Money, money, money…

The starter for side B of the the linear A-level course:

“Any new business needs money to start up. Some money comes from owners or shareholders; some money comes from banks. The business sells their products and, in return, collects money from their customers. The business then has to pay money to all its suppliers and workers. This lets the business work out how much money it has made over the course of a year. The more money the business makes, the more money it can pay to its owners or shareholders. Even if a business is going to make money at the end of the year, it might run out of money during the course of the year, and this means they don’t have enough money to pay money to their suppliers and workers.”

Literacy has to be at the heart of the course!


Getting off on the right foot

We teach A-levels using two teachers per class. The scheme of work published by AQA, along with others that I’ve found, all assume one teacher: I’ve had to divide the topics so they work logically with two parallel teachers. The teaching programme is therefore split into two sides.

One of my biggest aims for the early weeks is to give our pupils the terminology needed to talk about ‘money’ in all its different forms, even though they won’t be studying finance and profitability until at least week 5 of the course. This is something that I’ve done with my own classes in the past, but it’s time to formalise this across the whole department. I’m planning to start one of the sides off with a project about setting up a business, identifying clearly the difference between revenue, costs, capital and profit. I reckon that something practical will help to give concrete examples and help develop pupils’ understanding. I’m considering using Tycoon in Schools, or something similar, but am happy to write my own if there’s nothing suitable out there – let’s see how much time exists over the summer holidays!