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Session One Junior Cycle Business Studies CPD Day One

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Eoghan Evesson

on 5 September 2016

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Transcript of Session One Junior Cycle Business Studies CPD Day One

Business Studies Specification
Junior Cycle Business Studies
An Introduction to the
Structure of the Day
9:30 - 10.45: Introduction to the Specification
10.45 - 11:00: Coffee Break
11:00 - 1:00: Exploring how the specification will shape our
teaching, learning and assessment

1:00 - 2:00: Lunch
2:00 - 4:00:
Looking Forward: Assessment and Planning
in Junior Cycle Business Studies

Introductions
Learning Intentions
Why?
"...to deliver junior cycle provision that places the needs of students at the core of teaching and learning."
(Framework for Junior Cycle 2015)
What do you hope your students will have learned after 3 years of Business Studies?

Question
Now read the Rationale on
pg 5
in the Resource Booklet
Checking In
strands
learning outcomes
skills
assessment
The Specification:
Where is our current understanding?
2
6
10
4
8
Prompts
To build on current best practice in the system

To develop our understanding of the Specification

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

To plan for next steps

Have greater clarity about Specification

Understand how to work with the Specification

Have a roadmap for next steps


Know how to access support

Success Criteria
Syllabus
Specification
www.curriculumonline.ie

Learning Outcomes
Learning outcomes are statements in curriculum specifications to describe the
knowledge, understanding, skills and values
students should be able to
demonstrate
after a period of learning.

At your tables discuss what you see as the difference
between
knowledge & understanding,
skills
and
values.
Think - Pair - Share
Skills
Values
Knowledge
&
Understanding
Learning
Outcomes
The Junior Cycle Learning Journey
Business Studies
Second Year
First Year
Strands and Learning Outcomes
Rich Learning Experiences
Third Year
Classroom-Based Assessment(CBA)
Subject Learning and
Assessment Review meeting (SLAR)
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
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

Group Work
As a group, look at the learning outcome allocated to your table and together unpack it under the headings on your flip chart.

Keep in mind the glossary of
business terms (pg 6&7) action verbs (pg 8-10)



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

37 Learning outcomes across the 3 strands

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
Strands

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.
JCT Business Studies Supports
2016

Day 1

Getting to know the Specification
2016/2017

Day 2
Assessment
2017/2018

Day 3
Informed by the needs of teachers
Online support - Whole school - Face to face - Elective CPD
What do I need to know?
Personal
Finance
13
Enterprise
13
Our
Economy
11
Getting to know the Learning Outcomes
1. Read the learning outcomes in the strand
2. What are you as a teacher
familiar with?
3. Feedback
Similar to the
formative assessment
that occurs every day in every class. However the
teacher’s judgement
is recorded for the purpose of
subject learning and assessment review
, and for the school’s
reporting to parents and students.

Classroom-Based Assessments

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
Our Learning Today
How the Specification Supports Us:
Flexibility
Increased Autonomy
Local Contexts
Knowledge & Understanding

Skills and Values
A Globalised & Dynamic World
Teaching, Learning & Assessment
The Assessment Task (AT) will

- assess
what they have learned
and the
skills and competences
that they have developed in the CBA

-will be specified by the NCCA and will relate to the
learning outcomes of the second Classroom-Based Assessment
- will be
marked by the State Examinations Commission
Assessment Task (AT)
Key Messages
Learning Outcomes describe the knowledge & understanding, skills and values that students should be able to demonstrate after three years of learning
Assessment is the bridge between teaching and learning
Learning Outcomes guide the direction of learning over three years
Within the school after each Classroom Based Assessment
Curricular Language for Teachers
Student friendly language to be shared with students .
Terminology
An explanation of the common terminology associated with the Specification for Business Studies and the Framework for Junior Cycle

Resource Booklet Page 3 &4
Coffee Time
First SLAR at the end of Second Year in 2018
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
My Community
Our Economy
Our World
Checking In
strands
learning outcomes
skills
assessment
The Specification:
Where is our current understanding?
2
6
10
4
8
Prompts
The focus of
assessment and reporting
is on the
improvement of student learning
Specification for Business Studies pg. 17
Business in Action
Through these Classroom-Based Assessments students will develop their
knowledge,
understanding, skills, and values
, thereby achieving the learning outcomes across the strands.
CPD Day One 2016
Resource Booklet Page 11-13
Resource Booklet Page 11-13
Making Learning Relevant
First CBA towards the end of Second Year in 2018
Classroom-Based
Assessment
Subject Learning and Assessment Review meeting
Curriculum Online
http://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Business-Studies
Professional time is provided
2018/2019


0
Teaching

Learning

Assessment
Teaching
Learning
Assessment
Teaching, Learning & Assessment
The focus of
assessment and reporting
is on the
improvement of student learning
Specification for Business Studies pg. 17
Teaching Learning Assessment
Teaching
Learning
Assessment
0
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