Economics

Curriculum Intent 

Our curriculum is designed to meet the needs of our students in our local context and is underpinned by these 4 guiding principles: 

• Rich and Powerful Knowledge: Economics students at INA are given all the tools to develop a deep understanding of economics concepts and apply their knowledge to real life case studies. 

• Objective and Question Driven: Economics students at INA explore the big questions that arise when allocating resources. Should an individual buy an additional bar of chocolate? Should a firm hire an additional worker? Should the government spend more on the NHS? 

• Mastering The Foundations (Literacy and Numeracy): Economics students develop key literacy skills with case studies provided throughout the course. These case studies are extensively analysed to enable students to apply the knowledge they have learnt. Economics students also develop a range of quantitative skills ranging from calculations to interpreting data. 

• Inclusive and Ambitious: The economics curriculum has been carefully created to ensure that students achieve the best possible outcome in the classroom. Our ambition is to cultivate students who are able to apply their extensive knowledge of economics in the real world. We aim to be inclusive by using case studies from a variety of sectors and communities. 

Implementation 

Our curriculum implementation is shaped across all phases of the academy by a set of shared principles that underpin pedagogy at AINA. The following curriculum map outlines the ambitious curriculum your child will experience at AINA.  

All Year 12 Subjects Next Year 12 Subject – Business Studies

All Year 13 Subjects Next Year 13 Subject – Business Studies

Recommended websites/online platforms for home/independent learning: 

• BBC News App - Important for keeping up-to-date with current affairs 

• Tutor2U / EconomicsHelp / Physics and Maths Tutor Websites 

• Youtube - Econplusdal  

• UpLearn – Forms a big part of independent learning. All students receive a student subscription. 

• Books: Freakonomics, Superfreakonomics, Nudge Theory, The Undercover Economist 

Our aim is to ensure feedback helps drive student achievement by providing meaningful information that helps to address misconceptions and close curriculum and knowledge gaps.  

Every piece of feedback given to our students should results in an action by the student. The following types of feedback that are given to students at AINA are:  

• Self and peer assessment 

• Written feedback 

• Verbal feedback 

Students receive written teacher feedback after formative diagnostic or interim assessments. The cycle is as follows: 

• A score/percentage for the assessment 

• Precise teacher comment/s linked to the curriculum/knowledge gap written in red 

• A response/action/redo by the student in green pen 

Success in this subject can lead to: 

University courses in: 

• BSc Economics 

• BSc Land Economy 

• BSc Philosophy, Politics and Economics 

• BSc Maths and Economics  

• BSc Politics

Careers in: 

• Actuarial Analyst 

• Chartered Accountant 

• Data Analyst 

• Economist 

• Financial Risk Analyst  

• Investment Analyst 

• Statistician 

• Stockbroker 

Enrichment and educational visits in the past have included: 

• LSE Public lectures and Sutton Trust Finance Pathway Programme 

• UCL Economics Outreach Programme – UCL students working 1-1 with INA students  

• LIBF – CISI Introduction to Securities and Investments qualification 

• Credit Suisse – Bespoke work experience programme  

• Bloomberg – Bespoke Work Experience Programme and Apprenticeship Pathways Programme 

• IntoUniversity Big City Bright Future Work Experience Programme  

• Amplify Trading – Investment and Trading Simulation Programme  

• Essay competitions: Next Generation Essay Competition, RES essay competition, FT essay competition