“All tests should make the students think”

A new selection of questions on microeconomics which force students to think, consider and then think again.

Imagine a collection of around 200 questions on microeconomics, all suitable for AS, A2 and IB students.

Now, imagine them gathered together into topics ranging from (for example) costs and revenues to contestable markets, from production possibility frontiers to market failure.

And finally imagine that each question is not only set out in such a way that it can be copied and supplied with space for the student to answer, but also that answer sheets are separately included so that having done each test, the students can see not just the questions they have got wrong, but also where they have gone wrong.

It’s taken quite a while to put such a volume together and to cover a huge range of topics – but now we have it with “Microeconomics Assessment Tests”.

Let’s take one question by way of example:

“One main reason why the supply curve slopes positively upwards is because firms want to produce less when there are greater profit opportunities, due to higher prices.” True or False?

And here is the answer given:

“This is the right concept, but is stated the wrong way round. Firms will want to produce more, not less.”

In short, students getting the answer the wrong way round, now start to see why, and from this point on it is possible to discuss with them their misapprehension of the issue.

Here’s another one, this time from the section on “Market Equilibrium”

“The market clearing price comes about when demand and supply are stable.” True or False?

And the answer given:

“At first sight this statement seems plausible. However the market clearing price is the price at which all surpluses and shortages are eliminated and there is no further tendency for the market price to change.”

Given that students only see the questions at first, and given that the questions can be set in very short batches, the students will quickly come to understand the sort of questions being asked and will begin to question the issues and their understanding of them, more deeply.

In other words they will start looking for something beyond the simplicity of true or false, and will start to consider the issues behind the question in each case.

Sample pages can be viewed at http://www.pdf.firstandbest.co.uk/economics/T1824

ISBN: 978 1 86083 871 2; Order code: T1824emn

The volume is available as…

  • Photocopiable book, £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the book and the CD £31.94 plus £3.95 delivery

Prices include VAT.

You can purchase the book or CD…

Why introduce French at KS1, when it is not a requirement until KS2?

The answer to that question comes in three parts. 

First, there is the pliability of the brain – introducing a second language is easier when the brain is more receptive to learning and comprehending language. 

Second, generally speaking KS1 children are far less inhibited and self-conscious than older children and thus are more willing to experiment with new sounds. 

Finally, young children love mimicry. 

Put those three concepts together and it is clear why KS1 children are ideally suited to learn a second language. 

To take advantage of this receptiveness in young children we have developed Petites Étoiles – a comprehensive set comprising 18 activity cards, an interactive DVD, and a photocopiable resource that teaches French to Reception and KS1 children in a way that is specifically designed to fit easily into the existing curriculum.

This user-friendly resource has been devised in line with the EYFS/KS1 curriculum and enables the teaching of French to be easily incorporated into lessons. The activities included are based on common topics along with lots of suggestions for cross-curricular links. 

And, as you might expect, the resource contains songs, oral language games, playing with puppets and parachutes, and activities based around toys, food, animals, celebrations and other engaging topics. 

Better still, the resource is incredibly supportive for the non-specialist teacher, with video and audio clips included so all the language introduced is modelled by native French speakers. 

There are sufficient lesson plans, activities and ideas to last you from Reception right through to Year 2. 

Cross-curricular links, extensions for older or more able children and opportunities for developing intercultural understanding make this a truly outstanding resource. 

What’s more, teaching French boosts childrens’ self-confidence in other subjects and sets them up for future language learning. 

A number of free sample teaching resources are available on our website. 

You can order Petites Étoiles in any of these ways: 

Brilliant Publications,
Mendlesham Industrial Estate,
Norwich Road,
IP14 5ND. 

website: www.brilliantpublications.co.uk
email: orders@tradecounter.co.uk

phone: 01449 766629
fax: 01449 767122

Media Studies: an Introduction to the Terminology and Concepts

A major part of any Media Studies course is learning how to analyse or deconstruct media texts. For students new to Media Studies, the most difficult aspects of this are the terminology and concepts of the subject, many of which will be new to them or will have a slightly different meaning in the world of media.

This 119 page, photocopiable book will explain the terminology and concepts of the media to your GCSE students in simple terms and will provide them with a logical structure for evaluating media texts. The content of the book is applicable to both the English GCSE courses and examinations and the Scottish Standard Grade. Each chapter of Media Studies deals with a specific area of analytical inquiry: categories, language, narrative structure and conventions, representations, audience, institutional influences.

The book includes practical and theoretical exercises and an exemplar of an essay response to each area of inquiry. Frequent references are made to well-known media texts in order to clarify meanings.

Media Studies: an Introduction to the Terminology and Concepts by James Rigg; ISBN 978 1 86083 780 7.
Order code: T1685EMN. Sample pages may be viewed at http://www.pdf.firstandbest.co.uk/media/T1685.pdf


  • Photocopiable book, £29.95 plus £3.95 delivery
  • CD with school-wide rights: £29.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £37.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report…

When ordering the book please quote the reference T1685EMN.