Our Aims

• We want our students to gain a deeper passion for the way the world works; we want to guide them towards building a love of the interactions between different economic stimuli, such as consumption and environmental impacts or the classic: supply and demand; learn more vocabulary and become confident, analytical and critical communicators.
• The course we have chosen reflects the interests and needs of the students in our community, providing not only scope for detailed and academic study into a range of micro and macro outlooks, but also opportunities to read and write critically using a variety of current affairs news sources.
• The information sources we have chosen have been considered carefully – in consultation with students past and present – and deal with a range of economic issues. In this way, they are highly engaging and students respond powerfully and positively to them.
• Students wishing to study Economics or any subject that requires logical thought at University will be well-prepared, not only through effective delivery of the core content, but through access to ample wider reading, extra-curricular provision and EPQ support. Additionally, from this to be able to develop quantitative skills, together with qualities and attitudes that will equip them for the challenges, opportunities and responsibilities of adult and working life.
• This course also complements other pathways at Logic, providing academic rigour alongside other A Levels and developing students’ essential logical reasoning skills, vital for success in Business and Creative Media BTEC subjects.

Our Delivery: We know that consistency across the curriculum is key.

• Students will compile work in folders in accordance with the 6th Form work policy and must bring these to every lesson.
• Course structure focuses on knowledge acquisition whilst continually building on prior knowledge, building meaningful schema throughout.
• Assessments have also been structured in a way that allows students to build on knowledge and skills systematically, ranging from recall tests, moving to smaller extract questions and then onto larger literary and comparative essays.
• A range of DNAs are used at the start of every lesson and focus on knowledge recall; these reflect best practice in terms of daily, weekly and monthly reviews.
• Vocabulary is taught explicitly: Students are given and tested regularly on Tier 2 and Tier 3 vocabulary for every element of work, which is vital to be able to produce a more cogent and technical argument.
• We model effective diagrammatical analysis, showing students how to analyse and construct diagrams based on wider research, case studies and current affairs; this ensures a more lateral economic thought process
• We model how to write, using LSS planning documents: chains of reasoning. This is based on the excellent resources found in ‘The Writing Revolution’.
• There is a high-accountability expectation of 2-3 hours Prep to be completed / week. Very often this will require students to consolidate knowledge of what they have learnt, but may involve reading or preparation for forthcoming topics using flipped learning.
• Essays will always be handwritten and most of the time will be completed in lessons so we can monitor closely how students are working under timed conditions, however, to reinforce learning, essay practice and diagrammatical analysis may be set for Prep.