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ASEconomics ASpecificationPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics A (8EC0)First teaching from September 2015First certification from 2016Issue 1
PearsonEdexcel Level 3 AdvancedSubsidiary GCEin Economics A (8EC0)SpecificationFirst certification 2016
Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largestawarding body offering academic and vocational qualifications that are globallyrecognised and benchmarked. For further information, please visit our qualificationwebsites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively,you can get in touch with us using the details on our contact us page atwww.edexcel.com/contactusAbout PearsonPearson is the world's leading learning company, with 40,000 employees in morethan 70 countries working to help people of all ages to make measurable progressin their lives through learning. We put the learner at the centre of everything wedo, because wherever learning flourishes, so do people. Find out more about howwe can help you and your learners at: www.pearson.com/ukReferences to third party material made in this specification are made in good faith.Pearson does not endorse, approve or accept responsibility for the content ofmaterials, which may be subject to change, or any opinions expressed therein.(Material may include textbooks, journals, magazines and other publications andwebsites.)All information in this specification is correct at time of publication.Original origami artwork: Mark BolithoOrigami photography: Pearson Education Ltd / Naki KouyioumtzisISBN 978 1 446 91255 3All the material in this publication is copyright Pearson Education Limited 2014
From Pearson’s Expert Panel for World Class Qualifications“The reform of the qualifications system in England is a profoundly importantchange to the education system. Teachers need to know that the new qualificationswill assist them in helping their learners make progress in their lives.When these changes were first proposed we were approached by Pearson to join an‘Expert Panel’ that would advise them on the development of the new qualifications.We were chosen, either because of our expertise in the UK education system, orbecause of our experience in reforming qualifications in other systems around theworld as diverse as Singapore, Hong Kong, Australia and a number of countriesacross Europe.We have guided Pearson through what we judge to be a rigorous qualificationdevelopment process that has included: Extensive international comparability of subject content against the highestperforming jurisdictions in the world Benchmarking assessments against UK and overseas providers to ensure thatthey are at the right level of demand Establishing External Subject Advisory Groups, drawing on independent subjectspecific expertise to challenge and validate our qualifications Subjecting the final qualifications to scrutiny against the DfE content and Ofqualaccreditation criteria in advance of submission.Importantly, we have worked to ensure that the content and learning is futureoriented. The design has been guided by what is called an ‘Efficacy Framework’,meaning learner outcomes have been at the heart of this development throughout.We understand that ultimately it is excellent teaching that is the key factor to alearner’s success in education. As a result of our work as a panel we are confidentthat we have supported the development of qualifications that are outstanding fortheir coherence, thoroughness and attention to detail and can be regarded asrepresenting world-class best practice.”Sir Michael Barber (Chair)Professor Sing Kong LeeChief Education Advisor, Pearson plcDirector, National Institute ofEducation, SingaporeBahram BekhradniaProfessor Jonathan OsbornePresident, Higher Education Policy InstituteStanford UniversityDame Sally CoatesProfessor Dr Ursula RenoldPrincipal, Burlington Danes AcademyFederal Institute of Technology,SwitzerlandProfessor Robin ConinghamProfessor Bob SchwartzPro-Vice Chancellor, University of DurhamHarvard Graduate School of EducationDr Peter HillFormer Chief Executive ACARA
IntroductionThe Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics A is designedfor use in schools and colleges. It is part of a suite of GCE qualifications offered byPearson.Purpose of the specificationThis specification sets out: the objectives of the qualification any other qualification(s) that a student must have completed before taking thequalification any prior knowledge and skills that the student is required to have before takingthe qualification any other requirements that a student must have satisfied before they will beassessed or before the qualification will be awarded the knowledge and understanding that will be assessed as part of thequalification the method of assessment and any associated requirements relating to it the criteria against which a student’s level of attainment will be measured(such as assessment criteria).
RationaleThe Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics A meets thefollowing purposes, which fulfil those defined by the Office of Qualifications andExaminations Regulation (Ofqual) for GCE qualifications in their GCE QualificationLevel Conditions and Requirements document, published in April 2014.The purposes of this qualification are to: provide evidence of students’ achievements in a robust and internationallycomparable post-16 course of study that is a sub-set of Advanced GCE content enable students to broaden the range of subjects they study.Qualification aims and objectivesThe aims and objectives of the Pearson Edexcel Level 3 Advanced Subsidiary GCE inEconomics A are to enable students to: develop an interest in, and enthusiasm for, the subject appreciate the contribution of economics to the understanding of the widereconomic and social environment develop an understanding of a range of concepts and an ability to use thoseconcepts in a variety of different contexts use an enquiring, critical and thoughtful approach to the study of economics anddevelop an ability to think as an economist understand that economic behaviour can be studied from a range ofperspectives develop analytical and quantitative skills, together with qualities and attitudesthat will equip them for the challenges, opportunities and responsibilities ofadult and working life.
