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CIE 2020-2022 iGCSE Economics, specialisation, tariffs, exchange rates, balance of payments

CIE 2020-2022 iGCSE Economics, specialisation, tariffs, exchange rates, balance of payments

CIE has six parts to its 0455 Syllabus This is 26 MCQ and answers for part 6: “International trade and globalisation The importance of trade between countries and the growth of globalisation is explored. Principles such as specialisation, the role of free trade, the role of multinational companies, foreign exchange rates and balance of payments stability are considered.” or International specialisation, Globalisation, free trade and protection, multinational companies (MNCs), Foreign exchange rates , Current account of balance of payments, Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
CIE 2020-2022 iGCSE Economics, GDP, HDI, Poverty, Population Differences, developing countries

CIE 2020-2022 iGCSE Economics, GDP, HDI, Poverty, Population Differences, developing countries

CIE has six parts to its 0455 Syllabus This is 29 MCQ and answers for part 5: “Economic development As an economy develops there will be changes in population, living standards, poverty and income redistribution. Therefore, the effects of changes in the size and structure of population and of other influences on development in a variety of countries are explored.” or GDP, HDI, Poverty, Population, Differences in economic development between countries Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
CIE 2020-2022 iGCSE Economics, macroeconomic, Fiscal, tax, Supply-side policy, inflation & deflation

CIE 2020-2022 iGCSE Economics, macroeconomic, Fiscal, tax, Supply-side policy, inflation & deflation

CIE has six parts to its 0455 Syllabus This is 28 MCQ and answers for part 4: “Government and the macroeconomy Governments have different macroeconomic aims, and conflicts often arise between the choice of measures used to achieve them. Variables must be measured to consider the causes and consequences of change, and appropriate policies applied.” or The macroeconomic aims of government, Fiscal policy, taxation, Monetary policy, Supply-side policy, Economic Growth, Employment and unemployment, Inflation and deflation Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
CIE 2020-2022 iGCSE Economics, microeconomy, banks, households, workers, trade unions, TC, ATC

CIE 2020-2022 iGCSE Economics, microeconomy, banks, households, workers, trade unions, TC, ATC

CIE has six parts to its 0455 Syllabus This is 36 MCQ and answers for part 3: “Microeconomic decision makers The microeconomy is an important area of study, and the approach to learning taken here is through the role of the major decision makers: banks, households, workers, trade unions and firms.” or Money and banking, Households, Workers, division of labour/specialization, Trade Unions, Firms, economies and diseconomies of scale, Total cost (TC), average total cost (ATC), fixed cost (FC), variable cost (VC), average fixed cost (AFC), monopoly markets Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
CIE 2020-2022 iGCSE Economics, allocation, Market equilibrium, disequilibrium, PED, PES, demand

CIE 2020-2022 iGCSE Economics, allocation, Market equilibrium, disequilibrium, PED, PES, demand

CIE has six parts to its 0455 Syllabus This is 28 MCQ and answers for part 2: "The allocation of resources The fundamental principles of resource allocation are considered through the price mechanism in a market economy. The market forces of demand and supply, market equilibrium and disequilibrium, and elasticity form the core of this section." Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
CIE 2020-2022 iGCSE Economics, economic problem, factors of production, opportunity cost, PPC

CIE 2020-2022 iGCSE Economics, economic problem, factors of production, opportunity cost, PPC

CIE has six parts to its 0455 Syllabus This is 23 MCQ and answers for part 1: "The basic economic problem The first section of the syllabus introduces the fundamental ideas and concepts that underpin the study of economics including the basic economic problem, factors of production, opportunity cost and production possibility curves." Attached is the Q and A. students can write and explain and then present their answers and why they rule out the other options. maybe one 45min lesson here.
markdevonslade
05 The AD/AS Model (part 2) AQA AS Economics (new spec) MACRO

