IAL Economics: support for delivery

13 January 2020

IAL Economics: resources to support delivery

Resources, both free and paid-for, which might support your teaching of IAL Economics.

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You may also be interested in a sister page which tries to support your understanding of the assessment of the qualification.

Free support

The qualification page provides:

  • a Getting Started Guide (which provides more detailed specification guidance)
  • an editable scheme of work
  • content from past training courses

Our Getting Ready To Teach training aims to help you get started with the teaching of this qualification.

The training is available as a recording.

Ingr Nomics is designed to simplify the study of economics. Each video is based on the theory learners need to know and apply to do well in the exams.

Each short video will simplify something that sounds difficult. Learners will see that they can master the concepts and answer exam questions as a result.

Ian Marcousé's Topical Economics case studies are emailed to subscribers every month and are now free to subscribers. These include exam-style case studies with answers as well as revision tests. The stories used are all very current (topical) and, as they are sent in Word, can be easily adapted as you wish.

We have a public subject community where you will be able to see all posts without logging in, although you will need to log in with your Edexcel Online details to post a comment.

The FT's free online subscriptions to students aged 16-19, their teachers and schools around the world is a very valuable resource for all Economics teachers.

Paid-for support

There are two student books:

  • the IAS Student Book covers units 1 and 2
  • the IAL Student Book covers units 3 and 4

There is also an online Teacher Pack available on a subscription basis. The IAL Economics Teacher Pack is published and available to order. Please contact your local Pearson consultant for purchasing options. You can find the link to your consultant from the publisher's page above.

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