How policies are shaped with a case study of superannuation
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Introduction
Students consider the reasons for superannuation and why employers are required to make compulsory payments to each worker’s superannuation account. They explore issues of fairness for women and men in the outcomes of Australia’s superannuation system and, as a way of appreciating how Australia’s democratic processes are designed to allow many voices to be heard, they experience the role and operation of the Australian House of Representatives in legislating.
Achievement standard
By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life.
When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.
Content descriptions
Civics and Citizenship Knowledge and Understanding
The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075).
How citizens’ political choices are shaped, including the influence of the media (ACHCK076).
The process through which government policy is shaped and developed, including the role of Prime Minister and Cabinet (ACHCK103).
Civics and Citizenship Skills
Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS082).
Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083).
Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084).
Account for different interpretations and points of view (ACHCS085).
Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086).
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087).
Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088).
Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089).
Teacher resources
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A super future
Student learning resources
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Proposing a Bill
Shaping superannuation policy
Writing paragraphs in Civics and Citizenship
Writing essays
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Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: Exploring the sources of retirement income
- Students think-pair-share 3 reasons why people ‘retire’ at the end of their paid employment.
- Pose the question: Who provides the funds that allow people to live in retirement?
Elicit responses from students and point to the shared responsibility of individuals, employers and government to provide for people after their working life.
Point out that all employers put aside funds that are regarded as part of workers’ entitlements.
- Display A super future – Visualiser and explain and discuss the 3 statements.
- Ask students to consider Point 2 and brainstorm factors that might determine how much money a person has accumulated at the end of their paid employment. Possible responses include:
- length of time of paid employment
- the amount of money being earned
- the profitability of superannuation investments
- time out of paid work.
- Invite groups to share their responses and record them on the board.
- Invite students to vote on the most appropriate solution for the government to address inequity in superannuation outcomes.
Part B: Exploring reasons for the gender gap in super
- As a class read the investigation.
- Pairs of students collaboratively complete the investigation.
- Students share their proposals (blogs) with the class.
- Record these on the board.
- As class vote on the most popular proposal. Students will need to consider this in the next part of this activity.
Part C: Exploring the process through which policy is shaped
- Use a grouping strategy to organise students into groups of 3 or 4.
- Groups read the scenario on the group instructions and collaboratively complete the questions.
- Use a snowball discussion to allow groups to share their responses to the discussion points. Continue combining groups until all groups have joined in a class discussion.
- Students individually write one or more paragraphs, depending on their levels of readiness, explaining the factors that need to be considered when proposing and passing a Bill.
- Refer students to the paragraph model and/or writing essays template.