05 The AD/AS Model (part 2) AQA AS Economics (new spec) MACRO

This is one of a set of Powerpoints (and accompanying Notes/Key Terms sheets) that I have created for my own teaching of the macroeconomic topics in the new (linear) AQA AS Economics specification (7135). They follow the order of teaching recommended by the exam board and (generally) the AQA-approved textbook (Powell & Powell, 2015). Key terms covered in this Powerpoint: (references to the specification): 3.2.2.4 Aggregate demand and the level of economic activity • The role of AD in influencing the level of economic activity. • The multiplier process and an explanation of why an initial change in expenditure may lead to a larger impact on local or national income. 3.2.2.5 Determinants of short-run aggregate supply • The price level and production costs are the main determinants of the short-run AS. • Changes in costs, such as: money wage rates, raw material prices, business taxation and productivity, will shift the short-run AS curve. 3.2.2.6 Determinants of long-run aggregate supply • The fundamental determinants of long-run AS such as technology, productivity, attitudes, enterprise, factor mobility, and economic incentives. • The position of the vertical long-run AS curve represents the normal capacity level of output of the economy.
Gaspode74
04 The AD/AS Model (part 1) AQA AS Economics (new spec) MACRO

04 The AD/AS Model (part 1) AQA AS Economics (new spec) MACRO

This is one of a set of Powerpoints (and accompanying Notes/Key Terms sheets) that I have created for my own teaching of the macroeconomic topics in the new (linear) AQA AS Economics specification (7135). They follow the order of teaching recommended by the exam board and (generally) the AQA-approved textbook (Powell & Powell, 2015). Key terms covered in this Powerpoint: (references to the specification): 3.2.2.2 Aggregate demand and aggregate supply analysis • Changes in the price level are represented by movements along the aggregate demand (AD) and aggregate supply (AS) curves. • The various factors that shift the AD curve and the short-run AS curve. • The factors which affect long-run AS distinguish them from those which affect short-run AS. • Underlying economic growth is represented by a rightward shift in the long-run AS curve. • How to use AD/AS diagrams to illustrate macroeconomic equilibrium. • How both demand-side and supply-side shocks affect the macroeconomy. 3.2.2.3 The determinants of aggregate demand • What is meant by AD. • The determinants of AD, ie. the determinants of consumption, investment, government spending, exports and imports. • The basic accelerator process. • The determinants of savings. • The difference between saving and investment.
Gaspode74
03 The Circular Flow AQA AS Economics (new spec) MACRO

03 The Circular Flow AQA AS Economics (new spec) MACRO

This is one of a set of Powerpoints (and accompanying Notes/Key Terms sheets) that I have created for my own teaching of the macroeconomic topics in the new (linear) AQA AS Economics specification (7135). They follow the order of teaching recommended by the exam board and (generally) the AQA-approved textbook (Powell & Powell, 2015). Key terms covered in this Powerpoint: (referenced to the specification): 3.2.2.1 The circular flow of income • What national income measures. • The difference between nominal and real income. • Real national income as an indicator of economic performance. • The circular flow of income concept, the equation income = output = expenditure, and the concepts of equilibrium and full employment income. • The difference between injections and withdrawals into the circular flow of income. • The effect of changes in injections and withdrawals on national income.
Gaspode74
02 Macroeconomic Objectives and Indicators (pt. 2)AQA AS Economics (new spec) MACRO

02 Macroeconomic Objectives and Indicators (pt. 2)AQA AS Economics (new spec) MACRO

This is one of a set of Powerpoints (and accompanying Notes/Key Terms sheets) that I have created for my own teaching of the macroeconomic topics in the new (linear) AQA AS Economics specification (7135). They follow the order of teaching recommended by the exam board and (generally) the AQA-approved textbook (Powell & Powell, 2015). Key terms covered in this Powerpoint: (referenced to the specification): 3.2.1.1 The objectives of government economic policy • The main objectives of government macroeconomic policy: economic growth, price stability, minimising unemployment and a stable balance of payments on current account. • The possibility of conflict arising, at least in the short run, when attempting to achieve these objectives. Students should be aware that governments may also have other objectives of macroeconomic policy, such as balancing the budget and achieving an equitable distribution of income. They should be aware that the importance attached to the different objectives changes over time. 3.2.1.2 Macroeconomic indicators • Data which is commonly used to measure the performance of an economy, such as: real GDP, real GDP per capita, Consumer Prices and Retail Prices Indices (CPI/RPI), measures of unemployment, productivity and the balance of payments on current account. 3.2.1.3 Uses of index numbers • How index numbers are calculated and interpreted, including the base year and the use of weights. • How index numbers are used to measure changes in the price level and changes in other economic variables.
Gaspode74
01 Macroeconomic Objectives and Indicators AQA AS Economics (new spec) MACRO

