IB Economics Course Outline 2014

Economics Course Outline

2014/2015

Course Description

NATURE OF THE SUBJECT

Economics is a dynamic social science, forming part of the study of individuals and societies. The study of
economics is essentially about the concept of scarcity and the problem of resource allocation.

Although economics involves the formulation of theory, it is not a purely theoretical subject: economic
theories can be applied to real-‐world examples. As a social science, economics uses scientific methodologies
that include quantitative and qualitative elements and relate to many other fields of study.

The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which
deal with economic variables affecting individuals, firms and markets, and the economic theories of
macroeconomics, which deal with economic variables affecting countries, governments and societies. These
economic theories are not to be studied in a vacuum—rather, they are to be applied to real-‐world issues.
Prominent among these issues are fluctuations in economic activity, international trade, economic
development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the
economics course as students are required to consider and reflect on human end-‐goals and values. The
economics course encourages students to develop international perspectives, fosters a concern for global
issues, and raises students’ awareness of their own responsibilities at a local, national and international
level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of
personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an
increasingly interdependent world.

Economics and prior learning

No particular background in terms of specific subjects studied for national or international
qualifications is expected or required and no prior knowledge of economics is necessary for students to
undertake a course of study based on this specification. However, a familiarity with economic concepts would
be an advantage.

Aims and Objectives

Aims

The aims of the economics course at higher level and standard level are to:
• provide students with a core knowledge of economics
• encourage students to think critically about economics
• promote an awareness and understanding of internationalism in economics
• encourage students' development as independent learners
• enable students to distinguish between positive and normative economics
• enable students to recognize their own tendencies for bias.

The overall aim of the course is to give students a deeper understanding of the nature and scope of
economics. The different parts of the course are designed to complement each other enabling students to
develop a range of fundamental economic skills.

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx
Objectives

Having followed the Diploma Programme course in economics, candidates will be expected to:
1. have an understanding and knowledge of economic concepts and theories
2. apply economic theory to a range of circumstances and a variety of situations
3. analyse information through the use of economic concepts and theories
4. evaluate concepts and theories from different economic perspectives

How the course addresses:

International Mindedness

Internationalism can be defined as the ideal or practice of cooperation and understanding among countries.
Economics has an important role to play in promoting such international cooperation and mutual
understanding because of its focus on global issues.

Students are taught to understand the impact of economics can both improve cooperation and understanding
between countries and, unfortunately, cause extensive damage. Trade agreements, trading bloc, international
aids and development projects are some of the key topics in this course where students learn about real
international issues especially in trade, development and sustainability.

If all participants in the global economy are to achieve a better quality of life for their populations, there must
be economic cooperation between all countries. This does not mean that developed countries must control
the destinies of less-‐developed countries. Instead, it means sharing concepts across cultures, against a
background of economic awareness.

To achieve this understanding, students will be taught to consider economic theories, ideas and happenings
from the points of view of different individuals, nations and cultures in the world economy. Although complete
knowledge is impossible, students can search for understanding through a wide range of different aspects of
the global economy. Students are given individual research and write a case study of a developing country or
countries Their search may inspire a lifelong interest in the promotion of international understanding.

The Extended Essay

Theory of Knowledge


Learner Profile
IB Programmes aim to develop internationally minded people who display a range of personal qualities.
Economics students develop and demonstrate the Learner Profile in the following ways:

Inquirers -‐ Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning in selecting and researching their own topic for the Extended
Essay. Students actively enjoy learning and this love of learning is supported in class discussions, debates and
projects.

Knowledgeable – Students explore concepts, ideas and issues that have local and global significance and given
news duty to broadcast to the class each week. In so doing, they acquire in-‐depth knowledge and develop
understanding across a broad and balanced range of disciplines.

Thinkers – Students exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions especially in building their IA Portfolio.

Communicators – Students understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication such as power point presentation, class debate
and oral presentation. They work effectively and willingly in collaboration with others.

Principled -‐ Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. Students will practice academic honesty by citing research
sources and acknowledge the work of others. They take responsibility for their own actions and the
consequences that accompany them.

Open-‐minded – Students will respond appreciatively and respectfully when they are a part of a working group
respect the dignity and equality of those around them irrespective of cultures and belief systems. Students are
open to ideas of others and willing to go beyond their own realm of experience and enter into unfamiliar
ground to explore new ideas, new roles and new cultures without prejudice.

