business cba 2 presentation

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Business cba 2.

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Presentation outline, the positive effects of the gaa, about the gaa.

• It was founded in 1884 by Micheal cusack in thurles
• Both county and club teams participate in the GAA
• The GAA promotes hurling and Gaelic football
• John Horan is the president of the GAA
• The main stadium for the GAA is croke park for example all-Ireland finals are held here
• Promotes both Gaelic games football and hurling

POSITIVE IMPACTS OF THE GAA ECONOMICALLY

• GAA fixtures generate about 200 million Euro a year
• Money raised by GAA can be used help support clubs around the country financially for example = donations to help improve clubs facilities etc
• The funds raised by the GAA can be used to support competitions such as The.costs of the All-Ireland , they can raise these funds from selling tickets , fundraisers, sponsors etc

POSITIVE SOCIAL IMPACTS OF THE GAA

• The GAA gets people playing sport , having fun and exercising for example the GAA was voted most responsible for social change in recent votes
• for example a person may not have much friends or live near people and would be able to go training etc to his teammates/ friends
• The GAA also organise summer camps for kids and teenagers this can help the kids and teenagers by getting them out of the house and helping the make new friends but also help them get better at football and hurling

MAIN SPONSORS OF GAA

• The official sponsors are=
• SuperValu,eir, AIB
• Bord Gáis energy,centra
• Littlewoods Ireland
• There is some more but the sponsors above would be the main ones
• Also recently the GAA made a deal with sky sports which would see sky sports broadcasting football and hurling games
• Income from match tickets
• Selling of gaa goods or items such items with gaa on them like pens or gum shields
• Membership from players at clubs
• Donations towards sports from the government etc

HOW THE GAA EFFECTS ME

• Financially = playing GAA effects me a small bit by me paying my registration for my club,and buying gear such as socks,shorts,gum shields,gloves etc
• Socially = playing GAA helped me make loads of new friends, helped me have fun playing sports, also getting me out of the house playing sports so I’m exercising and keeping fit
• The GAA would effect other people like this aswell such as coaches and referees
• I chose this topic because it was something I knew well as I play GAA and am very interested in it
• I feel my project it okay and had good information Maybe next time I would like to try get an interview of someone involved in The GAA in my county

MY OPINION ON THE GAA

• I think the GAA is a excellent organisation as ...
• It helps promote Irish games such as Gaelic football and hurling
• Gets young people outside making friends and having fun
• But I personally like the GAA because it helped me make new friends and I was able to play a sport I really like which is Gaelic football

Keanan Geoghegan

CBA 2 will not be completed by third form students in 2020/21 due to changes in assessment caused by Covid-19 .

Classroom based assessment 2: presentation, introduction.

CBA 2 Student Information Booklet

This Classroom-Based Assessment has two priorities: to give students the opportunity to apply their knowledge, skills and understanding to real-life settings, and to develop their communication skills. The Presentation allows students to: develop their self-awareness as learners; to evaluate evidence and reflect on their values; to demonstrate how they can communicate competently using a range of tools prevalent in the business environment; and to make considered decisions and recommendations.

The Presentation is an individual project. Students research over three weeks and then complete their reflection over two class periods after they present at the end of the three weeks.

Areas of Activity

Investigating

Making informed judgements

Communicating

Possible Topics

Field visit to a local enterprise

Investigation of a business-related story in the media

Study a leader in the Irish business field

Investigation of the impact of an organisation on a community

Study a topic on consumerism

Investigation of a current economic issues

Careers in business

Requirements

Undertake some original investigative work in order to find out more about the topic

Explain your interest in the topic

Evaluate what you have learned about the business environment as a result of your investigation

Reflect on how you see the world differently and how your behaviour has changed having engaged with the topic

Demonstrate the development of your communication skills through an individual, three-minute presentation

Six Steps to Complete

Choose a topic

Plan your time and approach

Start your investigation

Prepare your presentation

Levels of Achievement

Exceptional

Above expectations

In line with expectations

Yet to meet expectations

How to succeed in your Junior Cycle Home Ec CBA 2

In this guide, Linda Dolan shares her top tips on how to do an exceptional CBA 2. Linda is an experienced home economics teacher who has corrected CBAs and exams.

