Centre Assessment Grades
A number of the resources provided within may help inform your decisions when making judgements on Centre Assessment Grades. These include the specification and specimen assessment materials, grade boundary information, exemplification of examination performance documentation and agreement trial guidance materials (where available). Watch a short overview video.
GCSE Economics (2017)
The CCEA GCSE Economics specification engages students in contemporary economic issues in local, national and global contexts. The course emphasises financial capability and the global economy.
It has clear and specific learning outcomes.
The specification introduces key economic concepts, such as basic economic problems, and demand and supply. Topics include market forces, the financial services industry and managing personal finances. Students analyse how and why international trade and varying exchange rates affect the UK economy. They also explore environmental, moral and legislative issues linked to economic activity.
Students become independent learners with enquiring minds. They develop transferable skills such as critical thinking, argument building and making informed judgements. They develop a basis for their roles as consumers, producers and citizens, as well as related future study.
This specification is a linear qualification: students take all the assessment at the end of the course.
The specification has five content areas:
- Basic Economic Ideas
- Producing and Consuming
- Financial Capability
- Managing the Economy
- The Global Economy.
The content may be assessed in Paper 1 and/or Paper 2.
Skills developed through our GCSE Economics
This specification supports the Northern Ireland Curriculum at Key Stage 4 and gives students further opportunities to achieve their potential and develop skills for life.
Students learn through co-operation. They learn to use appropriate language and respect others’ views when taking part in discussions. They listen actively to others and influence group thinking and decision-making, taking account of others’ opinions. They also set personal learning goals and targets to meet deadlines, by identifying, organising and managing the actions required to achieve targets set in their programme of learning. They can confidently interpret financial or mathematical information in different formats such as graphs or bar charts and use ICT systems to manage resources.