The context for the development of this qualificationAll our qualifications are designed to meet our World Class Qualification Principles[1]and our ambition to put the student at the heart of everything we do.We have developed and designed this qualification by: reviewing other curricula and qualifications to ensure that it is comparable withthose taken in high-performing jurisdictions overseas consulting with key stakeholders on content and assessment, including learnedbodies, subject associations, higher-education academics, teachers andemployers to ensure this qualification is suitable for a UK context reviewing the legacy qualification and building on its positive attributes.This qualification has also been developed to meet criteria stipulated by Ofqual intheir documents GCE Qualification Level Conditions and Requirements and GCESubject Level Conditions and Requirements for Economics, published in April 2014.[1] Pearson’s World Class Qualification principles ensure that our qualifications are: demanding, through internationally benchmarked standards, encouraging deeplearning and measuring higher-order skills rigorous, through setting and maintaining standards over time, developingreliable and valid assessment tasks and processes, and generating confidence inend users of the knowledge, skills and competencies of certified students inclusive, through conceptualising learning as continuous, recognising thatstudents develop at different rates and have different learning needs, andfocusing on progression empowering, through promoting the development of transferable skills,see Appendix 1.
ContentsQualification at a glanceAssessment Objectives and weightingsKnowledge, skills and understandingTheme 1: Introduction to markets and market failureTheme 2: The UK economy – performance and policiesAssessment13551121Assessment summaryAssessment Objectives and weightingsBreakdown of Assessment ObjectivesEntry and assessment information21222324Student entry24Forbidden combinations and discount code24Access arrangements, reasonable adjustments and specialconsideration24Equality Act 2010 and Pearson equality policy26Awarding and reporting26Language of assessment26Grade descriptions26Other informationStudent recruitmentPrior learning and other endix1:2:3:4:Transferable skillsLevel 3 Extended Project qualificationQuantitative skillsCodes2727272731333739
Qualification at a glanceThe Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics A is structuredinto two themes and consists of two externally examined papers.Students develop knowledge and understanding of core economic models andconcepts in the two themes. Students will need to apply their knowledge andunderstanding to both familiar and unfamiliar contexts in the assessment anddemonstrate an awareness of current economic events and policies.Theme 1: Introduction to marketsand market failureTheme 2: The UK economy –performance and policiesThis theme focuses on microeconomicconcepts. Students will develop anunderstanding of:This theme focuses on macroeconomicconcepts. Students will develop anunderstanding of: nature of economics measures of economic performance how markets work aggregate demand market failure aggregate supply government intervention. national income economic growth macroeconomic objectives andpolicy.Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 20141
Students must complete all assessment in May/June in any single year.Paper 1: Introduction to markets and market failure*Paper code: 8EC0/01 Externally assessed Availability: May/June First assessment: 201650% of thetotalqualificationOverview of contentPaper 1 will assess microeconomics and questions will be drawn from Theme 1.Overview of assessment Written examination. The paper comprises two sections. Section A comprises a range of multiple-choice and short-answer questions.Students answer all questions. Section B comprises one data response question broken down into a number ofparts, including a choice of extended open-response questions; students selectone from a choice of two. Duration: 1 hour 30 minutes. 80 marks available.Paper 2: The UK economy – performance and policies*Paper code: 8EC0/02 Externally assessed Availability: May/June First assessment: June 201650% of thetotalqualificationOverview of contentPaper 2 will assess macroeconomics and questions will be drawn from Theme 2.Overview of assessment Written examination. The paper comprises two sections. Section A comprises a range of multiple-choice and short-answer questions.Students answer all questions. Section B comprises one data response question broken down into a number ofparts, including a choice of extended open-response questions; students selectone from a choice of two. Duration: 1 hour 30 minutes. 80 marks available.*See Appendix 4: Codes for a description of this code and all other codes relevantto this qualification.2Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
Assessment Objectives and weightings% inGCEStudents must:AO1Demonstrate knowledge of terms/concepts andtheories/models to show an understanding of the behaviour ofeconomic agents and how they are affected by and respond toeconomic issues28–30Apply knowledge and understanding to various economiccontexts to show how economic agents are affected by andrespond to economic issues28–30AO3Analyse issues within economics, showing an understandingof their impact on economic agents20–22AO4Evaluate economic arguments and use qualitative andquantitative evidence to support informed judgementsrelating to economic issues20–22AO2TotalPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014100%3
4Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
Knowledge, skills and understandingTheme 1: Introduction to markets and marketfailureOverviewThis theme is one of two in this qualification that focuses onmicroeconomics. This theme introduces students to themicroeconomic nature of economics, looking at economicproblems and the ways economists think and work.Content from Theme 1 will be assessed in Paper 1. Studentswill need to apply their knowledge and understanding toboth familiar and unfamiliar contexts in the assessmentsand demonstrate an awareness of current economic eventsand policies.ContentIn this theme, students will consider how markets work,looking at how supply and demand interact to allocateresources in local, national and international markets.They will learn how to apply supply and demand analysis toreal-world situations and be able to offer explanations ofconsumer behaviour. This will involve looking at both howconsumers act in a rational way to maximise utility and howfirms maximise profit, but also why consumers may notbehave rationally.Having investigated how markets work, students will thenlook at market failure. They will look at the nature andcauses of market failure before considering the strengthsand weaknesses of possible government intervention toremedy market failures.This theme will provide a coherent coverage ofmicroeconomic content with students drawing on local,national and global contexts.Students are encouraged to use an enquiring, critical andthoughtful approach to the study of economics and todevelop an ability to think as an economist.To develop their knowledge, skills and understanding ineconomics, students need to have acquired competence inquantitative skills that are relevant to and applied in thecontext of this theme (see Appendix 3: Quantitative skills).Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 20145
1.1 Nature of economicsSubject contentWhat students need to learn:1.1.1a) Thinking like an economist: the process of developingmodels in economics, including the need to makeassumptionsEconomics as asocial scienceb) The use of the ceteris paribus assumption in buildingmodelsc) The inability in economics to make scientific experiments1.1.2Positive andnormative economicstatements1.1.3The economicproblema) Distinction between positive and normative economicstatementsb) The role of value judgements in influencing economicdecision making and policya) The problem of scarcity – where there are unlimitedwants and finite resourcesb) The distinction between renewable and non-renewableresourcesc) The importance of opportunity costs to economic agents(consumers, producers and government)1.1.4Productionpossibility frontiersa) The use of production possibility frontiers to depict:othe maximum productive potential of an economyoopportunity cost (through marginal analysis)oeconomic growth or declineoefficient or inefficient allocation of resourcesopossible and unobtainable productionb) The distinction between movements along and shifts inproduction possibility curves, considering the possiblecauses for such changesc) The distinction between capital and consumer goods1.1.5Specialisation andthe division oflaboura) Specialisation and the division of labour: reference toAdam Smithb) The advantages and disadvantages of specialisation andthe division of labour in organising productionc) The advantages and disadvantages of specialising in theproduction of goods and services to traded) The functions of money (as a medium of exchange, ameasure of value, a store of value, a method of deferredpayment)1.1.6Free marketeconomies, mixedeconomy andcommand economya) The distinction between free market, mixed andcommand economies: reference to Adam Smith,Friedrich Hayek and Karl Marxb) The advantages and disadvantages of a free marketeconomy and a command economyc) The role of the state in a mixed economy6Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
1.2 How markets workSubject contentWhat students need to learn:1.2.1a) The underlying assumptions of rational economicdecision making:Rational decisionmaking1.2.2Demandoconsumers aim to maximise utilityofirms aim to maximise profitsa) The distinction between movements along a demandcurve and shifts of a demand curveb) The factors that may cause a shift in the demand curve(the conditions of demand)c) The concept of diminishing marginal utility and how thisinfluences the shape of the demand curve1.2.3Price, income andcross elasticities ofdemanda) Understanding of price, income and cross elasticities ofdemandb) Use formulae to calculate price, income and crosselasticities of demandc) Interpret numerical values of:oprice elasticity of demand: unitary elastic, perfectlyand relatively elastic, and perfectly and relativelyinelasticoincome elasticity of demand: inferior, normal andluxury goods; relatively elastic and relatively inelasticocross elasticity of demand: substitutes,complementary and unrelated goodsd) The factors influencing elasticities of demande) The significance of elasticities of demand to firms andgovernment in terms of:othe imposition of indirect taxes and subsidiesochanges in real incomeochanges in the prices of substitute andcomplementary goodsf) The relationship between price elasticity of demand andtotal revenue (including calculation)1.2.4Supplya) The distinction between movements along a supplycurve and shifts of a supply curveb) The factors that may cause a shift in the supply curve(the conditions of supply)Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 20147
