMATIVE ASSESSMENT
Formative Assessment
Formative Assessment
Final Examination
Checking In
3rd Year- End of Year
Rich Learning Experiences
Rich Learning Experiences
Presentation
Personal
Finance
13
Enterprise
13
Our
Economy
11
Strands and Learning Outcomes
Formative Assessment
Personal
Finance
13
Enterprise
13
Our
Economy
11
Strands and Learning Outcomes
Assessment Task
Feedback
Values
Skills
 
Knowledge & Understanding

Personal
Finance
13
Enterprise
13
Our
Economy
11
First Year
Strands and Learning Outcomes Exercise
Personal
Finance
13
Enterprise
13
Our
Economy
11
Yellow
- familiar
Blue
- unfamiliar
Green
- unsure
37 Learning outcomes across the 3 strands

Learning outcomes describe the
knowledge & understanding, skills and values
students should be able
to demonstrate
after a period of learning

There is no hierarchy of importance, numbers are included to support planning

Learning outcomes are to be experienced over the 3 years


Learning Outcomes
Skills
Values
Knowledge &
Understanding
Session 2 - Learning Outcomes in Action
To explore how the specification will shape our teaching, learning and assessment

Learning Intention

About ethics

The impact of our consumer choices*

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





Learning intentions
We are learning:
*On people, profit & planet
What is your understanding of ethics?
Think- Pair- Share
Why would this be a useful starting point?

What has the teacher learned?
Question
Video activity
We are learning about Ethics
View from the following lenses:

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

Deepening our understanding

About ethics


The impact of our consumer choices*

The influence of the technology on where and how I choose to buy
Learning intentions
We are learning:
*On people, profit & planet
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.

Think about the following scenario...
As a group:
Share decisions in group setting (3 Min)
Using the Decision Tree
Individual:
Identify two possible decisions (2 Min)
As a group:
Identify positive and negative effects and discuss how technology affects the decision (5 Min)
Individual:
Decide on a course of action with reasoning (3 Min)


About ethics


The impact of our consumer choices*

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





Learning intentions
We are learning:
*On people, profit & planet
So how was this learning experience constructed?
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

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

What key concepts do you think we extracted?

So how was this learning experience constructed?
Key Concepts
Understanding ethics

Wider impact of our personal consumption

How technology can affect consumer choice and behaviour

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

Class discussion

Decision tree

Teacher observation

Ongoing informal debate

Planning Teaching, Learning and Assessment
Understanding ethics

Wider impact of our personal consumption

How technology can affect consumer choice and behaviour
Key Concepts
Assessment
What else could you use the Decision Tree Activity?
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

Session 2 - Learning Outcomes in Action
To explore how the specification will shape our teaching, learning and assessment

Learning Intention
Success Criteria
Understand how to work with the Specification
Feedback
Personal
Finance
13
Enterprise
13
Our
Economy
11
To explore how the Specification will shape our teaching, learning and assessment
Learning Intention
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


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


Learning Outcomes
Resource book pg 4-6
Resource book pg 11
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.
What do I need to know?
Can't leave this conversation here
There were concerns around the messages we were giving about ethics
Needs an activity to address these concerns
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

Insert the planning section here
Departmental Planning for Teaching, Learning and Assessment

In groups
read
and
analyse

the following Learning Outcomes:
Collaborative Planning
Activity
Discuss
Planning for Assessment
Enterprise: 2.7, 2.8
Our Economy: 3.3
Key Messages
What are the key concepts ?
What will students
say, make, write or do
that will indicate where their understanding of the key concepts are?
Learning Outcomes are our bedrock for planning
Plan for assessment at the outset
Plan collaboratively at departmental level
Planning is for teaching, learning and assessment, not paperwork
Feedback
Remember personal, local, national contexts
What are the
verbs
from the
glossary?
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?
Resource Pack p.4-6
Resource Pack p.17
Resource Pack p.17
Resource Pack p.7-10
Resource Pack p.17
How the Specification Supports Us:
Flexibility
Increased Autonomy
Local Contexts
Knowledge & Understanding

Skills and Values
Teaching, Learning & Assessment
Curricular Language for Teachers
Student friendly language to be shared with students .
Set and marked by the State Examinations Commission
Based on Learning Outcomes
One paper at Common Level
No more than 2 hours in duration
The Final Examination
Me
Our Economy
Our World
The focus of
assessment and reporting
is on the
improvement of student learning
Specification for Business Studies pg. 17
Business in Action
Making Learning Relevant
Classroom-Based
Assessment
Subject Learning and Assessment Review meeting
Curriculum Online
http://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Business-Studies
Teaching

Learning

Assessment
Teaching
Learning
Assessment
My Community
Statements of Learning & Business Studies
Key Skills
Personal
Finance
13
Enterprise
13
Our
Economy
11
Two Glossaries: Business Terms and Action Verbs
Planning For Teaching, Assessment and Learning in 1st Year
Combine Learning Outcomes (1-3) where possible from across the Strands
Construct a Unit of Learning- outlining Teaching, Assessment and Learning
Units of Learning
Strategies
http://jct.ie/business_studies/business_studies.php
http://jct.ie/business_studies/business_studies.php
gary.mcconway@jct.ie
roisin.nicleoid@jct.ie
sinead.tuohy@jct.ie
emer.morrissey@jct.ie
Sample
http://jct.ie/wholeschool/wholeschool.php
Structure of Junior Cycle
8 Principles
24 Statements of Learning
Assessment and Reporting
8 Key Skills
L2LP
Level 2 Learning Programme
Subjects
Short
Courses

Wellbeing
Other
Learning
Experience
Thank You!

BSTAI Conference Kilkenny
Saturday 22nd October 2016

Business Studies
Junior Cycle Curriculum
Collective teacher knowledge and understanding
Contact Us:
The NCCA began a process of
re-balancing
Junior Certificate subject syllabuses in an effort to address what was widely seen as
an overcrowded curriculum
.

Evidence from ESRI research showed that t
he closer the terminal written examination becomes
, the greater its
influence on how and what students learn, and how teachers plan and teach.

Rationale for Change
Over twenty years ago, the first reports on the new unified Junior Certificate programme introduced in
1989/90
suggested that the mismatch between the re-designed curriculum and the terminal examination had resulted in the lower secondary system resetting itself back to the status quo despite the new labelling.


The Process of Change
20 years ago

Why?


Because, for the most part, the
assessment reforms
associated with the new curriculum were
not delivered
, leading to a new curriculum being strangled by an old examination system.

“Junior Cycle places
students at the centre
of the educational experience, enabling them to
actively participate
in their communities and in society and to be
resourceful and confident
learners in all aspects and stages of their lives.”

The Vision
These new subject specifications are being designed to build on current best practices in the system and to support the further development of effective teaching, learning and assessment practice.
Framework for Junior Cycle 2015 p.7
Building on Best Practice
Teachers will share and discuss samples of their assessments of student work
Build a common understanding about the quality of student learning.
Take place after each Classroom-based assessment
Approximately 2 hours in duration
SLAR Meetings
Subject, Learning and Assessment Review Meeting
Junior Cycle
Profile of Achievement
Classroom-Based Assessments
Subjects
& Short Courses
Final Examination
(including Assessment Task)
Other Learning Experiences
Wellbeing
Level 2 Learning Programmes/ PLUs
JCPA
The overwhelming feedback from the committees undertaking the work was that
unless the examination changes, nothing else will.

Towards a Framework for Junior Cycle: http://ncca.ie/framework/doc/NCCA-Junior-Cycle.pdf
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0024_2016.pdf
Full transcript