The AQA A level Economics course offered at The Quest Academy is split into two main sections, the first introduces students to microeconomic issues and the second section covers mainly macroeconomic issues. In delivering these two main sections to students, it is our intention that students should also appreciate the fact that these are not entirely distinct areas of study as they are often symbiotic in the way economists solve problems. For example, microeconomic principles often provide fundamental insights into understanding aspects of the macroeconomy.
Students will be assessed through three examination papers. Paper 1 focusing primarily on microeconomics, paper 2, on macroeconomics and paper 3 a synoptic assessment with a case study focal. These assessments, and therefore the way economics is delivered at The Quest Academy, will test students quantitatively as well as qualitatively.
Quantitatively, we develop students’ familiarity with various types of statistical and other data which are commonly used by economists, such as index numbers, generally with the use of relevant and engaging case studies, which also promote their ability to contextualise learning. We work closely with the maths department, especially with regards to teaching students how to make relevant calculations from economic data, construct graphs, and the application of statistical measures such as the mean, median and relevant quantiles.
At The Quest Academy, we strongly believe in giving the students the opportunity to explore the disagreements that exist between economists and current economic controversies, facilitating an appreciation as to why such disagreements exist and the basis upon which judgements are made. We encourage students to develop a critical approach to economic models and methods of enquiry. To foster this critical approach, students are exposed to open ended tasks and real-life scenarios, such as the optimal rate of income taxation, where they must think critically before making decisions. Students are often assigned these tasks as part of a group and develop an argument with another group, to develop team work skills, leadership and also oracy, recognising that collaboration is an extremely effective way of learning for our students. This both strengthens comprehension strategies and explicitly enhances oracy skills, which we see as important for the development of our students.