The business environment and governments
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Introduction
In this activity, students learn that governments play a significant role in influencing the environment in which businesses operate. This includes the choices governments make in relation to how they collect and spend taxes which can present businesses with both opportunities and threats or obligations.
Achievement standard
By the end of Year 8, students explain how markets influence the allocation of resources to the production of goods and services. They explain ways that businesses adapt to opportunities in markets and respond to the work environment. They describe the importance of Australia’s taxation system and its effect on decision-making by individuals and businesses. Students explain why individuals and/or businesses budget and plan.
Students develop a range of questions to investigate an economic and business issue. They locate, select and organise relevant information and data. They interpret information and data to identify economic and business issues and trends, and describe economic cause-and-effect relationships. They develop a response to an economic and business issue. They identify and evaluate potential costs and benefits. Students use economic and business knowledge, concepts, terms and research findings to create descriptions and explanations.
Content descriptions
Economics and Business Knowledge and Understanding
- Different ways that businesses adapt to opportunities in the market and respond to the changing nature of work. (AC9HE8K02)
- The importance of Australia’s system of taxation and how this system affects decision-making by individuals and businesses. (AC9HE8K04)
- Processes that individuals and/or businesses use to plan and budget to achieve short-term and long-term financial objectives. (AC9HE8K05)
Economics and Business Skills
- Develop questions to investigate a contemporary economic and business issue. (AC9HE8S01)
- Locate, select and organise information and data from a range of sources. (AC9HE8S02)
- Interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships. (AC9HE8S03)
- Create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources. (AC9HE8S05)
Teacher resources
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Governments and the external operating environment
Role of government topic cards
Student learning resources
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Governments and the external operating environment
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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.
Part A: The external operating environment
- Use the visualiser to discuss the concept of a SWOT analysis and how government policies and actions form part of the external environment that present both opportunities and threats.
- As a class, read the explainer. Alternatively, have students read the explainer individually and encourage them to take notes using the Cornell note taking system.
Part B: Investigating how government revenue and spending influence business
Groups organised by topic
- Organise students into 6 groups.
- Explain that students will participate in a jigsaw activity to investigate how the government influences the external business environment. Each student will be required to share their findings with members of other groups.
- Give one of the 6 topic cards to each group.
- Groups investigate the topic they have been given. Explain that their role will be to ‘teach’ others about the topic. Their explanations should include:
- How businesses can adapt to the opportunity provided by government or how they can manage their obligations using examples if appropriate.
- The role and importance of taxation for business and the broader community.
- How the opportunities or obligations may affect business decision-making.
Groups of 6 students, each with a different topic
- Organise students into groups of 6 so that each member of a group has a different topic.
- Students share information about their topic with the group.
- Students submit their written explanations.