Subject contentWhat students need to learn:1.2.5a) Understanding of price elasticity of supplyElasticity of supplyb) Use formula to calculate price elasticity of supplyc) Interpret numerical values of price elasticity of supply:operfectly and relatively elastic, and perfectly andrelatively inelasticd) Factors that influence price elasticity of supplye) The distinction between short run and long run ineconomics and its significance for elasticity of supply1.2.6Price determinationa) Equilibrium price and quantity and how they aredeterminedb) The use of supply and demand diagrams to depictexcess supply and excess demandc) The operation of market forces to eliminate excessdemand and excess supplyd) The use of supply and demand diagrams to show howshifts in demand and supply curves cause theequilibrium price and quantity to change in real-worldsituations1.2.7Price mechanisma) Functions of the price mechanism to allocate resources:orationingoincentiveosignallingb) The price mechanism in the context of different types ofmarkets, including local, national and global markets1.2.8a) The distinction between consumer and producer surplusConsumer andproducer surplusb) The use of supply and demand diagrams to illustrateconsumer and producer surplusc) How changes in supply and demand might affectconsumer and producer surplus1.2.9Indirect taxes andsubsidies1.2.10Alternative views ofconsumer behaviour8a) Supply and demand analysis, elasticities, and:othe impact of indirect taxes on consumers, producersand governmentothe incidence of indirect taxes on consumers andproducersothe impact of subsidies on consumers, producers andgovernmentothe area that represents the producer subsidy andconsumer subsidya) The reasons why consumers may not behave rationally:oconsideration of the influence of other people'sbehaviourothe importance of habitual behaviouroconsumer weakness at computationPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
1.3 Market failureSubject contentWhat students need to learn:1.3.1a) Understanding of market failureTypes of marketfailureb) Types of market ision of public goodsoinformation gapsa) Distinction between private costs, external costs andsocial costsb) Distinction between private benefits, external benefitsand social benefitsc) Use of a diagram to illustrate:othe external costs of production using marginalanalysisothe distinction between market equilibrium and socialoptimum positionoidentification of welfare loss aread) Use of a diagram to illustrate:othe external benefits of consumption using marginalanalysisothe distinction between market equilibrium and socialoptimum positionoidentification of welfare gain areae) The impact on economic agents of externalities andgovernment intervention in various markets1.3.3Public goodsa) Distinction between public and private goods using theconcepts of non-rivalry and non-excludabilityb) Why public goods may not be provided by the privatesector: the free rider problem1.3.4Information gapsa) The distinction between symmetric and asymmetricinformationb) How imperfect market information may lead to amisallocation of resourcesPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 20149
1.4 Government interventionSubject contentWhat students need to learn:1.4.1a) Purpose of intervention with reference to market failureand using diagrams in various contexts:Governmentintervention inmarketsoindirect taxation (ad valorem and specific)osubsidiesomaximum and minimum pricesb) Other methods of government intervention:1.4.2Government failureotrade pollution permitsostate provision of public goodsoprovision of informationoregulationa) Understanding of government failure as intervention thatresults in a net welfare lossb) Causes of government failure:odistortion of price signalsounintended consequencesoexcessive administrative costsoinformation gapsc) Government failure in various markets10Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
Theme 2: The UK economy – performance andpoliciesOverviewThis theme is one of two in this qualification that focuses onmacroeconomics. This theme introduces the key measuresof economic performance and the main instruments ofeconomic policy primarily in a UK context.Content from Theme 2 will be assessed in Paper 2. Studentswill need to apply their knowledge and understanding toboth familiar and unfamiliar contexts in the assessmentsand demonstrate an awareness of current economic eventsand policies.ContentStudents will be introduced to the aggregatedemand/aggregate supply model so that they can use it toanalyse changes in real output and the price level. Theywill: examine the use of demand-side policies, supply-sidepolicies and direct controls as means of improving aneconomy's performance; recognise the underlyingassumptions; predict the likely impact and effectiveness ofsuch policies; and consider these in an historical context.Students should consider the different approaches that maybe used by policymakers to address macroeconomic issuesand be able to identify the criteria for success.Students should have knowledge of the UK economy in thelast 10 years.This theme will provide a coherent coverage ofmacroeconomic content with students drawing on local andnational contexts, as appropriate.Students are encouraged to use an enquiring, critical andthoughtful approach to the study of economics and todevelop an ability to think as an economist.To develop their skills, knowledge and understanding ineconomics, students need to have acquired competence inquantitative skills that are relevant to and applied in thecontext of this theme (see Appendix 3: Quantitative skills).Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 201411