Introduction

At this stage, you may have heard your teacher or other students mention CBAs or Classroom Based Assessments. Although they might sound a bit daunting, there is absolutely nothing to worry about. Basically, they are two small projects that you have to complete for every subject in second year and third year. Your subject teacher will assign you a specific project or task and you will be awarded a descriptor for your work. I will talk more about descriptors later.

CBAs give teachers the chance to assess their students using these specific tasks which are set out in the curriculum specification for each subject. They are completed during class time within a certain time frame allocated through the NCCA guidelines.

There are two CBAs for home ec and they are common level.

CBAs are not something that should be feared. They offer you a brilliant opportunity to showcase your skills and creativity. Don’t overthink it as we have done all the thinking and planning for you. Follow this guide for a stress-free approach to 'exceptional' CBAs.

Descriptors

There is a unique grading system for the CBAs where you will be awarded a descriptor for your work from your teacher. A descriptor is simply a short one-line description of how well you did the project and it is reported in your Junior Cycle Profile of Achievement (JCPA).

There are four level descriptors of achievement for each CBA. Your teacher will use the Features of Quality of home ec to determine what descriptor you deserve.

The Features of Quality are the criteria used to assess your work as best fitting one of the following descriptors:

The outline of the student’s proposed solution to the brief is completed to a very high standard and is very comprehensive. The proposed solution demonstrates a very good interpretation of all aspects of the food literacy skills brief. The research and analysis are evidence-based and completed to a very high standard. The student reflection provides a very comprehensive summary of the feedback received and is evident in the student’s proposed solution.

The outline of the student’s proposed solution to the brief is completed to a high standard. The proposed solution demonstrates a good interpretation of most aspects of the food literacy skills brief with some scope for improvement. The research and analysis are evidence-based and are completed to a high standard. The student reflection provides a comprehensive summary of the feedback received and is evident in the student’s proposed solution.

The outline of the student’s proposed solution to the brief is completed to an acceptable standard. The proposed solution is a good interpretation of some aspects of the food literacy skills brief but has some omissions. The research and analysis are completed to an acceptable standard. The student reflection provides a satisfactory summary of the feedback received but may not be fully evident in the student’s proposed solution.

The outline of the student’s proposed solution to the brief process provides a basic summary of information. The proposed solution is a limited interpretation of many aspects of the food literacy skills brief and omits some information. The research and analysis are unsatisfactory and the student reflection is very limited.

Teacher breakdown

A piece of work that reflects the Features of Quality for the CBA to a very high standard. While not necessarily perfect, the strengths of the work far exceed its flaws, which are minor. You can easily address suggestions for improvement.

A piece of work that reflects the Features of Quality for the CBA very well. You have shown a clear understanding of how to complete each area of the task. Feedback from the teacher might show that it is necessary to address some aspect of the work in need of further attention or polishing but on the whole, the work is of a high standard.

A piece of work that reflects most of the Features of Quality for the CBA well. It shows a good understanding of the task at hand and does not have any big mistakes. Feedback might point to areas needing further attention or correction but the work is generally competent and accurate.

A piece of work that falls someway short of the demands of the CBA and its associated Features of Quality. You have made a good attempt but the task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental areas or omissions that need to be addressed.

Common Questions

What is this cba about.

This CBA is done in third year and is based on briefs/tasks that are sent out by the State Exams Commission (SEC) around November time.

There are three briefs but you will only pick one out of a hat (under the supervision of your teacher) and do research based on that topic. This CBA is directly linked to the cookery exam that you will do around Easter time in third year.

The CBA involves using the design brief process (just like in CBA 1) to demonstrate your culinary and creative food literacy skills and nutritional knowledge in the researching, analysing and planning of a food literacy skills brief for everyday living.

The briefs are usually based around some of the following broad areas:

Healthy family meals to reflect the current healthy eating guidelines.

A special dietary consideration or a diet-related disease.

