Business and Economics for All

By Wales, Jenny | Teaching Business & Economics, Summer 2008 | Go to article overview

Business and Economics for All


Wales, Jenny, Teaching Business & Economics


The new secondary curriculum includes economic and business for every student in secondary schools something that teachers have wanted for years. The new QCA programme of study for economic wellbeing requires an understanding of how businesses work and the way in which some simple economics affects us and the world in which we live.

The aim of the programme is to bring together the existing aspects of the curriculum that help students to look after their own economic wellbeing. These include enterprise, careers, financial capability and aspects of business and economics. Not only does the business and economics content offer insights into an individual's future, but it also helps students to ask helpful questions about the other three aspects of the programme.

This is a real opportunity for business and economics teachers to make their mark - and increase interest in their subjects. Students who have had an enlivening experience at key stage 3 will be keen to take GCSE courses at key stage 4. There have long been complaints that we have to work hard to persuade students to take up a new subject at GCSE, so this offers a great chance to capture them early.

The programme of study

The programme of study can be found on the QCA's curriculum website (http://curriculum.qca.org.uk/). Go to subjects and select PSHE, which now has a different meaning - it stands for personal, social, health and economic education. There are two programmes. One is traditional PSHE - under the heading of personal wellbeing - and the other is economic wellbeing, which is key to the future for business and economics teachers.

The new curriculum is based round concepts and processes that have been carefully identified for each programme of study. The particularly relevant concept here is "understanding the economic and business environment".

As for the processes, these two seem to be at the heart of our subject area:

* demonstrate and apply understanding of economic ideas

* develop and apply skills and qualities for enterprise.

The range and content demonstrates the need for business and economics expertise very clearly. It also shows how business and economics ideas draw together a wider understanding of economic wellbeing. Young people need to leave school with the ability to ask questions before they make decisions. The media is currently full of examples of people who were "misled" by buy-to-let salespersons. They believed every word and are now suffering in the slow down in the property market. Just think how much better equipped they would have been if they had some grasp of competition and could have asked the right questions.

Its place in the school curriculum

Many schools now run a programme which covers personal, social and health education, citizenship and other aspects of personal development such as thinking skills. Economic wellbeing is likely to be added to this programme - but it should also be developed as a cross-curricular strand as many subjects contribute to it.

The key factor is that economic wellbeing must be taught by experts. Citizenship offers many lessons here. Many schools thought that tutors could deal with citizenship or they could just tick the boxes across the curriculum and all would be well. It wasn't and Ofsted soon found out. As schools are now driven by Every Child Matters - and Ofsted will be looking for evidence - economic wellbeing has an important role.

Many non-expert teachers fear that enterprise is just a Thatcherite approach to education. Teachers with experience of enterprise education in the field know that it is all about being enterprising and, while the bottom line is clearly important to a business, we help students to apply enterprise skills to all aspects of life. The role of the business teacher is therefore important in getting the right message to senior managers and anyone involved in the programme. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Business and Economics for All
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.