King Edward VI Camp Hill School for Boys

Economics
Department Handbook
2022-23

Contents

Page(s) Description

2 Department Intent, Implementation and Impact

3-4 Department admin and resources

5 CPD

6-7 Curriculum maps: KS5

8 Marking and assessment: KS5

9 Sanctions and reward

9 Closing the gap groups

9 Gifted and Talented Students

10 Homework

10 Equality, Diversity & Inclusion

10 British Values and SMSC education

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Intent:

Economics is has effectively been the motive power of human society since the industrial revolution
and probably for a lot longer. Students will be able to understand and make use of a lifetime of
economic trends and analysis to a very informed member of any debate that occurs in their lifetime
over the production, exchange and conservation of society’s resources.

The judgements they will make will be based upon positive economics so that if even if they are making
an impassioned argument in favour of a certain policy option, it will be based not upon rhetoric alone,
but upon a wealth of data that is the bedrock of a reasoned costed and fully evaluated option.

In addition, they can enable people to understand and interpret the almost constant stream of news
items presented to the public via economics editors and commenters in the media. In short,
Economics provides vital tools to enable people to become very useful members of any community
be this on a local, national or international scale.

Implement

The students begin their journey in Economics with the Production Possibility Frontier (PPF). This
enables a student to understand and decide upon the use of scarce resources (the reason why
Economics exists) and analyse based on the understanding that there are costs involved in any
decision taken and it is not simply a choice between good and poor options.

Over the two years of the course they build upon their understanding the basic market relationship
between consumers and producers through to the operations of the national economy (looking at the
social science that lies behind the powerful issues that can dominate the national consciousness) and
onto the global economy (looking at issues that will determine whether regions remain in poverty or
develop into global economic powerhouses and the possible impact upon the established economies).

Impact

By the end the course, every student is prepared for his or her first year as an undergraduate
Economist. They are able to use their understanding of macroeconomics to create a consumption
function and their understanding of microeconomics to produce a report that evaluates the
Oligopolistic trends in both domestic and international markets.

The course and its materials remain valuable to students at university with a number of students
requesting continued access to them via special permission in their second year of their degree
course.

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 Staffing and accommodation

Teacher Roles email

Mr A Gething (AEG) Head of Economics [email protected]

Resources

The department has a range of resources that are both paper based and electronic.

Textbooks:

All A level Economics have their own copy of the Alain Anderton textbook that is
course standard textbook. The students have the textbook both in paperback and
digital format (that can be accessed on either a PC or a tablet).

Stationery:

There is a well-stocked cupboard in BR4 that contains supplies of lined, plain and graph paper used
to top up the boxes that students have access to in the lessons. In addition, there is a supply of rules
and pencils to add students to draw graphs, etc. if they do not access to their own stationery.

Teaching Resources

Displays

There are currently two displays in BR4 that have been updated in the last few months. To
your right as you enter the room in the “revision” wall that displays key diagrams and a brief
explanation for both macro and microeconomics. The students to aid their revision use these
on a regular basis.

To your left as you enter the room there is a display that provides students will details of the
career opportunities available to graduate Economists. These include both the traditional
and non-traditional roles associated with the subject.

All displays are reviewed on a monthly basis and the backing material is fire retardant.

3
Computer based materials

Every student has 24-hour access to an Economics folder on the Google drive.
This directory contains all the relevant PowerPoints for the course, the course
specification, exam papers, mark schemes and examiners reports for all
exams from 2008 onwards (Excluding any materials that are currently locked
by the exam board), guidance on grade boundaries, the departmental
handbook that contains key pieces of advice on how to construct answers to
exam questions, and general revision resources.

The very numerous lesson materials that supplement the presentations in lessons cannot be stored
on the drive due to data restrictions, but every resource is emailed to the students so they can have
their own electronic library of materials (in addition to the paper-based copy that they receive in the
lesson concerned).

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Department meetings:

Not applicable. The allotted time is used to either search and update learning resources or to
contact fellow Economists that teach in other schools to discuss materials, assessment etc. via social
media and email.

Department responsibilities:

As a one-person department, I am responsible for the production of all lesson materials, delivery of
the lessons and assessment.