01 Macroeconomic Objectives and Indicators AQA AS Economics (new spec) MACRO

This is one of a set of Powerpoints (and accompanying Notes/Key Terms sheets) that I have created for my own teaching of the macroeconomic topics in the new (linear) AQA AS Economics specification (7135). They follow the order of teaching recommended by the exam board and (generally) the AQA-approved textbook (Powell & Powell, 2015). Key terms covered in this Powerpoint: (references to the specification): 3.2.1.1 The objectives of government economic policy • The main objectives of government macroeconomic policy: economic growth, price stability, minimising unemployment and a stable balance of payments on current account. 3.2.1.2 Macroeconomic indicators • Data which is commonly used to measure the performance of an economy, such as: real GDP, real GDP per capita, Consumer Prices and Retail Prices Indices (CPI/RPI), measures of unemployment, [and] productivity 3.2.1.3 Uses of index numbers • How index numbers are calculated and interpreted, including the base year and the use of weights. • How index numbers are used to measure changes in the price level and changes in other economic variables.
Gaspode74
Circular -Model of Economic Flow

Circular -Model of Economic Flow

The resource explains micro and macro economics. It shows the differences in the two concepts. It uses diagrams and illustrations to explain the models of circular - model of economic flow. It discusses the principles, problems and origins of circular model economic flow.
geo_pal2000
AQA A Level Economics Developing Countries

AQA A Level Economics Developing Countries

This is a workbook, which provides statistics and case-studies for HDI, aid and the differences between developing and developed countries. It includes AQA exam-style questions on each topic. It is 49 pages long with lots of resources.
Booth1987
Circular economy: Redesigning plastics

Circular economy: Redesigning plastics

Plastics have become an integral part of modern life, providing many benefits for consumers and producers. But what happens to our waste plastic? Where does it all end up? Is recycling plastics really that effective? In this lesson, students will explore how we use plastics in everyday packaging and how these might be redesigned in such a way as to not become a ‘waste’ problem. Moving beyond methods to ‘reduce, reuse and recycle’ at end of life, students will explore ways of designing waste out of the system from the outset. Subjects: Design and Technology, Biology, Chemistry, Environmental Sciences, Business Age range: 12+ Total time: 2x 45 minutes (90 minutes total) Skills: Communication & teamwork, problem solving, creativity & imagination, presenting, scientific inquiry Learning intentions: To deepen awareness of the systemic challenges around plastics packaging and how these might be overcome through redesign.
EllenMacArthurFoundation
The circular economy and modern agriculture

The circular economy and modern agriculture

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Subject: Economics, Geography, Environmental Systems, Biology, Chemistry Age range: 12-19 years Total time: 45-70 minutes Learning Outcomes: • To understand the challenges around conventional monocultures and soil quality • To explore the importance of seeing the whole system when designing solutions • To critically evaluate the challenges in modern agriculture and securing food supply for the future.
EllenMacArthurFoundation
Designing for a circular economy

Designing for a circular economy

This lesson is part of a series that introduces students to a different way of thinking about how our economy could work: a circular economy. The series builds up exactly how a circular economy is different from the status quo, and looks at the economic, environmental and social advantages of a new approach. Subjects: Economics, Sociology, Business, Citizenship, Design Technology Age range: 12-19 years Total time: 120 minutes Learning outcomes: • To learn about companies that have adopted the circular economy framework • To design a product or service based on the circular economy
EllenMacArthurFoundation
Circular economy: Understanding the challenge of finite resources

Circular economy: Understanding the challenge of finite resources

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Subjects: Economics, Geography, Environmental Systems, Sociology, Business, Citizenship Age range: 12-19 years Total time: 45-70 minutes Learning outcomes: • To understand the urgent challenge that finite resources pose to our current economic system • To explore economic history since the industrial revolution through personal narrative • To critically evaluate our current consumption and production systems and explore better ways of dealing with resources
EllenMacArthurFoundation
Exploring the circular economy

