Economics

Intent – why do we teach what we teach in Economics? 

As teachers of Economics, we envision our students to be future leaders. Hence the core mission of Harris Academy Chobham is to educate young individuals in the realms of economic and political literacy, a commitment that has gained even greater significance post the 2008 global financial crisis and considering the ongoing impact of Brexit. Within the Economics department at Chobham, we firmly believe in providing students at all years the opportunity to cultivate an economist's mindset and explore economic theory through diverse events. This endeavour not only enriches their grasp of the subject but also nurtures their cultural capital. We want our students to share our passion of Economics, so we ensure that in our teaching we create curiosity for Economics and indulge students in economic content. We want Harris Chobham Academy students to be future leaders, hence we ensure we foster a zeal and deep comprehension for Economics. Many of our GCSE Economics students continue the Economics trajectory and study it at university level. This is due to our firm intent that all lessons should contain a wealth of real-world context, be relevant, engaging and enthusing for students

Implementation – How do we teach Economics? 

Building upon recent research findings indicating that students who pursue Economics degrees tend to enjoy the highest earning potential upon graduating from university, the Economics department at Chobham is dedicated to promoting the subject to as broad an audience as possible. Our goal is to inspire students to consider this academic path in higher education. Additionally, we are enthusiastic about highlighting the STEM components of our curriculum to our budding scientists, engineers, and mathematicians.

In the realm of Economics, we delve into both micro and macro-economic environments, breaking them down into a spectrum of topics that scrutinize the decision-making processes of diverse economic actors, including producers, consumers, and governments. Students delve into understanding how the choices made by these economic agents impact resource allocation, considering various factors such as ethical considerations, equity in resource allocation, and the magnitude of decisions made by different economic entities. At both Key Stage 4 and Key Stage 5, students also delve into the consequences of policy makers' decisions on distinct economic segments within society. This exploration encompasses contrasting perspectives on economic decision-making, including Keynesian and Classical approaches, and elucidates how these differing views can yield positive or negative outcomes in terms of macroeconomic goals and societal well-being.

In the A-Level curriculum, Year 13 students embark on a journey through the macro-economic landscape from a global vantage point. This enables them to scrutinize the UK economy's performance in comparison to other developed nations such as Germany, China, and the USA. They delve into the current economic priorities of the UK government, including efforts to enhance productivity, reduce regional disparities through infrastructure investments, and mobilize the workforce geographically. This analysis extends to the priorities of other countries. Students also conduct analyses of economies that are still in the process of development, exploring current prospects for growth and development, as well as the inherent constraints. Notable countries featured in this study include Nigeria, Ethiopia, India, and Brazil. A paramount objective of the Economics department is to instill in our students the capacity to recognize that both developed and developing economies exhibit analogous potential and limitations in their trajectories of growth and development, notably in areas like education.

Situated within the  Olympic legacy development site, Chobham's Economics students enjoy the privilege of exploring the local landscape. They analyse how supply-side decision-making during this period, coupled with investments in local infrastructure endeavours such as Crossrail and the development of the new International Quarter, have influenced both the local and national economic milieu. Moreover, with the proximity of Canary Wharf and the Square Mile, students are afforded the invaluable opportunity to partake in a spectrum of career insight events, department-organized excursions to institutions like the Metal Exchange and the Bank of England and receive support when applying for an array of work experience and internship opportunities.

We all want our students to be economically and politically literate, after all our core purpose as teachers at Harris Academy Chobham is to produce outstanding students who will contribute to the workforce in the future. By teaching Economics, we ensure we make students aware of real-world economic issues and how their future career destinations will impact the future of the UK. In the Economics department we believe all our students should have ex