Each textbook chapter begins with learning outcomes and ends with a list of key terms.
Formative assessments built into each textbook and Student Activity Book (SAB) chapter. Each SAB chapter begins with an anticipation exercise to build curiosity in the material to be learned and activate students’ prior knowledge. This can be revisited at the end of chapter to allow students to reflect on what they have learned. Each chapter ends with a ‘traffic light’ self-assessment activity where students identify how well they understand the material presented in the chapter. Students are also prompted to create a mind-map (template/sample provided in chapter 1) and a self-assessment sheet (sample provided in chapter 1 and blank template supplied in the Teacher’s Resource Book)
The SAB contains an introduction on developing communication and research skills for students. This will be very important in the context of future assessment.
Crosswords and/or matching exercises in each chapter of the SAB develop students’ subject specific vocabulary.
Hundreds of activities/questions in both the textbook and the SAB, diverse range of questions and activities including higher and lower order questions. Many activities which require pair or group work.
Each activity in the textbook developing at least one of the eight key skills of the Junior Cycle. The solutions in Teacher Resource Book (TRB) also indicate the key skills involved in each question or activity. This is a unique feature which is not available in any other textbook.
There is a strong digital focus to many of the research activities, where students are prompted to create presentations, posters, infographics, podcasts or videos. These are the types of activities required by the classroom based assessments (CBAs). These activities are interwoven throughout the textbook so that students have lots of practice at these well in advance of the CBAs in second and third year.
Activities are embedded throughout each chapter to facilitate classwork and/or homework rather than appearing at the end of the chapter, separate from the content
Discussion and ‘think-pair-share’ activities embedded throughout the textbook to support the development of students’ oral literacy.
No activities / answers to be written in the textbook - an important consideration for schools with book rental schemes.
Time for Business contains over 200 pages (between textbook and SAB) more than other Business Studies textbook. This is due to the quantity of activities included throughout.
The textbook contains a detailed index which includes businesses mentioned, case studies, etc.
Graphic organizer templates provided throughout the activity book and Teacher’s Resource Book, including venn diagrams (for compare and contrast questions), staircase (for sequential steps)
The Teacher’s Resource Book explains how to use the formative assessment and active methodologies embedded throughout the package.
The Teacher’s Resource Book has solutions for textbook and SAB questions/activities.
Closely aligned to the new JC. The chapters follow a logical sequence rather than the sequence of the learning outcomes in the specification.
Chapters address a variety of learning outcomes as envisaged by the new JC specification. Links are contained throughout each chapter to related topics to enhance the layered approach envisaged and encouraged at JCT training
Detailed explanation of all new material, e.g. sustainability.
Final accounts reflect updated changes to company accounts and the required new layout, e.g. analysing the expenses in the Income Statement, using ‘Liabilities falling due within one year’ instead of ‘Current Liabilities’ etc.
Material is completely up to date and reflects the final version of the JC Business Specification. Topical issues (e.g. Brexit) and recent 'In the news' articles throughout the textbook