Economics teachers and tutors would observe and generally agree that Cambridge and SEAB have undergone a significant shift in their assessment approach in recent years. This shift has brought about a greater focus on evaluating students’ critical thinking skills and higher-order analytical abilities, both in the context of essay and case study questions.
When it comes to the GCE ‘A’ Level H2 Economics exam, Paper 1 is particularly noteworthy as it serves as a comprehensive test of a student’s capacity to merge data with their existing content knowledge, particularly through the analysis of case studies. It is not uncommon for some students to approach these case studies in a manner akin to how they would tackle comprehension exercises in General Paper. This approach can lead to confusion and uncertainty when students are unable to fully comprehend the extracts or data presented within the case study.
In contrast to this prevalent approach, I advocate for a different strategy when it comes to handling case study questions. Rather than relying solely on the provided extracts, I place a greater emphasis on students’ question analysis skills. As part of this strategy, I often challenge my students to formulate case study answers without the aid of reading the extracts (akin to throwing darts at a target board while blindfolded). This practice not only hones their ability to identify recurring patterns in case study questions but also enhances the predictability of their answer structures. For examples, students should observe that an “Explain-type” question accounting for 4m or more usually requires them to split the answer into two points. To handle trend analysis questions, I have a SALTBAE approach. Students are welcome to sign up for a trial class to obtain a copy of these notes.
Moving on to the Essay Paper (Paper 2), the unpredictable nature of Cambridge’s questions poses a significant challenge for educators attempting to accurately predict them. Merely regurgitating model essay solutions can result in off-topic responses, which are subject to heavy penalties. As such, a more viable approach to exam preparation involves developing a solid understanding of key concepts and effectively applying them in a comprehensive manner.
In light of the aforementioned challenges, it is important to note that my JC 2 Economics tuition teaching approach does not offer ready-made model essay solutions for students to emulate. Instead, my primary focus lies in cultivating and refining students’ essay-writing skills through a hands-on, learning-by-doing approach. Underpinning this teaching philosophy is the belief that while Cambridge may vary the structure and wording of their questions, they cannot stray from the concepts outlined in the syllabus. Consequently, the ability to discern the core focus of a question, apply relevant concepts, and articulate a coherent response is fundamental to succeeding in essay writing tasks. Each essay I share in my JC 2 Economics tuition classes is meticulously crafted in a comprehensive yet intuitive manner to facilitate students’ understanding of how concepts can be seamlessly applied in practice.