Caring – Students show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service which focus on giving and service to others in completing their CAS
programme.

Risk-‐takers -‐ Students approach unfamiliar situations and uncertainty with courage and forethought, and have
the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in
defending their beliefs. Students are keen to try new ideas or explore the unfamiliar to challenge themselves.

Balanced – Students understand the importance of intellectual, physical and emotional balance to achieve
personal well-‐being for themselves and others. Students of economics understand how to empathise and see
things from alternative viewpoints and developed a balanced approach to problem solving.

Reflective – Students give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and personal
development and to ask questions to help them move forward in their development..


Difference between HL and SL

The HL course in economics differs from the SL course in economics in terms of the:
• hours devoted to teaching (240 hours for HL compared to 150 hours for SL)
• extra depth and breadth required (HL extension topics)
• nature of the examination question

SYLLABUS OUTLINE
Higher level and standard level

Syllabus component Teaching hours
SL HL
Section 1: Microeconomics 35 95

1.1 Competitive markets: demand and supply (some topics HL only)
1.2 Elasticity
1.3 Government intervention (some topics HL extension, plus one topic HL only)
1.4 Market failure (some topics HL only)
1.5 Theory of the firm and market structures (HL only)
Section 2: Macroeconomics 40 50

2.1 The level of overall economic activity (one topic HL extension)
2.2 Aggregate demand and aggregate supply (one topic HL only)
2.3 Macroeconomic objectives (some topics HL extension, plus one topic HL only)
2.4 Fiscal policy
2.5 Monetary policy
2.6 Supply-‐side policies
Section 3: International economics 25 45

3.1 International trade (one topic HL extension, plus one topic HL only)
3.2 Exchange rates (some topics HL extension)
3.3 The balance of payments (one topic HL extension, plus some topics HL only)
3.4 Economic integration (one topic HL extension)
Section 4: Development economics 30 30

4.1 Economic development
4.2 Measuring development
4.3 The role of domestic factors
4.4 The role of international trade (one topic HL extension)
4.5 The role of foreign direct investment (FDI)
4.6 The roles of foreign aid and multilateral development assistance
4.7 The role of international debt
4.8 The balance between markets and intervention
Internal assessment 20 20
Portfolio of three commentaries
Total teaching hours 150 240

INFORMATION ABOUT ASSESSMENTS (HIGHER LEVEL ASSESSMENT)
(For first examinations in 2013)

Assessment component Weighting
External assessment (4 hours) 80%
Paper 1 (1 hour and 30 minutes)
An extended response paper (50 marks) 30%
Assessment objectives 1, 2, 3, 4
Section A
Syllabus content: section 1—microeconomics
Students answer one question from a choice of two. (25 marks)
Section B
Syllabus content: section 2—macroeconomics

Paper 2 (1 hour and 30 minutes) 30%
A data response paper (40 marks)
Section A
Syllabus content: section 3—international economics
Section B
Syllabus content: section 4—development economics
20%
Use of calculators are not permitted in
Paper 1 and paper 2 (SL/HL)

Paper 3 (1 hour)
HL extension paper (50 marks)
Assessment objectives 1, 2 and 4
Syllabus content, including HL extension material: sections 1 to 4—microeconomics,
macroeconomics, international economics, development economics
Students answer two questions from a choice of three. (25 marks per question)

Internal assessment (20 teaching hours) 20%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Students produce a portfolio of three commentaries, based on different sections of
the syllabus and on published extracts from the news media.
Maximum 750 words x 3 (45 marks)

Detail of External Assessment Higher Level
Paper 1
Duration: 1 hour 30 minutes
Weighting: 30%
The structure of this paper is the same as SL paper 1. However, the questions that require extended responses
may be the same as, or different from, the SL paper 1 questions.
Please see the section “External assessment details—SL”, for further details.

Paper 2

Weighting: 30%
The structure of this paper is the same as SL paper 2. However, these data response questions may be the
same as, or different from, the SL paper.
The texts/data used may not be the same as at SL.
Please see the section “External assessment details—SL”, for further details.

Paper 3
Duration: 1 hour
Weighting: 20%
• Students answer two questions in total, from a choice of three questions.
• The questions are each subdivided into a number of parts. The number of parts will vary.

