Taxation systems and human wellbeing
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Introduction
Students investigate the concept of human wellbeing and the different ways it can be measured. They also explore statistics on how governments in different countries contribute to human wellbeing through their tax systems (tax revenue and spending). They compare these statistics and human wellbeing indicators for Australia with Papua New Guinea, Sweden and Cuba to draw conclusions about the extent to which a high level of tax is necessary for human wellbeing.
These activities focus on the geographical concepts of place, space, environment, interconnection, sustainability and change.
Achievement standard
By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.
Content descriptions
Geographical Knowledge and Understanding
Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076).
The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081).
Geographical Inquiry and Skills
Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076).
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 (ACHGS077).
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 (ACHGS079).
Teacher resources
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Tax systems and human wellbeing
Comparative writing
Student learning resources
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How do tax systems impact on human wellbeing?
Report writing
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: Introducing tax systems and measures of human wellbeing
- Display and explain the information on slides 2-3 of the visualiser.
- Students brainstorm how tax spending contributes to their own wellbeing.
- Display and explain slides 4-8 of the visualiser.
- As a class discuss:
- Why the Human Development Index (HDI) is a better measure of human wellbeing than Gross Domestic Product (GDP) per capita.
- Why the information of the final slide are indicators of human wellbeing.
Part B: Investigating – Is a higher level of tax necessary for human wellbeing?
- Explain to students that they will investigate Australia, Papua New Guinea, Sweden and Cuba in relation to their tax systems and human wellbeing.
- Students complete the investigation. Students will write a comparative report.
Note: A comparative writing model is available for teachers. You can use this to scaffold the task to support students if needed. You can also refer students to Report writing – How-to-sheet.
- As a class discuss the following questions:
- To what extent is a high level of taxation necessary for a good welfare system?
- To what extent is a high level of taxation necessary for human wellbeing?