This PPT uses real life examples to introduce Ss to three of the channels of distribution models and then poses questions for Ss to work through together to reinforce learning. Please comment if you have any suggestions about how the activity/PPT could be improved.

This resource includes all of the materials required to introduce the topic of absolute and comparative advantage and then build students' understanding to mastery. <br /> <br /> Resource includes a PPT to guide the lesson. Begin by introducing the students to the mythical economy's of Mordor and The Shire. Using the worked example of producing either Swords or Fish, students explore why it is beneficial for economy's to specialise and then trade rather than produce everything themselves. <br /> <br /> Students then go through a second, more complicated, worked example to practice what they have just learned and to see how trade can still be beneficial when a country/economy has an absolute advantage in the production of both goods. <br /> <br /> There is then a plenary of the concepts covered so far with two more shorter worked examples. This can be done in teams, or the teacher can ask all students to stand up (they can sit down after they give the correct answer). <br /> <br /> In the production phase students must work in groups to come up with their own fictitious economy's. Here they use a template to write their own mark scheme. They then use this mark scheme to create their own quiz. Teacher can then collect the quizzes after the time period is up or leave it for students to finish for homework (see how all groups finish on time when finishing for homework is mentioned). The teacher can then make photocopy's of the tests in between the next class and then groups complete each others' quizzes in a later class. Allows you to set HW without having to mark anything. <br /> <br /> Students then finish the class with 3 past paper multiple choice questions. There are then some discussion questions for these questions. <br /> <br /> The lesson takes approximately 1 hour and 20 mins if you set the test creation part fully as homework or just under 2 hours if students write the tests during the lesson. The student generated quizzes then take up an additional 20 mins of a later class. <br /> <br /> Includes a detailed lesson plan with learning objectives and minute by minute activity timings. <br /> <br /> Lesson Objectives:<br /> <br /> By the end of the class, students should be able to:<br /> - explain what is meant by absolute advantage and comparative advantage. <br /> -Including assumptions<br /> - use information about the production possibilities of two economies to decide <br /> which economy has absolute and/or comparative advantage and <br /> - whether trade would be beneficial. <br />

This activity uses mini case studies to help students develop a better understanding of how firms may use different pricing strategies in different situations. Look at the 'T instructions&' file for a description of how the lesson was intended to be delivered. Please comment below if you have any suggestions as to how the lesson could be improved. These case studies have been taken from &';Pricing Strategies Worksheet' (http://www.tes.co.uk/teaching-resource/Pricing-Strategies-Worksheet-3004623/), created by Jennie E. Many thanks.

The PPT can be used to introduce and discuss the difference between above-the-line promotion and below-the-line promotion. Students then use a real life example, a cake shop based in Manchester, to decide how it could use a selection of below-the-line promotions (promotional strategies) to boost sales by applying the definitions to the examples. The PPT has been adapted from http://www.tes.co.uk/teaching-resource/Promotional-Mix-6224842/ created by amycwilson88. Many thanks