How tax contributes to community and civic life

SubjectCivics & Citizenship YearYear 9 CurriculumAC v8.4 Time100

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Introduction

Students consider the importance of people as models to be emulated in a productive society and they explore the role of government in acknowledging and promoting such models. They form views on the social importance of tax-funded award systems that recognise contributions made to the community and civic life and they examine the role of government in providing taxpayer grants and services that enable people to contribute.

Australian Curriculum or Syllabus

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 

How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079).

Civics and Citizenship Skills

Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083).

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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Visualiser

Should Unearthed be funded by taxpayers?

 
Video

GrantConnect - Discovery and Grants Awarded

Student learning resources

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Worksheet

Australian of the Year

 
How to

Writing paragraphs in Civics and Citizenship

 
Information

Triple J Unearthed Jukebox

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 how and why people are recognised for their contributions to community and civic life

  1. Explain that the students are going to reflect on their own lives and note that their reflections will remain private. 
  2. Provide students with the following questions, allowing time between each question for students to record and reflect on their response:
    • Who is a person you admire and consider to be a model in your life?
    • For the nominated person, what qualities do you value? 
    • How do you think the valued qualities might influence you and who you want to be? 
  3. Post the statement: ‘Society needs models and the qualities demonstrated by models influence the behaviour of many people’. 
  4. Explain that the class is going to test the statement by examining the achievements of the most recent Australians of the Year.
  5. In pairs, students complete the worksheet
  6. Pose the discussion question: Should taxpayer revenue be used to acknowledge and celebrate the contributions of individuals to the community and civic life?
  7. Set students the individual task of writing a one paragraph response to the question. The response must use examples to illustrate each point made. 

    In preparation for the task, review the literacy demands of constructing a paragraph using Writing paragraphs in Civics and Citizenship – Model.

Part B: Exploring government use of revenue to support contributions to community and civic life

  1. Explain that governments in Australia provide a wide range of grants and services that contribute directly to community and civic life. 
  2. Play the first section (25 seconds) of GrantConnect – Discovery and Grants awarded. This video explains how the Australian Government supports individuals and businesses and the purpose of GrantConnect.

     Ask students to note:

    • the amount of tax revenue distributed in grants 
    • examples of the way grants assist people to contribute to the Australian community.
  3. Ask students for the meaning of the terms ‘public sector’ and ‘private sector’ as they relate to services provided to the community. 

    Note: public services are mostly funded by tax revenue and are commonly provided where needs are not met by the private sector.

  4. Explain that the class is going to consider whether ‘Unearthed’the youth music service of the Australian Broadcasting Corporation (ABC) should be taxpayer funded. 
  5. Set the homework task of selecting a favourite track on the Unearthed Jukebox. The class will vote on the track to be played during the following lesson. 
  6. Use a grouping strategy to organise students into groups of 3 or 4.
  7. Display the research task using the visualiser
  8. When students have completed their research task, collate the group responses and pose the following question for discussion: 

    Should the government use taxpayer revenue to fund grants and services that contribute to community and civic life?

    During class discussion draw on views from the collated group responses. 

  9. Set students the individual task of writing a one paragraph response to the question. The response must use examples to illustrate the points made. 

Refer students to Writing paragraphs in Civics and Citizenship – Model.