Business & Economics at Sedbergh: a conversation with Mr Tom Robinson
In this interview, Mr Tom Robinson, Head of Economics and Business, reflects on why these subjects are both academically rigorous and deeply relevant to the modern world. He discusses how pupils are taught to analyse evidence, question assumptions and evaluate complex decisions rather than simply learn models. Mr Robinson explains how Economics and Business at Sedbergh develop critical judgement, confidence and real-world understanding, preparing pupils to navigate — and shape — an increasingly complex global economy.
“Pupils are encouraged to be curious and explore ideas beyond the classroom. Smaller class sizes make real discussions possible instead of just one-way teaching. The boarding environment also gives pupils many chances to keep debating topics like government policy, entrepreneurship, or global markets.”
What is it about Economics and Business that you find most exciting to teach?
What excites me most is that Economics and Business are always changing. Each lesson connects to real events happening in the world that day, like interest rate changes, new technology, shifts in how people buy things, or global events. Pupils soon see these subjects are not just theories; they help us understand real decisions and their effects. I especially enjoy when pupils realise they can explain the news themselves, not just follow it.
What does it mean, in your view, to think like an economist or business leader rather than simply learn theories and models?
Thinking like an economist or business leader means going beyond memorising diagrams or terms. It involves asking questions such as: What evidence supports this? What assumptions are we making? Who benefits, who loses, and why?
Economists learn to weigh trade-offs and look at data carefully, while business leaders learn to balance opportunities with risks, even when things are uncertain. Models matter, but they are just tools, not final answers. Pupils grow most when they start to question these models and use them in new situations.
Is there a time — nearly a light-bulb moment — when pupils realise that Economics and Business are analytical disciplines grounded in evidence, data and evaluation, rather than just ‘common sense’?
Yes, this often happens when pupils see real data that goes against what they expect. For example, when we look at labour markets or inflation trends, pupils realise that things are more complicated than just “prices always go up” or “higher wages always help everyone.”
Another common turning point comes when they begin writing evaluative essays and realise that strong answers depend not on confident opinion, but on structured argument supported by evidence.
In what ways does life at Sedbergh give pupils the time and space to explore economic ideas, debate policy and test business thinking in depth?
At Sedbergh School, pupils are encouraged to be curious and explore ideas beyond the classroom. Smaller class sizes make real discussions possible instead of just one-way teaching. The boarding environment also gives pupils many chances to keep debating topics like government policy, entrepreneurship, or global markets.
The Keynes Hayek Society, Wharton Trading and Ten X Challenge also give pupils the freedom to explore economic ideas creatively, from investment simulations to enterprise projects.
What does a Sedbergh education allow you to do as a teacher of Economics and Business that you might not be able to do elsewhere?
It allows us to go deeper. We have time to go beyond what the curriculum requires and explore the reasons behind the theory. We can do longer case studies, create decision-making exercises, and work closely with pupils as individuals. This helps them build their analytical writing and confidence over time, instead of rushing through the material.
How do you support pupils who may feel less confident with the mathematical or evaluative aspects of Economics?
First, we make the maths less intimidating. Most of the maths in Economics is about understanding, not complicated calculations, so we build confidence step by step. Using visual models, clear practice, and feedback helps pupils see their progress quickly.
For evaluation, we teach it directly by showing pupils how to weigh arguments, think about context, and build balanced conclusions. Pupils become more confident when they see that evaluation is a skill they can learn, not just a natural talent.
Why do you believe Economics and Business are increasingly important subjects for young people preparing to enter a rapidly changing global economy?
Young people today are entering a world shaped by technological change, global interdependence, and economic uncertainty. Understanding artificial intelligence, entrepreneurship, financial decision-making, and global political risk requires economic and business literacy.
These subjects help pupils understand change instead of feeling overwhelmed by it. They also encourage pupils to see themselves not only as future employees, but as possible innovators and decision-makers.
How do these subjects develop transferable skills such as critical judgement, leadership, ethical decision-making and risk assessment?
Economics and Business naturally require pupils to judge incomplete information and make well-reasoned decisions. These are exactly the skills needed for leadership.
When pupils analyse corporate strategy or public policy, they have to think about ethics as well as financial results. They learn that good decisions are rarely simple and often mean balancing different priorities.
If a parent asked you why Economics and Business matter within a broader Sedbergh education, what would you say?
I would say these subjects help pupils understand the world they are growing up in. Along with character development and a broad education at Sedbergh, Economics and Business give pupils practical tools, like how markets work, how organisations function, and how decisions affect society.
If you could change one misconception parents or pupils have about Economics or Business as academic subjects, what would it be?
The biggest misconception is that these are just “common-sense” subjects. While they relate to things we all see and hear every day, both have real academic theory behind them. Another common mistake is thinking Economics is only about maths or just about money.