Curriculum Intent and Rationale
The purpose of the economics curriculum is to equip students with the knowledge and skills to progress in the study of economics or any subject at university and succeed in this. Economics is the study of the world around us from a social, financial, and cultural perspective. By gaining an understanding of economic theories and interrelationships between macro and micro economic issues, we aim to equip our students with the skills to make informed decisions throughout their lives and thus become more pro-active in terms of societal involvement.
The Edexcel curriculum provides amble opportunity for Economics students to develop analytical and problem-solving skills, numerical and computer skills, as well as the ability to work well either alone or within a team. All of these skills are very transferable allowing economics students to branch into any university discipline. From investment banking and financial services, business and public-sector management and research, to working with charities, teaching or the media. There is little restriction on what students can do with these skills as the curriculum not only teaches the application of economic theory but the analysis and evaluation of data. The curriculum extends to financial markets, economic development, and behavioural economics which ties in with many occupations and disciplines.
Implementing our curriculum
Key Stage 5
Specification: Edexcel (A)
Year 12 serves as an introduction to economics as we do not offer a KS4 provision. The basic economic principles are taught and reviewed, with students being encouraged to look into the news and realise the ‘live’ nature of the subject.
The deeper, more theoretical topics are saved for year 13 (such as development economics and business modelling), as students are able to use the skills and principles taught in year 12 to analyse and evaluate these areas and thus develop a deeper understanding of the discipline and its many applications.
Due to the introductory nature of year 12, we expect lessons to involve much questioning, both from students and from teachers. This questioning should be for the derivation of knowledge or to encourage students to think deeper and to question why. Why does a policy have a certain impact? Why does this differ from other policies? Why should we consider one action or policy as opposed to another? Etc. The questioning in year 13 should be more nuanced. It should focus on the critique of economic theory, cause, and consequence. Answers are drawn from students to encourage further thinking, discussion, and debate.