Welcome to the Autumn issue of Teaching Business and Economics.
Buoyed up by the promise by OFSTED to judge schools by the quality of education rather than simply exam results, we’ve decided to make this issue something of an enterprise and employability special.
Leo Kelly believes they have managed to really embed a culture of enterprise at his school and offers not ten but 21 tips for doing the same at your centre. Conscious that each school and college needs to come up with an approach that works for them, the wide range of ideas offers more choice than a take-away menu.
With so much emphasis on exam results and core subjects in recent years, many teachers feel frustrated with the lack of focus on future careers advice and skills development in some centres. If your school or college needs some inspiration for improving your support in this area look no further than The Cotswold School. In this issue Phil White takes you through five initiatives they have deployed successfully to prepare their students better for the world of work.
If your centre is developing a new vocational business programme, Helena Knapton and Karen Belgians share some ideas for incorporating both employability skills and real business experience.
As business and economics teachers, it is obvious that the more contact with the real world of business we provide students with, the deeper their understanding of our subject will be. However that is often easier said than done. Daren Fairhurst, EBEA Subject Lead for Vocational Education shares some sound advice about how to go about fostering mutually beneficial relationships with local employers.
When it comes to bringing the business World into the classroom, there is no shortage of interesting developments at the moment to draw on. Jo Bentham focuses on the current upheaval in the food retail sector following recent mergers and takeovers and considers the potential impact of a Sainsbury’s -Asda merger.
If, like me, you are always looking for opportunities to develop higher order thinking skills, you should find the work of Coen Oosterbroek and Roel Groel interesting. In their article they focus specifically on financial analysis and in particular on liquidity and debt servicing ability, where students often find it difficult to grasp what their numerical analysis actually means and its implications.
In the autumn issue we are traditionally able to provide a round-up of entries and results across our subject areas and this year is no exception. David Butler, the EBEA’s Advocacy Lead has provided an excellent summary of how our subject has fared and an invaluable commentary. It is pleasing to see that for all the distractions and challenges of the last few years our subjects continue to attract healthy numbers at all levels and that students go on to perform well. David has also provided an update to developments in financial education and in particular PSHE.
As regular readers will know, one of the strengths of the EBEA is our focus on and concern for evidence informed practice. We have all, over the years, come across academic ideas that in the absence of evidence seem to creep into accepted practice without any support from real classroom research. You may have tied yourself in knots in the past to accommodate students’ different learning styles for example, or failed to explain a complex idea properly for fear of breaking the ‘80/20 rule”. In this issue Jade Slater rounds up some of the most compelling evidence based practice worth trying in your classroom. Peter Imeson shares some of his own strategies for retrieval practice. And Kathy Cameron and Sam Stones share some of their techniques for developing independent and social learning around key skills and concepts.
Finally, if you have not already sent your Christmas list to Santa, you will find three excellent gift ideas in our book review section.
Enjoy your Christmas break and have a happy new year.
Gareth can be contacted at
Deadline for Contributions to Spring 19 Journal – 28th February 2019
All magazine contributors please note that submissions and materials for review should be sent, via
e-mail, to the EBEA office, email@example.com. Please supply files including any relevant charts, images, suggestions for images, graphs etc. Images should be hi-res where possible.
Teaching Business & Economics
General Editor: Gareth Taylor, Email firstname.lastname@example.org
Materials for review should be sent to Nancy Wall (email@example.com) or