2.1 Measures of economic performanceSubject contentWhat students need to learn:2.1.1a) Rates of change of real Gross Domestic Product (GDP) asa measure of economic growthEconomic growthb) Distinction between:oreal and nominalototal and per capitaovalue and volumec) Other national income measures:oGross National Product (GNP)oGross National Income (GNI)d) Comparison of rates of growth between countries andover timee) Understanding of Purchasing Power Parities (PPPs) andthe use of PPP-adjusted figures in internationalcomparisonsf) The limitations of using GDP to compare living standardsbetween countries and over timeg) National happiness:2.1.2InflationoUK national wellbeingoThe relationship between real incomes and subjectivehappinessa) Understanding of:oinflationodeflationodisinflationb) The process of calculating the rate of inflation in the UKusing the Consumer Prices Index (CPI)c) The limitations of CPI in measuring the rate of inflationd) The Retails Prices Index (RPI)as an alternative measureof the rate of inflatione) Causes of inflation:odemand pullocost pushogrowth of the money supplyf) The effects of inflation on consumers, firms, thegovernment and workers12Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
Subject contentWhat students need to learn:2.1.3a) Measures of unemployment:Employment andunemploymentothe claimant countothe International Labour Organisation (ILO) and theUK Labour Force Surveyb) The distinction between unemployment and underemploymentc) The significance of changes in the rates of:oemploymentounemploymentoinactivityd) The causes of unemployment:ostructural unemploymentofrictional unemploymentoseasonal unemploymentodemand deficiency and cyclical unemploymentoreal wage inflexibilitye) The significance of migration and skills for employmentand unemploymentf) The effects of unemployment on consumers, firms,workers, the government and society2.1.4Balance ofpaymentsa) Components of the balance of payments, with particularreference to the current account, and the balance oftrade in goods and servicesb) Current account deficits and surplusesc) The relationship between current account imbalancesand other macroeconomic objectivesd) The interconnectedness of economies throughinternational tradePearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 201413
2.2 Aggregate demand (AD)Subject contentWhat students need to learn:2.2.1a) Components of AD: C I G (X-M)The characteristicsof ADb) The relative importance of the components of ADc) The AD curved) The distinction between a movement along, and a shiftof, the AD curve2.2.2Consumption (C)a) Disposable income and its influence on consumerspendingb) An understanding of the relationship between savingsand consumptionc) Other influences on consumer spending:ointerest ratesoconsumer confidenceowealth effects2.2.3a) Distinction between gross and net investmentInvestment (I)b) Influences on investment:2.2.4Governmentexpenditure (G)2.2.5Net trade (X-M)14othe rate of economic growthobusiness expectations and confidenceoKeynes and ‘animal spirits’odemand for exportsointerest ratesoaccess to creditothe influence of government and regulationsa) The main influences on government expenditure:othe trade cycleofiscal policya) The main influences on the (net) trade balance:oreal incomeoexchange ratesostate of the world economyodegree of protectionismonon-price factorsPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
2.3 Aggregate supply (AS)Subject contentWhat students need to learn:2.3.1a) The AS curveThe characteristicsof ASb) The distinction between movement along, and a shift of,the AS curvec) The relationship between short-run AS and long-run AS2.3.2Short-run AS2.3.3Long-run ASa) Factors influencing short-run AS:ochanges in costs of raw materials and energyochanges in exchange ratesochanges in tax ratesa) Different shapes of the long-run AS curve:oKeynesianoclassicalb) Factors influencing long-run AS:otechnological advancesochanges in relative productivityochanges in education and skillsochanges in government regulationsodemographic changes and migrationocompetition policyPearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 201415
2.4 National incomeSubject contentWhat students need to learn:2.4.1a) The circular flow of incomeNational incomeb) The distinction between income and wealth2.4.2a) The impact of injections into, and withdrawals from, thecircular flow of incomeInjections andwithdrawals2.4.3a) The concept of equilibrium real national outputEquilibrium levels ofreal national outputb) The use of AD/AS diagrams to show how shifts in AD orAS cause changes in the equilibrium price level and realnational output2.4.4a) The multiplier ratioThe multiplierb) The multiplier processc) Effects of the economy on the multiplierd) Understanding of marginal propensities and their effectson the multiplier:othe marginal propensity to consume (MPC)othe marginal propensity to save (MPS)othe marginal propensity to tax (MPT)othe marginal propensity to import (MPM)e) Calculations of the multiplier using the formulae1/(1-MPC) and 1/MPW, where MPW MPS MPT MPMf) The significance of the multiplier to shifts in AD16Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics ASpecification – Issue 1 – August 2014 Pearson Education Limited 2014
2.5 Economic growthSubject contentWhat students need
The Pearson Edexcel Level 3 Advanced Subsidiary GCE in Economics A is designed for use in schools and colleges. It is part of a suite of GCE qualifications offered by Pearson. Purpose of the specification This sp
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