Exploring the circular economy

This lesson is part of a series that introduces students to a different way of thinking about how we could use resources more effectively. The series builds up exactly how a circular economy approach is different from the status quo, and looks at the associated economic, environmental and social advantages. Subject: Economics, Geography, Environmental Systems, Biology, Sociology, Business, Citizenship, Design Technology Age range: 12-19 Total time: 60 minutes Learning outcomes: • to compare living systems with man-made systems • to critique our materials economy • to begin to investigate an alternative model: the circular economy
EllenMacArthurFoundation
Circular economy: Challenging common conceptions

Circular economy: Challenging common conceptions

This lesson is part of a series that introduces students to a different way of thinking about how our economy could work: a circular economy. The series builds up exactly how a circular economy is different from the status quo, and looks at the economic, environmental and social advantages of a new approach. Subjects: Economics, Geography, Environmental Systems, Sociology, Business, Citizenship Age range: 12-19 Total time: 60 minutes Learning outcomes: • To understand that environmental issues can be intrinsically linked to economic issues • To critique the flaws inherent in some common approaches to environmental education • To begin to investigate a different way of approaching environmental, social and economic issues
EllenMacArthurFoundation
Circular economy: Redesigning plastics

Circular economy: Redesigning plastics

Plastics have become an integral part of modern life, providing many benefits for consumers and producers. But what happens to our waste plastic? Where does it all end up? Is recycling plastics really that effective? In this lesson, students will explore how we use plastics in everyday packaging and how these might be redesigned in such a way as to not become a ‘waste’ problem. Moving beyond methods to ‘reduce, reuse and recycle’ at end of life, students will explore ways of designing waste out of the system from the outset. Learning intentions: To deepen awareness of the systemic challenges around plastics packaging and how these might be overcome through redesign. Subjects: Design and Technology, Biology, Chemistry, Environmental Sciences, Business Age range: 12+ Total time: 2x 45 minutes (90 minutes total)
EllenMacArthurFoundation
Demand Curve Bundle

Demand Curve Bundle

Pack includes; Lesson 1: Introduction to Demand Curves Lesson 2: Demand Curves Lesson 3: Shifts in the demand curve All lessons include PowerPoint and differentatied activities.
ZestTutoring
Demand Curves Lesson

Demand Curves Lesson

Great lesson on demand curves lesson with lots of resources, lesson plan and PowerPoint. This makes a good follow up from the lesson ‘Introduction to Demand Curves’
ZestTutoring
A Level Economics I Macroeconomics Revision Cards

A Level Economics I Macroeconomics Revision Cards

A Level Economics I Macroeconomics Revision Cards Macroeconomics Revision Cards for AQA Economics Complete Macroeconomics Revision Cards. With case studies, highlighted text, questions & more to engage and ensure students revise. A pocket full of knowledge. By Simplivise I Make Revision Simple Revision Card Notes: Revision Cards Require Cutting Out, Please Be Aware This Does Cause A Lot Of Waste Paper! Please Recycle. All Relevant Links and Tips Included In The Resource
Simplivise
A Level Economics I Macroeconomics Key Words

A Level Economics I Macroeconomics Key Words

A Level Economics I Macroeconomics Key Words Macroeconomics Key Words AQA A Level Economics Key Words including flash cards, a fun and easy revision resource. Key Topics mind map style poster to inform and keep students minds active on the relevant topics to the themes. By Simplivise I Make Revision Simple Flash Card Notes: One page contains the key word, the other contains definitions. Print Back to Back for Flip Guess or Single Side for a Match Sort Exercise. Flash Cards Require Cutting Out, Please Be Aware This Does Cause A Lot Of Waste Paper! Please Recycle.
Simplivise
The World News Crossword - June 10th, 2018

The World News Crossword - June 10th, 2018

The World News Crossword - June 10th, 2018 is a action-packed teaching & learning resource to help students learn more about last week’s world news events. This week’s crossword… Water shortages in Australia and Iraq caused concerns. Plastic products were banned in both New Zealand and India. Someone left the G7 summit in a mess, but at least they pledged $3 billion to girls’ and women’s education. And there were protests in Amman, Jordan. And Ethiopia’s government announced it would agree to peace agreement with Eritrea. This week there is a backgrounder search & cloze puzzle that helps students learn more about volcanic eruptions - what are they, what causes them, and why are they so destructive? And another search & cloze puzzle to help explain the economic crisis in Jordan. And there’s a bonus crossword to help explain that peace agreement between Ethiopia and Eritrea.
BFP