CPD

I research the latest courses run by Hodder to see if there is anything that is new and relevant to my
role and the course content. In addition To speak a number of fellow Economists and policy makers
to keep up to date with the latest research and trends in Economics and economy policy.

Induction of new members and NQTs

Not applicable

5
Key Stage 3

Not applicable to this department

Key Stage 4

Not applicable to this department

Key Stage 5

The Learning resources are stored both in my Home directory and on the shared data drive as
explained above. The course specification is Economics A (2015) of the Pearson (Edexcel)
Examination board.

Curriculum Overview
Year 12 Year 13
Winter 1 Theme One Theme Three
Nature of Economics Objectives & Costs and revenue
What is Economics & The issue of Review of Revenue and Costs (Including
scarcity Economies of scale) Profit & Loss ( review of
The PPF & Normative/Positive Profit & revenue maximisation strategies)
statements Market structures
Perfect Competition and Monopolistic competition
How markets work (All examined in terms of economic efficiency and
Demand & Supply profit or revenue maximisation strategies and
Price Determination issue of market share) Oligopoly & Monopoly (All
Elasticities (PED, XED, YED & PES) examined in terms of economic efficiency and
profit or revenue strategies and the issue of
market share)
Winter 2 How markets work Market structures
Contestability and barriers to entry and exist
Price mechanism (The functions of Monopsony (Product market)
price)
Consumer and Producer Surplus Labour market
Indirect taxation & Subsidies The demand for labour
Alternative views of consumer The supply of labour
behaviour and behavioural Monopsony (Labour market)
economics. Efficiency wage theory & labour market trends
(wage rates and the “gig” economy)
Market failure Minimum & maximum wages.
Types of market failure (e.g. Moral
hazard) Government Intervention
Negative Externalities (Production) Regulation of the economy (the role of the CMA)
Positive Externalities (Consumption) The issue of price caps and minimum pricing on
Public Goods demerit goods
Information failure & Asymmetric The issue of windfall tax.
information.
Theme Four
Government Intervention
Supply side policies Globalisation & Specialisation
Government failure & Regulatory Terms & Patterns of trade
capture Trading Blocs & WTO
Protectionism (Forms and Purpose evaluated)
Balance of payments & Exchange rates

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Christmas
Spring 1 Theme Two Theme Four
Measure of economic development Poverty (Absolute & relative)
(the macroeconomic indices) Measures of Development & Factors of
Aggregate demand (an examination development (e.g. Harrod Domar model)
of its components) Development strategies (e.g. FDI & Government
Aggregate supply (an examination of intervention)
its components)

Spring 2 National Income models (simple & Financial Markets (Forms & evaluation)
complex). An examination of The role of the state (Taxation & Public
injections and withdrawals. expenditure) The impact of Global shocks.

Equilibrium levels of national output

The Multiplier.

Easter
Summer 1 Revision programme (including Revision programme (including exam
exam practice) practice)

Summer 2 Theme Three

Objectives & Costs and revenue
Business objectives
Business Growth
Revenue and Costs (Including
Economies of scale)
Summer

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 Marking

Key Stage 3 Marking and Assessment

Not applicable to this department

Key Stage 4 Marking and Assessment

Not applicable to this department

Key Stage 5 Marking and Assessment

The focus of the marking policy is that assessments meet the requirements of the Pearson examination board. This
enables all students to be confident that they are using all their assessments as effective preparation for their
examinations during the summer term. The assessments are made up of either exam questions from previous
exam papers or questions taken from the Anderton textbook (written to the exam board’s specification). Likewise
all papers are completed under similar time constraints they will face when they sit their external exams (For
example a year 13 students will be given thirty minutes to complete a twenty five mark question).

The assessments take place approximately every four weeks as these enables the students to complete a segment of the
course.

The year twelve students’ assessments that take place in the winter term are taken from the Anderton textbook as this
enables the students to understand how to use a combination of application evidence (drawn from the case
studies that form the data response questions) and economic analysis taken from their understanding of the topic.
The students’ development is supported by the departmental handbook that explains the requirements of the
various questions a student will meet in the exam room and what format they need to use to answer them (e.g.
What are three types of an evaluation and how do you construct them to the required depth. Their development is
also supported by the feedback sessions that deals with an individual concerns with feedback and looks at the
content and structure of possible answers.

