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

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

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

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

7. 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)  90986 Demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium (5 credits)

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

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

11. 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. Level 2 Course ‘Economics and Enterprise’ External Standards  91222 Analyse inflation using economic concepts and models (4 credits)

13.  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.  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.  Questions?  Thoughts?  Discussion?