A particular stage of the life cycle.

Healthy school lunches.

A healthy, homemade alternative to a commercial/takeaway meal.

Resourceful cookery/ethnic cookery.

A food enterprise/farmers market product.

When do I complete this CBA?

Your teacher will give you the guidelines on when your class will complete this CBA. It is usually over an 8-10 week period during class time in third year between November and March. The date by which the Food Literacy CBA is completed may vary from school to school, within schools and from teacher to teacher. The NCCA releases an annual 'CBA timetable' so the dates may vary slightly from year to year.

What format should this CBA take?

Again, like the written part of CBA 1, it is completely up to you as to what way you want to present this CBA 2. However, you should always take your teacher’s advice on board. Here are some ideas:

Typed/written booklet

Typed/written document in a display folder

Powerpoint presentation

Present your chosen solution (the dish that you have picked that best suits the brief) in a menu format.

How am I graded on this CBA?

Your teacher will use a set of guidelines called the Features of Quality to grade your work. This is similar to 'success criteria', a term you might be more familiar with. The main areas in the Features of Quality are:

Follow the headings for the design brief process (see template below) and make sure you address each one clearly. Give at least three possible solutions that are relevant to the brief.

Present your chosen solution in a menu format. Your chosen solution must demonstrate a very good interpretation of all aspects of your food literacy skills brief.

Read the brief really carefully (at least three times!) and highlight the most important words. Analyse the brief and be very clear on what you are being asked to do.

Take note of the sources of your information, such as any books or websites, that you used for researching and state these in your CBA. Your project must be evidence-based.

Be specific when giving your sources of information. For example, give the URL of the webpage and state the name of the book and the author, e.g. Nevin Maguire’s Home Economics for Life by Nevin Maguire.

Top tip: the use of technology in research is always encouraged for the most up-to-date information.

You will get the chance to give and receive feedback about the CBA from your peers and your teacher (this is the fun part).

Take note of all the comments and make sure to provide a written summary of all this feedback. Take this feedback onboard and reflect on it in relation to your CBA.

Your work is getting judged only against the Features of Quality and not against other students’ work. Make sure you are aware of these features and what they mean.

These elements are what your teacher will be looking for in the Features of Quality for this CBA in order to give you the highest descriptor possible.

Getting started

Below are the steps to follow to complete your CBA.

Draw the Brief

As we mentioned earlier, you will pick ONE brief (there are three options) out of a hat under the supervision of your teacher. This brief will be the basis of your CBA.

Don’t panic if you think your friend drew a brief that looks easier than yours. All three briefs require the same amount of planning and effort. They are just based on different topics.

Choose the Format

Have a look above under the heading “what format should this CBA take?” and choose an option that best suits you, your style and your ability. Follow your teacher’s advice and instructions.

Don’t feel under any pressure to type your piece if you do not have the facilities to do so. A handwritten piece is just as effective!

Analyse and Research (design brief process)

Read the brief multiple times and be very clear on what the task is, for example, are you planning a meal for a person with coeliac disease or a lunch for a school-going child? Make sure to:

• highlight keywords in the brief;
• brainstorm some initial ideas;
• clarify with your teacher if there is anything you are unsure of.

Like CBA 1, you must follow the design brief process to give an account of your proposed solution. The following are headings and information you must  include:

The Design Brief Process

Statement of the brief.

All you have to do here is write/type your brief word for word.

Put the brief into your own words. What have you been asked to do? Ensure you have included all the words you highlighted in the brief in this description.

For example: " For this task, I must research different ways I can be sustainable when choosing and cooking food. Then I must..."

Three factors to be considered when choosing a possible solution

Explain three factors that you must think about before deciding on what dishes to choose. Always give a reason why and make sure at least two of these link directly to your brief.

For example: "I must be mindful of the methods of cooking that various dishes require. A “one pot wonder” style dish would be more sustainable and less damaging to our environment as it uses less electricity".

Two possible solutions

List a variety of possible dishes you could make to suit your brief. Refer back to your brief and be aware of what type of dish(es) you are asked to cater for.