STANDARD LEVEL
Assessment component Weighting
External assessment (3 hours) 80%

An extended response paper (50 marks) 40%
Section A
Syllabus content: section 1—microeconomics
Section B
Syllabus content: section 2—macroeconomics

A data response paper (40 marks)
Assessment objectives 1, 2, 3, 4 40%
Section A
Syllabus content: section 3—international economics
Section B
Syllabus content: section 4—development economics

Internal assessment (20 teaching hours) 20%
This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.

Students produce a portfolio of three commentaries, based on different sections of
the syllabus and on published extracts from the news media.

Maximum 750 words x 3 (45 marks)

Detail of External Assessment Standard Level

Paper 1
Weighting: 40%

The structure of this paper is the same as HL paper 1 but the questions that require extended responses may
be the same as, or different from, the HL paper 1 questions.
• Students answer two questions in total, one from section A and one from section B.
• In each section, students are required to answer one question from a choice of two.
• The questions are each subdivided into two parts, (a) and (b).
Section A
• The principal focus is on section 1 of the syllabus—microeconomics.
• While the principal focus of the questions is on section 1, it is likely that students will be required to draw on
other sections of the syllabus.
• The command terms used in each question, or part thereof, indicate the depth required.
• Part (a) of each question requires knowledge and understanding, application and analysis and the selection,
use and application of a variety of appropriate skills and techniques. The maximum for this part is 10 marks.
• Part (b) of each question requires knowledge and understanding, application and analysis, synthesis and
evaluation, and the selection, use and application of a variety of appropriate skills and techniques. The
maximum for this part is 15 marks.

• The section A question is worth a total of 25 marks.

Section B
• The principal focus is on section 2 of the syllabus—macroeconomics.
• Part (a) of each question requires knowledge and understanding, application and analysis, and the selection,
use and application of a variety of appropriate skills and techniques. The maximum for this part is 10 marks.
• Part (b) of each question requires knowledge and understanding, application and analysis, synthesis and
evaluation, and the selection, use and application of a variety of appropriate skills and techniques. The
maximum for this part is 15 marks.

• The section B question is worth a total of 25 marks.

Responses are assessed with an analytic markscheme specific to the question paper, which indicates the
required responses, any particular breakdown of marks and the markbands used to allocate marks.

Overall, the maximum for paper 1 is 50 marks.

Paper 2
Weighting: 40%
The structure of this paper is the same as HL paper 2. However, these data response questions may be the
same as, or different from, those used for the HL paper.
The text/data used may not be the same at SL and at HL.
• Students answer two questions in total, one from section A and one from section B.
• In each section, students are required to answer one question from a choice of two.
• The questions are each subdivided into four parts, (a), (b), (c) and (d).

Section A
• The principal focus is on section 3 of the syllabus—international economics.
• Part (a) of each question requires knowledge and understanding. It is subdivided into (i) and (ii). The
maximum for each of these is 2 marks, with a combined maximum of 4 marks.

• Part (b) of each question requires knowledge and understanding, application and analysis, and selection, use
and application of a variety of appropriate skills and techniques. The maximum for this part is 4 marks.
• Part (c) of each question requires knowledge and understanding, application and analysis, and selection, use
and application of a variety of appropriate skills and techniques. The maximum for this part is 4 marks.
• Part (d) of each question requires knowledge and understanding, application and analysis, and synthesis and
evaluation. The maximum for this part is 8 marks.

• The section A question is worth a total of 20 marks.

Section B
• The principal focus is on section 4 of the syllabus—development economics.
• Part (a) of each question requires knowledge and understanding. It is subdivided into (i) and (ii). The
maximum for each of these is 2 marks, with a combined maximum of 4 marks.
• Part (b) of each question requires knowledge and understanding, application and analysis, and
selection, use and application of a variety of appropriate skills and techniques. The maximum for this part is 4
marks.
• Part (c) of each question requires knowledge and understanding, application and analysis, and
selection, use and application of a variety of appropriate skills and techniques. The maximum for this part is 4
marks.
• Part (d) of each question requires knowledge and understanding, application and analysis, and
synthesis and evaluation. The maximum for this part is 8 marks.
• The section B question is worth a total of 20 marks.

Responses are assessed with an analytic markscheme specific to the question paper, which indicates the
required responses, any particular breakdown of marks and the markbands used to allocate marks.

