Whole-school economics resources

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.

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.

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.

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.

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.

Three part series on inequality that sheds light on three different aspects, namely, redistribution, lending and globalisation.

for students studying Edexcel Economics for Year 1 economics includes notes on Macro and Micro economics

Year 8 Economics & Business Australian Curriculum SCASA

presentation

creative destruction definitions and example

This resource is set of course notes for Year 10 students who will be begin the new 0455 syllabus for Cambridge International IGCSE Economics. The first examinations for this course will be in June and November 2020, 2021 and 2022. This set of course notes cover the following topics: 1 The basic economic problem 2 The allocation of resourcest 3 Microeconomic decision makers The course notes are designed using the Cornell Note taking format and will be used to support a flipped learning approach to delivering syllabus content For future lesson material for the Cambridge International IGCSE Economics qualification please visit my YouTube channel at https://www.youtube.com/channel/UCkd0S55iq4vcFSHswQrPRAw *Content for Cambridge IGCSE Economics will appear in the summer of 2018 (August)

This resource is set of course notes for Year 10 students who will be begin the new 0455 syllabus for Cambridge International IGCSE Economics. The first examinations for this course will be in June and November 2020, 2021 and 2022. This set of course notes cover the following topics: Government and the macroeconomy Economic development International trade and globalisation The course notes are designed using the Cornell Note taking format and will be used to support a flipped learning approach to delivering syllabus content. For future lesson material for the Cambridge International IGCSE Economics qualification please visit my YouTube channel at https://www.youtube.com/channel/UCkd0S55iq4vcFSHswQrPRAw *Content for Cambridge IGCSE Economics will appear in the summer of 2018 (August)

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.

Bundle of 3 unique 15 mark questions with scaffolding and structure included.

Another 15 mark example question with infographics covering the firearms industry in the USA. My students really engaged with this one and were able to present good ideas on a controversial topic. Please rate and review.

**The Commonwealth ** Citizenship GCSE (9-1) 2016 onwards 8 PAGE study work booklet of classroom-ready activities will enthuse and engage students, and ensuring they get the most from their course. This booklet has been created by a dedicated team of Citizenship experts and is matched against the new curriculum specifications set by the exam board. It can be used to teach the topic of The Commonwealth , through a range of stimulating exercises, encouraging discussion and liven up lessons through structured engagement between students. This Booklet Contains: o Revision Summary Topic Map o Contemporary case studies around this topic o A clear focus on key terms and literacy based activities o Differentiated Exam Questions and Practice o 8 pages of ready-to-use student worksheets designed to be written on o A wide range of activities, to suit all types of learners. o Minimal preparation required – Just print and go! o Discussion activities included in with every case study, challenging your most able students o Links to online digital and flipped learning activities Can be used for a whole lesson or two on The Commonwealth, or as a recap/revision tool on key issues. They can also be used to encourage a flipped learning environment. Fully matched to cover all specification content for GCSE Citizenship. The learning objectives for this work booklet are: o To study the purpose of international organisations and why they were established o To understand the role the UK plays as a part of these organisations o To evaluate the effectiveness of these organisations This resource will engage, educate and motivate your students – fantastic for quick and easy planning! Like us on Facebook Follow us on Twitter

4 PowerPoints to help teach Aggregate Demand for A Level Macroeconomics

4 PowerPoints to revise inflation for A Level Macroeconomics

83% saving! Six resource packs for A Level Macroeconomics for OCR

10 PowerPoints to help teach Growth and Devlopment for A Level Economics Macroeconomics

5 PowerPoints to help teach Globalisation for A Level Economics Macroeconomics

The World News Crossword - June 17th, 2018 is a 6 page PDF containing: A crossword based on last week’s news events, A Search and Cloze puzzle that helps explain the Kashmir conflict, Another Search and Cloze puzzle that helps explain the Yemen War, and A crossword all about Yemen. (Did you know there are just 70 Arabian leopards alive in the wild? And they’re all in Yemen.) So what happened last week? Raphael Nadal won the French Open for the 11th time. Boris Becker claimed diplomatic immunity in Central African Republic to avoid bankruptcy proceedings. About 700 immigrants were turned away from Italy but were allowed to land in Spain. An immigrant in New York was captured as he delivered pizza to a military base. FIFA announced the world cup will be hosted by USA, Canada, and Mexico (assuming they’re all still friends then). Russia beat Saudi Arabia 5-0 in the world cup opening match. Saudi Arabia’s military led a coalition of Arab countries in support of Yemen’s government, attacking the Yemen port city. And an 18th century Chinese vase found in someone’s attic sold for 16 million Euros.

