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Glenn Hutcheson

Glenn Hutcheson. Using NCEA flexibility to combine economics and business studies in senior courses. Using NCEA flexibility combining economics and business studies in senior courses. Advance organiser Who? (am I) How? (did I come up with the course) What? (does the course look like)

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Glenn Hutcheson

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  1. Glenn Hutcheson Using NCEA flexibility to combine economics and business studies in senior courses.

  2. Using NCEA flexibility combining economics and business studies in senior courses. Advance organiser • Who? (am I) • How? (did I come up with the course) • What? (does the course look like) • Why? (do it? Advantages? Disadvantages?) • Questions? (ask anytime)

  3. Who? • Glenn Hutcheson • Research/Marketing • HOD Social Sciences Aotea College. • HOD Social Sciences Taradale High School, Napier. Teaching Business Studies, Economics, Enterprise Studies (8th year).

  4. How? • Wanted to run a Business Studies course • Got a big fat ‘no’ • So this got me thinking…. • Why do courses have to be a ‘subject’? Why can’t they be a ‘theme’? • Could I combine standards from different disciplines?

  5. What? Level 1 Course ‘Economics and Business’ Summary • 23 Credits • 11 Internal (looks at workings of business) • 12 External (basic economic market theory)

  6. What? Level 1 Course ‘Economics and Business’ Internal Standards • 90984 Demonstrate understanding of decisions a producer makes about production (5 credits) • 90842Carry out and review a product-based business activity within a classroom context with direction (6 credits)

  7. What? Level 1 Course ‘Economics and Business’ External Standards • 90983 Demonstrate understanding of consumer choices, using scarcity and/or demand (4 credits) • 90985 Demonstrate understanding of producer choices using supply (3 credits) • 90986Demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium (5 credits)

  8. Why? (Good stuff) • Kids engage really well with the production standard and business activity – relatively high pass rates and endorsements • Get to see how economics and business are linked • Teaching moments can come out of it (excess supply on market day, so prices fall) • Business activity relatively easy to assess • Only doing 2 internal assessments instead of 3 if you were doing a ‘pure’ economics course. • Could easily add marketing mix AS (3 credits) to the course as much of it is completed in the business activity.

  9. Downside? • Kids don’t get to study circular flow • Understanding of which is helpful in level 3 macro AS • Any others?

  10. What? Level 2 Course ‘Economics and Enterprise’ Summary • 20 Credits • 16 Internal (Business Activity and Economic Theory) • 4 External (Economic Theory)

  11. What? Level 2 Course ‘Economics and Enterprise’ Internal Standards • 90848 Carry out, review and refine a business activity within a community context with guidance.(9 credits) • 90847 Conduct market research for a new or existing product (3 credits) • 91225 Analyse unemployment using economic concepts and models (4 credits)

  12. What? Level 2 Course ‘Economics and Enterprise’ External Standards • 91222 Analyse inflation using economic concepts and models (4 credits)

  13. Why? (Good stuff) • Kids engage really well with the business activity – relatively high pass rates and endorsements in a high credit standard. • You get to ‘double dip’ as the market research they have to do for the business plan can then be turned into the market research standard. • Business activity relatively easy to assess (for 9 credits worth – once you get your head around it!) • High level of internals - which the kids enjoy. • Only 20 credits. Less pressure time wise. • Only one external to prepare for. Good pass rates/endorsements • Groups can link in with YES if they want.

  14. Downside? • Kids miss out of some economic issues (Trade, Growth- understanding of which is helpful in level 3 macro AS and as a background for Scholarship) • Any others?

  15. To Finish… • Questions? • Thoughts? • Discussion?

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