For example: lunch and an accompaniment; starter and a dessert, etc.

Two sources of information

State where you got your information. Where did you go to find your ideas for the list of possible solutions?

If you use a book, give the name & author. If it's online, give the URL, for example: https://www.safefood.net/blog/february-2020/sustainable-diets-healthy  

Peer and teacher feedback

Ask your teacher and classmates to have a look at your possible solutions and see what they think. Take note of the comments they make, for example: “I think the leek and potato soup fits the brief really well as these vegetables can be locally sourced, reducing the food miles".

Don’t forget to compile all the information you receive and summarise it.

Reminder: don’t take any comments to heart! This feedback session is intended to be constructive and helpful. Take the information onboard and learn from it. Likewise, when you are giving feedback to your friends, don’t be mean!

Chosen solution

Pick one dish out of your list of 'possible solutions' and present it in a menu format. Make doubly sure it suits the requirements of your task.

Make sure the dish is within your level of ability and will best show your skills. Ensure it can be completed in 1.5 hours (the time allocated for the cookery exam). Be as detailed as possible, for example: "pan-fried salmon served on a bed of tenderstem broccoli and mash".

Don't forget: the dish you have chosen will be what you make in your cookery exam so make sure that you keep the recipe safe. Save it online or write it out and keep it in your Home Ec folder/notebook. This will save time and help avoid major panic.

Two reasons for your choice, incorporating all aspects of the brief

Give two clear reasons why you chose this dish, referring back to the brief. For example: "I chose this farmhouse vegetable soup as I can use the vegetables from my Grandad’s garden next door. This is sustainable as there are 0 food miles, no packaging involved and less electricity is used as it is all made in one pot".

Evidence of the research carried out

Include anything you used while you were researching for the brief.

For example: the Safefood Food Pyramid, a newspaper article, an informative leaflet, a picture of an online infographic, etc.

What headings and information do I need?

Now you are ready to go!

Complete the reflection

Like in CBA 1, reflection is a very important part of the design brief process and must be completed with time and care. Effective evaluation of your CBA is required by every student. Be as specific as possible and always give a reason why. Ask yourself the following questions:

What did I enjoy?

What did i find difficult, what did i learn from the peer and teacher feedback, what would i do differently next time, what changes will i make for the practical food skills exam.

Let's break this down in more detail...

Completing the Reflection

• Giving feedback to my peers as I felt like I was playing a teacher role.
• Picking the brief out of the hat because everyone in the class was excited.
• Researching dishes as I love looking through different recipe books.
• Trying to be as sustainable as possible with my dishes as I really want to try and protect the environment.
• Trying to pick the perfect dish to suit the brief as I wanted every element of the dish to be sustainable.
• Receiving feedback from my peers as I was worried that they would think my possible solutions wouldn’t suit the brief.
• Analysing the brief as I found it difficult to figure out what I had to do initially.
• Giving feedback to my friends sparked more ideas and really made me think about my own dishes.
• The cooking of my dish was sustainable but the sourcing and buying of the ingredients were not.
• I need to be more specific when describing my dishes as some of my peers were asking me what type of soup it was.
• Type my CBA instead of handwriting it as it would be easier to modify.
• Start researching earlier as I felt I ran out of time near the end.
• Ask fewer people for feedback as too many opinions made me feel a little overwhelmed.
• Bake the chicken instead of frying it to make it healthier.
• Add milk to the smoothie to increase the calcium levels.
• Use two different colours of peppers in the stir-fry to make it look more appealing.

The following are questions you should ask yourself.

Now you are all set!

Useful links

Below are some more research tips for each task being examined this year. There is also a scaffold template for your CBA that you can download. 

Want to know how to layout your CBA? Download our scaffold template. 

Read our research tips for Task 1: nutritious meals on a budget

Read our research tips for Task 2: fats and oils

Read our research tips for Task 3: culture

With more than 8 years of experience in teaching, Linda now teaches in Mercy College, Sligo and is a state examiner for JC Home Economics. Linda's motto is "Believe in yourself and you are halfway there".