A Level Economics: Basic Economic Ideas and Resource Allocation (Cambridge 9708)

This guide covers Topic 1 Basic economic ideas and resource allocation, an AS Level topic for Cambridge International AS & A Level Economics 9708, 2026–2028 series. AS Level candidates study topics 1–6; A Level candidates study all topics 1–9.

Where this fits in 9708

This is the foundational topic of the whole qualification, introducing scarcity, opportunity cost and the production possibility curve — the same core ideas covered at IGCSE, now developed to A Level depth, with formal economic methodology and a systematic comparison of resource allocation systems added. The step up from IGCSE is genuine rather than cosmetic: A Level candidates are expected to apply these ideas to unfamiliar, more analytically demanding scenarios rather than simply recall and define them. Every later AS and A Level topic, from markets and price elasticity through to macroeconomic policy, assumes fluency with the concepts introduced here.

Syllabus coverage

CAMBRIDGE AS & A LEVEL ECONOMICS 9708 — TOPIC 1 BASIC ECONOMIC IDEAS AND RESOURCE ALLOCATION

• 1.1 Scarcity, choice and opportunity cost — the fundamental economic problem and how it forces choices at every level of decision-making
• 1.2 Economic methodology — how economists build and test models and theories, including the role of positive and normative statements
• 1.3 Factors of production — land, labour, capital and enterprise, and the rewards each earns
• 1.4 Resource allocation in different economic systems — how market, planned and mixed economies answer the basic economic questions of what, how and for whom to produce, and the relative strengths and weaknesses of each system
• 1.5 Production possibility curves — drawing, interpreting and using PPC diagrams to illustrate opportunity cost, efficiency and economic growth
• 1.6 Classification of goods and services — distinguishing private, public, merit and demerit goods, and the market failure implications of each

How to approach it

Because this topic revisits ground familiar from IGCSE, the risk is under-revising it — A Level questions expect more precise use of economic methodology (1.2) and a more rigorous treatment of resource allocation systems (1.4) than the IGCSE equivalent, so treat this as genuinely new depth rather than pure repetition. The positive/normative distinction in 1.2 is a common source of confused answers; practise classifying real statements as one or the other before moving on, since the distinction is deceptively simple to state but genuinely tricky to apply consistently to real economic claims drawn from news or exam stimulus material. Production possibility curves (1.5) should be drawable and interpretable without hesitation, including showing productive efficiency, opportunity cost between two points, and a shift caused by economic growth — this diagram appears across so many later essay and data-response questions that fluency here has an outsized payoff relative to the single sub-topic it is nominally attached to. For 1.6, be precise about why public goods are under-provided by markets (non-excludability and non-rivalry) rather than describing them only through examples — the underlying market failure mechanism is what examiners test.

Positive versus normative statements

A positive statement is a claim that can, in principle, be tested against evidence and shown to be true or false — “unemployment rose by 2% last year” is positive, regardless of whether it turns out to be true. A normative statement contains a value judgement about what should happen — “the government should reduce unemployment” cannot be proven true or false by evidence alone, since it depends on what is valued. Economic models are built primarily from positive analysis, but policy recommendations inevitably involve normative judgements about which outcomes matter most — this distinction is why two economists can agree entirely on the positive facts of a situation while still disagreeing sharply about the right policy response.

Production possibility curves — the three things to show

A PPC diagram needs to demonstrate three distinct ideas clearly, and exam mark schemes typically credit each separately: any point on the curve shows productive efficiency (all resources fully and efficiently employed); a movement along the curve from one point to another shows the opportunity cost of reallocating resources from producing one good to producing more of another; and a shift of the whole curve (usually outward) shows economic growth — an increase in the economy’s productive capacity, caused by more resources, better technology, or improved productivity. A common error is showing a movement along the curve when a shift is required, or vice versa — always check whether the question describes a change in how existing resources are used (movement) or a change in the total resources or technology available (shift).

Why public goods are under-provided by the free market

The key mechanism, not just the definition, is what’s examined: a public good is non-excludable (a supplier cannot stop someone who hasn’t paid from using it) and non-rivalrous (one person’s use doesn’t reduce availability for another). Together these create the free-rider problem — since nobody can be excluded from benefiting, there is little incentive for anyone to pay voluntarily, so a private firm cannot profitably supply the good even though it delivers genuine value to society. This is why public goods (national defence, street lighting) are typically provided directly by the government rather than left to the market, which distinguishes them from merit goods (positively regarded but still excludable and rivalrous, such as education), where the market failure is under-consumption rather than complete absence of provision.

Official syllabus

Cambridge International AS & A Level Economics 9708 syllabus for 2026, 2027 and 2028 — cambridgeinternational.org.