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As a teacher of Economics for 12 years, I have come to realise the “tricks of the trade”. That is, a tool kit that can be applied to successful passing of examinations.
My advice to students is to first of all consider the marks that are being allocated to a question as this is a way for the examiner to communicate to the student how much they want you to write. For instance, a 4 mark question requires either 4 points or 2 points with explanation of each. In comparison, a 30 mark question requires the student demonstrating higher order skills. I often tell my students to use the “point, because, therefore, but” rule where:
the point = issue
because=knowledge and application
therefore=analysis and
but=evaluation.
This allows the student to provide structure to a response instead of an outpouring of ideas on paper that has no logic. If this is repeated twice, the student can expect to gain maximum marks, if of course it is completed to sufficient depth and diagrams provided.
As an experienced teacher I can also suggest that students remember to provide definitions to concepts in the question. Always assume that the person reading your script is a non-economist and that even the most obvious terms, economic terminology has to be explained. After all, who would discuss a complex concept at length before defining it in the first place?
It is absolutely crucial, more now than ever, that students have an awareness of what has been happening in the UK economy on a macro and micro level and this should be incorporated into exam responses at any given opportunity. This shows the examiner that you are able to see how economics lives in the real world, and how it is not just theory out of a text book.
My advice to students has always been to keep a log book in which you stick a couple of articles a week, from a quality newspaper or the BBC website on current affairs. Student should provide some sort of analysis on this or their take on what has been happening and why, and the possible implications. Of course, the impact of Europe and our relationship with it should be included in the current affairs diary. Be proactive in sharing what you are doing as an independent learner by taking your log into school and asking if what you have found can be used as a starter activity. This will develop your confidence to talk about current issues and develop your ability to analyse current events, but also other students in the class may be able to add a perspective you had not thought of and will therefore add to your own understanding.
What is absolutely fundamental to performing well in examinations is the way each of you learn, and I do believe that students need to experiment at an early stage with a variety of teaching and learning strategies and which works for them. For instance, when providing analysis in response to questions, it is essential that students are able to make links across topics and therefore provide a synoptic perspective. Revising with the use of mind maps is far more effective in preparing you for this than comfortably going through each page of your notes and memorising it! You are more likely to remember a mind map with keywords, and perhaps funny pictures that remind you of a concept when faced with a challenging question under examination conditions. Indeed, use humour and strange, funny stories to help you remember concepts and theories - it all works!