In the spring and summer terms the year 12 students work on a combination of assessments taken from Anderton and
exam questions.

The year thirteen students’ assessments are almost solely based upon exam questions that relate to the topic they have
completed. This is give the students as much exposure to the rigours of answering questions under time conditions
and feedback sessions which enable the class to collectively explore the format and content of possible answers as
well as providing the basis of any one to one sessions that they students may need.

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Sanctions and rewards

This takes place within the wider school policy. I do not have a formal policy for sanctions but every
opportunity I seek to explain my reasoning behind any action I may take and build upon a working
relationship that exists between my students and myself.

I try at all times to identify whether there is an underlining reason for any problems with a student’s
work or behaviour. If there is simply a problem with understanding I help the student to overcome
this and start by praising any success as everyone needs their self-confidence booted whilst if it is a
personal or medical issue I ask the student to speak to a member of staff they trust and put a
support package in place. I do feel that contacting home is vital both in terms of concerns and
success. This contact is made either by email or telephone and I have found it not only invaluable
but also reassuringly supportive.

In terms of success I regularly praise it in lessons and contact home which is really enjoyable and
makes for a keen professional atmosphere.

Closing the gap

Students are encouraged to seek any support that they require. This may be asking a question via
email or alternatively in a one to one session in the lunch hour. This additional support can be
supported via a conversion, examining a textbook or watching a video. The focus of many lessons is
examining a diagram or understanding an aspect of economic performance. When we do this we
collectively examine the work and students are encouraged to ask any questions they wish or
consider any point they have to analyse its meaning, its relationship to other aspects of Economics
or its value in an environment that resembles a seminar.

If the assessments point to a gap in a student’s learning emphasis is placed on addressing this in the
feedback session where the student is encouraged to discuss any concerns and contributions are
made by the whole class as we talk through an issue considering various alternative answers. If this
is not sufficient the student is encourage to have a one to one session at lunchtime to solve any
lingering concerns.

Gifted and talented students

Gifted and talented Economists demonstrate a natural flair for the subject. They ask a lot of
questions and very observant and can evaluate economic theory extremely well. Their learning is
supported by the numerous additional learning materials and they often ask further questions or
send an email about this material. It is a passionate belief of mine that all students must be given
this opportunity and therefore the environment is very much based upon the principal of equal
opportunities so every student is encouraged to develop this approach to their learning not least by
the fact that they know they can raise any idea they have in the lesson or via email.

9
Homework

Most homework tasks focus on two aspects and these are to enhance an understanding and use of
core economic theory and exam preparation. In light of this all questions that the students are asked
to answer on either former exam questions or based upon the same format (e.g. Alain Anderton’s
Textbook). These range from a collection of brief section A questions through to section C essays.
The format of the questions range from case study based questions, exam question plans to
complete answers. In addition students carry out independent research tasks in order to produce
presentations and develop their application evidence that reinforces the students understanding of
the relevance of theory to the reality of the economic world.

Equality, Diversity & Inclusion

Apart from the issue, that Joan Robinson is not included in the specification of all the exam boards
the syllabus provides excellent opportunities for inclusion. In Themes Three and Four the aspects of
macroeconomics are understood via case study evidence drawn from around the world. This
reinforces the fact that Economics is relevant to the whole of the human race regardless of any
human characteristic.

As you may expect there are many opportunities to consider the impact of inequalities in Economics
(e.g. The Labour market) and though the exam board controversially do not include the role of a
number of great female Economists (e.g. Joan Robinson) we do cover their work in the specification
(e.g. Savings and investment). The rise of non-European economic superpowers is extensively
covered throughout the macroeconomic work (both in terms of theme two and four). This is part of
seeing the role of the world’s population in the planet’s economic life.

British Values and Spiritual, Moral, Social and Cultural education

The relevance and value of democracy and rule of law as well as the value of individual liberty runs
through macroeconomics. In theme two issues such as inflation and economic dislocation are
examined in relationship to both inflation end economic growth (using case evidence from
Zimbabwe and Yemen). In theme four, the whole issue of cultural diversity and globalisation is
examined and the role of personal liberty and economic development is examined via case study
evidence looking at autocracy and economic development.

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