Scarcity is real. Boring economics classes are a policy choice.

I spent four years at the Reserve Bank writing briefs that eleven people read. Then I explained repo rates to my teenage nephew using his pocket-money ledger, watched the concept land in ninety seconds, and understood where the real leverage was. I've been teaching economics ever since, and my former colleagues still ask how I make monetary policy interesting. (Answer: teenagers with a currency to defend.)

My classroom runs its own economy — the 'Mistry' has been legal tender for eleven years, complete with a student central bank that once triggered hyperinflation and had to face the class. We read actual Union Budgets line by line, track one household's grocery bill against CPI all year, and produce policy briefs that two students have carried into economics honours interviews. Board average: 96% at peak.

If your school wants economics taught as the live, argumentative, everywhere subject it actually is — by someone who has sat inside the machine she describes — the term sheet is below. My rates are sticky downward.