10 PowerPoints to help teach Growth and Development for A level Economics Macroeconomics

Some resources to help teach A level Economics Aggregate Supply Macroeconomics

Cards to play different games about the Silk Road in Ancient Times, at the time of the Romans and the Han dynasty China. The cards are about the Romans, the Chinese, and general information about the Silk Road (routes, countries…). Pupils can classify the cards to learn about the Silk Road, play with them (memory or other games). This activity has been prepared by a French teacher to study the subject in English with Year 6) 6e pupils. Thanks for being tolerant with the different propositions of how to play with the cards. Don’t hesitate to tell me if you have better ideas (I would be pleased!) or find any spelling mistake (I hope not!)… Thank you.

Resource was created to introduce lower secondary students to the economy. The activity involves giving each student a card with a unique “economic situation” on it. Students must read through their situation and determine whether they are part of a weak and struggling economy, or whether they are part of a strong and thriving economy. In my classroom we had a divided section on the whiteboard and students had to sort themselves into either one of the catergories. They then had to explain their reasoning and we had a discussion afterwards. This was used in a Year 8 Geography class but can be used throughout a variety of subjects. Would be best used as an introductory excercise.

**World Trade Organisation and Council of Europe ** Citizenship GCSE (9-1) 2016 onwards 10 PAGE study work booklet of classroom-ready activities will enthuse and engage students, and ensuring they get the most from their course. This booklet has been created by a dedicated team of Citizenship experts and is matched against the new curriculum specifications set by the exam board. It can be used to teach the topic of World Trade Organisation and Council of Europe , through a range of stimulating exercises, encouraging discussion and liven up lessons through structured engagement between students. This Booklet Contains: o Revision Summary Topic Map o Contemporary case studies around this topic o A clear focus on key terms and literacy based activities o Differentiated Exam Questions and Practice o 10 pages of ready-to-use student worksheets designed to be written on o A wide range of activities, to suit all types of learners. o Minimal preparation required – Just print and go! o Discussion activities included in with every case study, challenging your most able students o Links to online digital and flipped learning activities Can be used for a whole lesson or two on World Trade Organisation and Council of Europe, or as a recap/revision tool on key issues. They can also be used to encourage a flipped learning environment. Fully matched to cover all specification content for GCSE Citizenship. The learning objectives for this work booklet are: o To study the purpose of international organisations and why they were established o To understand the role the UK plays as a part of these organisations o To evaluate the effectiveness of these organisations This resource will engage, educate and motivate your students – fantastic for quick and easy planning! Like us on Facebook Follow us on Twitter

Based on all units (apart from index numbers) for AQA AS Macroeconomics and has theory, examplar answers and past paper questions.

A document to guide students on answering a 25 mark question

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.

18+ Content! Restricted to Adults, Ages 18, or Over! My RodentGram… My Idiot Relatives, and idiot relatives, only, DON’T GET REALITY! SO NOW, THEY GOTTA WAGE WAR WITH DOORSTOP SCAM’S AND EXCUSES, AND BE SHOWBOATER’S, WHICH MEAN’S MORE ECONOMIC AND REFORM CRIMINAL EXPENSES FOR EVERYONE! AND THEY DO IT ALL WITH THEIR DNR CRIMINAL MENTALITY! THEIR ALIBIS ASS COVERINGS, INCLUDED! Yup, you guessed it! A bunch of pervert’s whipped through, and corrupted my doucmentation! Paul Grant Harper (Heggie) TES Author

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.

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.

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

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

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

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

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)

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.

Great lesson on shifts in demand curves lesson with lots of resources, lesson plan and PowerPoint. Great follow on from ‘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’

Great introduction to demand curves lesson with lots of resources, lesson plan and PowerPoint