AS and A level Economics B 2015 Launch event

1. AS and A levelEconomics B2015Launch event

2. Agenda • The changes • Our approach • Our new specification • Assessment • Support

3. The changes

4. AS and A level qualifications For Economics from 2015: • AS will be a separate, linear qualification • An AS grade will not contribute to an overall A level grade • The content of the AS is a subset of the A level so you can co-teach • A student can sit AS and then go on to do A level but will be assessed on all content at A level

5. Subject criteria Changes for 2015: • The labour market and the financial sector included in core A level content • Core AS content defined • Greater emphasis on the application of appropriate quantitative skills in economics • Assessment of quantitative skills to represent a minimum of 20% of marks (15% for AS)

6. Quantitative skills

7. Our approach

8. Our research • Teachersfrom a range of schools and colleges – in focus groups, surveys, phone interviews and face-to-face conversations – have provided feedback at each stage. • Academics in UK universities have helped us understand how to build on the strengths of the current specifications and advised on how progression to undergraduate study could be improved. • We have commissioned and conducted our own research projects, including international benchmarking to identify areas of good practice.

9. Our findings You told us that students should: • Develop the ability to think like an economist • Apply economic concepts and theories to real-world contexts • Engage with current economic issues • Apply the appropriate quantitative skills to relevant economic contexts • Engage with economics through wider reading and research

10. Our suite We have a suite of qualifications for Economics and Business: • Two Economics and one Business specifications • Developed with and supported by subject experts, including teachers, our experienced examining teams and HE representatives • A coherent approach to provide clarity for planning, teaching and assessment • Extensive and consistent support for planning and delivering the new courses

11. Our new specification

12. Design and content principles • Clear and coherent specification structure • A distinctly different approach • Reflect today’s global economy • Engaging and relevant content • Real world focus • Skills for progression

13. A level at a glance Four themes assessed through three externally examined papers:

14. AS at a glance Two themes assessed through two externally examined papers:

15. Co-teaching AS and A level Theme 1 and Theme 2 is the same content for the AS and A level qualification… …so even though they are separate qualifications you can co-teach them.

16. Key content changes

17. Content overview: Theme 1 and Theme 2

18. Content overview: Theme 3 and Theme 4

19. Assessment

20. Assessment objectives

21. Assessment principles • A defined taxonomy to provide clarity and consistency across assessments and between series • Application of quantitative skills to economic contexts • Levels based mark schemes that: • focus on the skills students are required to demonstrate • provide a consistent understanding of the skills and connections between these skills for each question type • relate directly to the command words/taxonomy • demonstrate progression between bands • do not rely on subjective statements • A broad pre-released context for A level Paper 3

22. A level assessment

23. A level sample assessment: Paper 1 and Paper 2 Section B and Section C Evaluate 20 x 2 Section A Assess 10 or 12 x 3 Analyse/ Discuss 6 or 8 x 2 Calculate/ Explain 4 x 3

24. A level sample assessment: Paper 3 Section A and Section B Evaluate 20 x 2 Assess 12 x 2 Assess 10 x 2 Discuss 8 x 2

25. AS assessment

26. AS sample assessment: Paper 1 and Paper 2 Section C Evaluate Section A and Section B 20 x 1 Assess 10 x 2 Discuss Calculate/Illustrate/Explain 8 x 2 4 x 4 Define 2 x 2

27. Key assessment changes • A reduction in the variety of command words used and a consistent application of command words across assessments and between series • Skills based mark schemes • Pre-released context for A level Paper 3

28. Support

29. Planning and delivery We will provide you with: • A comprehensive Getting Started guide, with detailed guidance on the specification and assessment • A course planner, outlining different delivery approaches • An editable scheme of work • Mapping documents to highlight the differences between the 2008 and 2015 specifications • Teaching resources – including support for new areas of the specification –and student guide

30. Understanding the standard We will provide you with information and support to help you understand the standard: • Exemplar student work and examiner commentaries generated from work with A level students and centres

31. Tracking progress Extra assessment materials for A level for use in formative assessments and mocks Our ResultsPlus service provides the most detailed analysis available of your students’ exam performance to identify topics and skills where students could benefit from further learning www.edexcel.com/resultsplus

32. Training from Pearson Events in a timely manner to help you prepare to teach the new specification: • Onlinelaunch videos to share with your departments • Getting ready to teach events in spring 2015

33. Subject advisor support Colin Leith and his team will keep you up to date about: • training events and support materials • news and government announcements affecting our qualifications • key dates and entry deadlines • new qualifications and resources E-mail: TeachingEconomics@pearson.com Phone:0844 372 2187 Twitter:twitter.com/PearsonEconBus Subject page: www.edexcel.com/economics

34. Questions?