Overall, the maximum for paper 2 is 40 marks.

Internal assessment details—SL and HL
Portfolio
Duration: 20 hours
Weighting: 20%
Rationale
Internal assessment in economics enables students to demonstrate the application of their knowledge and
understanding of economic theory to real-‐world situations.

Requirements
Both SL and HL economics students produce a portfolio of three commentaries based on articles from
published news media. Each article must be based on a different section of the syllabus (microeconomics,
macroeconomics, international economics and development economics). Final submission of portfolio (two
copies) is in 2013. Students are expected to hand-‐in their internal assessments at 8.40 am on the due date.
Students who hand in their assessments after the due date, without any prior notice or reasonable
explanation (see below), will be at risk of not gaining the diploma.

The following documentations are accepted as part of reasonable explanation:
• Medical Certificate issued on the due date of assessment
• Other documents that are outlined in School Policy(s).

The following documentations are accepted as part of ‘prior notice’:
• Official Form signed by subject teacher and the Head of Department for official school activity ONE
week prior to the internal assessment.

• Any other document/s that are outlined in School Policy(s).

If students are unable to hand in the internal assessments due to self interest leave (such as holiday leave),
then they must hand in their internal assessment prior to their departure otherwise they will fail the subject.

There is no re-‐assessment opportunity for the Internal Assessment.

Assessment Setter/s must fill in the Internal Assessment cover sheet and any other required documentation/s
once internal assessments are marked, and moderated by moderator/s.

The school is required to keep your internal assessment projects. This is for auditing of the results, should that
be deemed necessary. You are advised to keep a hard copy yourself.

School policies apply regarding disputes of any internal assessment results. The school’s IB Examination
Policies and Procedures, overseen by Mrs Buist, will apply to all Economics assessment situations.

Articles
The articles may be from a newspaper, a journal or the internet, but must not be from television or radio
broadcasts. If a student includes a relatively lengthy article, which is very much discouraged, the student must
highlight the section(s) of the article upon which the commentary is based. The article on which the
commentary is based should, where possible, be in the same language as the commentary. If an extract in
another language is used, the student must provide an accurate translation of the whole article. Students must
also include the original article in their portfolio.

Individual work
Students must select their own articles to discuss. It may happen that more than one student bases his or her
commentary on the same article, but the article must not be given to the class by the teacher, and the
production of the commentary must be each student’s individual work. A commentary must not be prepared
collaboratively.
Focus
Each commentary must:
• explain the linkages between the article and economic theory taken from the section of the syllabus on
which the article is based
• demonstrate economic insights into the implications of the article (that is, it should provide evidence of the
student’s ability to discuss current events from the point of view of an economist).
On each commentary students must record:
• the title of the article
• the source of the article (including date of access to the site if from the internet)
• the date the article was published
• the date the commentary was written
• the word count of the commentary
• the section of the syllabus to which the article relates.

Each commentary in the portfolio is assessed individually against the internal assessment criteria. The teacher
will initially assess each student’s work. Please note that internal standardization must take place when more
than one teacher is assessing. A sample of the work will then be moderated by the IB moderator.

Rubric requirements
If students do not adhere to the following requirements, they can lose marks under criterion F:

Rubric requirements.
1. Word limit
Students must produce a portfolio of three commentaries. Each commentary must not exceed 750 words.


Note: Moderators will not read beyond 750 words for each commentary.
The following are not included in the word count.
• Acknowledgments
• Contents page
• Diagrams
• Labels—of five words or fewer
• Headings on diagrams—of 10 words or fewer
• Tables of statistical data
• Equations, formulae and calculations
• Citations (which, if used, must be in the body of the commentary)
• References (which, if used, must be in the footnotes/endnotes)

Please note that footnotes/endnotes may be used for references only. Definitions of economic terms and
quotations, if used, must be in the body of the work and are included in the word count. Please note that a
citation is a shorthand method of making a reference in the body of the commentary, which is then linked to
the full reference in the footnotes/endnotes.

2. Articles
Each article must be based on a different section of the syllabus.

3. Sources
Students must use a different source for each commentary.

4. Contemporary articles
Students need to look for articles relating to current events and these must be published no earlier than one
year before the writing of the commentary.

5. Contents
Each portfolio must contain:
• a summary portfolio coversheet
• a commentary coversheet for each commentary
• three commentaries, accompanied in each case by the relevant article.

