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Economics is a scientific study of how people and institutions go about producing and consuming goods and services, and how they face the challenge of making choices in a world of scarce resources. Our teaching team provides an opportunity for the student to acquire general knowledge of the methods by which goods and services are allocated and incomes are generated and why prices, employment, money and financial markets behave as they do.
Our main aim at GCSE is to prepare students to acquire knowledge and skills regarding how markets work and how the economy works. This in turn will encourage students to study A-Level Economics, which we offer in our Sixth Form. Students who go on to complete a degree in Economics may find employment opportunities in the public sector and public enterprises, the private sector, and regional and international organizations.
Our GCSE groups follow the AQA linear syllabus, delivered effectively by experienced and specialist teachers. The syllabus is delivered in eleven chapters. The first six chapters cover how markets work (Microeconomics), and prepare students for the Paper 1 exam which they take at the end of Year 11. The remaining five chapters cover how the economy works (Macroeconomics), and prepare students for the Paper 2 exam, which is also taken at the end of Year 11. Each paper is 1 ¾ hours, is worth 50% of the total marks, and demand a range of skills from students that include making calculations using formulas, drawing technical diagrams, and writing essay responses. More details regarding the syllabus can be found here.
Our A-Level course compliments the GCSE course undertaken in year 10 and year 11. External assessment is in the form of three written exam papers taken at the end of Year 13. Paper 1 covers Microeconomics and tests students’ understanding of how markets operate and how they can also fail. Paper 2 covers Macroeconomics and tests students’ awareness of the national economy in a global context. Paper 3 is a synoptic paper that focuses on an issue consisting of both microeconomic and macroeconomic elements. All three papers require students to write extended essays that apply technical knowledge, refer to real-life examples, and demonstrate high-level analysis and evaluation. Students are very much empowered to take control of their own learning, maximising their potential through small group research projects and presentations. More details regarding the syllabus can be found here.
The department has high expectations of both students and teachers. Economics expects a high level of commitment to the students’ progress and development by teachers, fostering their enthusiasm for the subject. Self-study, further reading and homework completion to a high standard is a must. The overriding objective of the department is that teachers want to use their expertise and experience to deliver high quality, motivating lessons to bring this vibrant subject alive, making teaching and learning Economics both exciting and rewarding for all.
Mr A Redzepagic
Head of Department
Mr M Dunn