Assesment

• When analysing markets, a range of assumptions are made about the rationality of economic agents involved in the transactions
• The Wealth of Nations was written

  1776
• Rational


  (in classical economic theory) economic agents are able to consider the outcome of their choices and recognise the net benefits of each one
• Rational agents will select the choice which presents the highest benefits
• Consumers act rationally by


  Maximising their utility
• Producers act rationally by


  Selling goods/services in a way that maximises their profits
• Workers act rationally by


  Balancing welfare at work with consideration of both pay and benefits
• Governments act rationally by


  Placing the interests of the people they serve first in order to maximise their welfare
• Rationality in classical economic theory is a flawed assumption as people usually don't act rationally
• A firm increases advertising

  Demand curve shifts right
• Demand curve shifting right

  Increases the equilibrium price and quantity
• Marginal utility


  The additional utility (satisfaction) gained from the consumption of an additional product
• If you add up marginal utility for each unit you get total utility
• Year Assessment 2
• Student Revision Pack
• Subjects


  • French
  • Spanish
• Click on one of the icons to take you to the subject revision pages
• How does Malorie Blackman make the shopping centre scene powerful and dramatic?
• Year 8 Assessment 2 Task
• Year 8 Assessment 2: revision
• On the next slide you will see the revision clock. This will give you a summary of how you can prepare for the English assessment.
• In English, you will mostly be testing yourself and checking you've got it right.
• When you have completed the test activities once, you can use these to review your paragraphs about the extract, and then test yourself again and check.
• Revision clock


  • CHECK 20%
  • REVIEW 20%
  • TEST 60%
• How to prepare for the English assessment

  1. Read through the extract carefully

  2. Use different colours to highlight each of the word classes and techniques

  3. Choose 6 of the word classes or techniques to explain fully

  4. Test yourself by writing your own practice paragraphs
• Read the model paragraph which shows how to write about the extract.
• Check whether you have included: Reference to dramatic or powerful effect, Quotations, Zooming in, Language terminology
• The task (this is what you will do in the assessment in class):
• In your response you should: include quotations from the text; show your understanding of how and why the writer uses particular words, phrases and sentence structure; use subject terminology accurately.
• The success criteria:
• Success criteria

  • Zoom in on powerful language and make detailed comments about the effect on the reader
  • Describe the effect of the words and techniques the writer has used when discussing the text
  • Use subject terminology (the words which describe language, e.g. noun, verb, adjective, simile etc) to label the words you zoom in on
• Blackman creates powerful drama in her description of the shopping centre bombing from the start of the extract. She uses the arresting simile 'there was a flash like the very air was alight' to highlight the suddenness of the blast. Suggesting that the 'air' looked like it was alight also emphasises the scale and reach of the explosion.
• Plan what you will write
• Choose at least 6 different ways Malorie Blackman creates drama in the extract
• For each one, choose the words and phrases you will use as quotations
• Decide what subject terminology you will need to use
• Decide what you will write about the effects of the words and phrases you are quoting
• Write your assessment (this is what you will do in class as the assessment)
• The title is: How does Malorie Blackman make the shopping centre scene powerful and dramatic?
• Underline the date and the title