Overview
There are five internal assessment criteria for each commentary.

Criterion A Diagrams 3 marks
Criterion B Terminology 2 marks
Criterion C Application 2 marks
Criterion D Analysis 3 marks
Criterion E Evaluation 4 marks
Total 14 marks

There is one internal assessment criterion for the whole portfolio.

Criterion f Rubric requirements 3 marks

Each commentary is assessed individually for the first five assessment criteria (criteria A–E) and then criterion
F is applied to the whole portfolio.
The maximum for the portfolio is 45 marks: (14 marks x 3 commentaries) + 3 marks = 42 + 3 marks.
The assessment criteria are related to the assessment objectives.
• Criterion A: AO2 and AO4
• Criterion B: AO1

• Criterion C: AO2
• Criterion D: AO2
• Criterion E: AO3
• Criterion F: AO4

Time allocation
It is recommended that approximately 20 hours of class time is allocated for the portfolio at both higher level
and standard level. This should include:
• time for the teacher to explain to candidates the requirements for the portfolio
• class time for candidates to work on their commentaries
• time for discussion between the teacher and the candidate
• time for the teacher to review progress and to check authenticity.

Assessment of the portfolio
At the end of the course, the portfolio as a whole must be assessed against the internal
assessment criteria.

Extended Essay
The extended essay is an independent, self-‐directed piece of research, culminating in a 4,000-‐word paper. As a
required component, it provides:
• practical preparation for the kinds of undergraduate research required at tertiary level
• an opportunity for students to engage in an in-‐depth study of a topic of interest within a chosen
subject.
Emphasis is placed on the research process:
• formulating an appropriate research question of an economic issue

• engaging in a personal exploration of the topic based on sound economic theories
• communicating ideas
• developing an argument.
Participation in this process develops the capacity to:
• analyse
• synthesize, and
• evaluate knowledge.
Students are supported throughout the process with advice and guidance from a supervisor (usually a teacher
at the school).


Year 1 Planner 2014
20-‐24 Jan Course confirmation (22nd wed)

Week 1 29-‐31st Jan Intro – social sciences
-‐ scarcity , choice, opportunity cost
th
Week 2 3-‐7 Feb Economic models -‐ PPF, trade cycle, circular flow, demand and Waitangi day (6 Feb)
th
Swimming Finals (7 Feb)
supply
th
Week 3 10-‐14 Feb demand and supply with linear functions. Athletics (13 Feb)
Week 4 17-‐21 Feb Section One : MICRO ECONOMICS –general graph consumer
and producer surplus. DWL. AE
Week 5 24 – 28 Mar EOTC Leadership
March)
th-‐ 9th
Week 6 3 -‐7 Mar Government intervention –tax, subsidies NISS Rowing (7
Week 7 10-‐14 Mar Government intervention –price controls Polyfest

Tutor parent interviews 14
th
Week 8 17-‐21 Mar Government intervention –price controls

Week 9 24-‐28 Mar Elasticity Summer tournament week
Week 10 31-‐4 April Elasticity

Week 11 7-‐11 April Elasticity
Week 12 14-‐17 April Market failure
Term 2
th
Week 1 5-‐9 May Market failure 10 May School Ball
th th
Week 2 12-‐16 May Section 2 : MACROECONOMICS -‐ Measuring national income Y12 OPE camp 12 and 13
th
Week 3 19-‐23 May Measuring economic development Y12 Work Choice day 20
st th
Musical Production 21 to 24
th
Week 4 26-‐30 May AD & AS 30 Waikato Exchange
nd
Week 5 2-‐6 June AD, AS Queen’s birthday (2 June)
rd
Week 6 9-‐13 Jun Multiplier equation Birthday concert P5 (13 June)
th th
Week 7 16-‐20 June Inflation -‐ monetary policy Wellington trip (17 and 18
June)
Week 8 23-‐27June Inflation – fiscal policy / Fiscal budget
st rd
Week 9 30-‐4 July Inflation – supply side polices Stage Challenge (1 -‐ 3 July)

