Tax systems and quality of life
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Introduction
Students consider how valid tax revenue comparisons are able to be made across countries and draw conclusions about the correlation between tax revenue and the quality of life of a country’s population.
Achievement standard
By the end of Year 10, students compare the key features and values of Australia’s system of government to those of another system of government. They describe the Australian Government’s role and responsibilities at a regional and global level. They explain the role of the High Court of Australia. They explain how Australia’s international legal obligations influence the law and government policy. They identify and explain challenges to a resilient democracy and a cohesive society in Australia.
Students develop and refine a range of questions and locate, select and compare relevant and reliable information from a range of sources to investigate political and legal systems, and contemporary civic issues. They analyse information to evaluate perspectives and challenges related to political, legal or civic issues. They evaluate and compare the methods or strategies related to civic participation or action. Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and arguments that synthesise evidence from sources.
Content descriptions
Civics and Citizenship Knowledge and Understanding
The key features and values of Australia’s system of government compared with at least one other democratic or non-democratic system of government in the Asia-Pacific region. (AC9HC10K01)
Civics and Citizenship Skills
Develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues. (AC9HC10S01)
Locate, select and compare information, data and ideas from a range of sources. (AC9HC10S02)
Analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations. (AC9HC10S03)
Create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that incorporate evidence. (AC9HC10S05)
Teacher resources
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Tax revenue
Tax revenue and quality of life
Student learning resources
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Tax systems and transparency
Better Life Index
Tax makes our lives better
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: Measuring tax revenue in Australia and elsewhere
- Explain that comparisons of taxation revenue across countries requires the of use a common measure. Internationally, revenue as a percentage of Gross Domestic Product is an accepted measure of comparison.
Note: Gross Domestic Product measures a country’s ‘output’ and is expressed in a common currency, usually US Dollars.
- Display the quote from the Organisation for Economic Cooperation and Development (OECD) on the Tax revenue – Visualiser.
- Clarify student understanding of the term ‘tax revenue’ and brainstorm the different taxes that people pay in Australia.
- Use a grouping strategy to organise students in groups of 2 or 3.
- Groups complete part 1 of the worksheet.
- Set part 2 of the worksheet as homework.
Part B: Tax revenue and quality of life
- Explain that students will now be exploring the relationship, if any, between tax systems and quality of life.
- Brainstorm how someone’s ‘quality of life’ might be measured (such as, good health, education, work-life balance).
- Use a grouping strategy to organise students into pairs.
- Pairs complete the investigation.
Part C: Convincing others of the benefits of tax
- Explain that students will have the task of persuading an audience that ‘it is good to pay tax’.
- Form design teams of 3 students.
- As a class, read through the design brief.
- Model slides 3-5 of the design brief by displaying and explaining Tax revenue and quality of life – Visualiser.
- Design teams negotiate the country to be used for comparison (a country other than Mexico).
- Provide time for students to research and construct their case.
- After consultation with the teacher, design teams produce their slide presentation with ongoing team evaluations against the design criteria.
- Design teams present their findings to the class.
- Observers evaluate each presentation using a rubric constructed from the design criteria.