Byron Shire voluntary visitor fund
Access denied
Introduction
Students consider the perspectives of different stakeholders on the Byron Shire voluntary visitor fund. They also consider the social, economic and environmental costs and benefits of the levy and use social, economic and environmental criteria to make a recommendation to the council on what it should do with the levy moving forward.
This activity focuses on the geographical concepts of place, space, environment, interconnection, sustainability and change.
Achievement standard
By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data in a range of appropriate digital and non-digital forms, including a range of maps that comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to propose explanations for patterns, trends, relationships and anomalies across time and space, and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal.
Content descriptions
Geographical Knowledge and Understanding
The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069).
Geographical Inquiry and Skills
Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068).
Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070).
Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071).
Teacher resources
In order to see the resources you must Register or Login if you already have an account.
Byron Shire and the voluntary visitor fund
Byron Shire role cards
Placemat template
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.
- Display and discuss information on the visualiser.
- Organise students into 6 groups.
- Explain to students that they will role play a consultation meeting with the council to discuss perspectives on the proposed voluntary tourism levy for Byron Shire. Each group will represent a different stakeholder at the meeting.
- Provide each group with a different role card and a placemat template.
- Each student in the group thinks about the perspective the people on their role card might have on Byron Shire voluntary visitor fund.
- The following questions might be used to prompt their thinking:
- How might the stakeholder group feel about the voluntary tourism levy?
- Why might the voluntary tourism levy be a problem for the stakeholder group?
- Why might the voluntary tourism levy be beneficial to the stakeholder group?
- Each student writes their ideas/answers in a section of the place-mat template and shares their ideas with their group.
- The group summarises its ideas and writes in the middle section of the place-mat template.
- Each group presents their views (from the perspective of the people they are representing) to the class (consultation meeting with council).
- The class discusses the effects of the voluntary tourism levy on different stakeholders, any differences they identify and the reasons for these differences.
- The class discusses the economic, social and environmental benefits and costs of the voluntary tourism levy.
- Students recommend to the council what they should do with the levy, particularly given the growth of tourism in Byron Bay. Student choices include:
- cease the levy
- continue the voluntary levy
- make the levy compulsory.
- Students justify their recommendation in relation to social, economic and environmental criteria.