th 1st
Week 1 28-‐1 Aug TOD (29 Monday) House music (3 July)
Market structure – cost, revenue, profit HL only
Week 2 5-‐8 Aug MC = MR analysis / profits maximisation HL only
Week 3 11 -‐15 Aug Perfect competition vs Monopoly HL only
Week 4 18–22 Aug Monopoly HL only
Price discrimination
Week 5 25-‐ 29 Aug Monopolistic competition HL only
Week 6 1-‐5 Sept Oligopoly HL only
Winter Tournament week
REVISION School Examinations start 11 September
th
Week 7 8–12 Sept
th
Week 8 15 -‐19 Sept SCHOOL EXAMS finish 19
Week 9 22-‐26 Sept Feedback exam Introduce INTERNAL
Growth – PPF, fiscal policy
Term 4
Week 1 13-‐17 Oct Growth
Week 2 20-‐24 Oct Unemployment
Week 3 27-‐31 Oct Unemployment
Week 4 3-‐7 Nov Distribution of income / equity
Week 5 10-‐14 Nov Distribution of income-‐ fiscal policy – tax system
Week 6 17-‐21 Nov INTERNAL
Week 7 24-‐28 Nov Check point One -‐ Internal Internal Check point 1
Week 8 1-‐5 Dec Term 4 ends


Year 2 Economics Planner 2015 (tba)

Term 1
Week 0 28-‐ 31Jan Revisit Handbook/ course requirement
Week 1 3-‐7 Feb Section 3 International economics
Comparative, absolute
Free trade protectionism
Week 2 10-‐14 Feb Free trade protectionism Internal Checkpoint 2
WTO – free trade agreement, trading
block
Week 3 17-‐ 21 Feb Exchange rate
Week 4 24-‐ 28 Feb Exchange rate
Week 5 3 -‐7 Mar EOTC
Week 6 10-‐14 Mar
Balance of Payment
Week 7 17-‐ 21 Mar Balance of Payment
Week 8 24-‐ 28 Mar Economic integration
Week 9 31 -‐ 4Apr Terms of trade
Week 10 7-‐ 11 Apr Section 4 : Development Economics
Economic development
Week 11 14-‐ 18 Apr
Term 2
Week 1 5 -‐9 May Domestic factors
Week 2 12 -‐ 16 May Domestic factors
Week 3 19 -‐ 23 May INTERNAL
Week 4 26-‐ 30 May International trade
Week 5 2 -‐6 Jun Foreign direct investment Final hand in portfolio
Week 6 9 -‐13Jun Foreign aid
Week 7 16 – 20 Jun International debt

Week 8 23 -‐27 Jun Balance between markets and
intervention
Term 2 ends
Term 3
Week 1 21 – 25 Jul Section One – HL topics only
Week 2 28 – 1 Aug Section One –revision
Week 3 4 – 8 Aug Section Two – HL topics only
Week 4 11 – 15 Aug Section Two – revision
Week 5 18-‐ 22 Aug Section Three -‐ revision
Week 6 25 – 29 Aug Section Four – revision
Week 7 1-‐ 5 Sept Revision
Week 8 8 – 12 Sept EXAMS
Week 9 15– 19 Sept Feedback
Week 10 22 –26 Sept Term 3 ends
Term 4
Week 1 13-‐17 Oct Revision
Week 2 20 – 24 Oct Revision
Week, 3 27 – 31 Oct
Week4 3-‐7 Nov IB EXAMS

Contacts
2014-‐2015 Teacher in Charge Economcis Ms Mei Ng
Email: mng1@diocesan.school.nz

IB Economics Course Outline 2014

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

IB Economics Course Outline 2014

Transféré par

Droits d'auteur :

Formats disponibles

Economics Course Outline

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Syllabus component Teaching hours

Section 1: Microeconomics 35 95

Section 2: Macroeconomics 40 50

Section 3: International economics 25 45

Section 4: Development economics 30 30

Total teaching hours 150 240

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Emphasis is placed on the research process:

• formulating an appropriate research question of an economic issue

Participation in this process develops the capacity to:

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Week 7 10-­‐14 Mar Government intervention –price controls Polyfest

Week 8 17-­‐21 Mar Government intervention –price controls

Week 10 31-­‐4 April Elasticity

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Week 7 16 – 20 Jun International debt

Macintosh HD:Users:amcgirr:Downloads:IB Economics Course Outline 2014.docx

Vous aimerez peut-être aussi

Week 7 10-‐14 Mar Government intervention –price controls Polyfest

Week 8 17-‐21 Mar Government intervention –price controls

Week 10 31-‐4 April Elasticity