Using taxes and social welfare payments to redistribute income

NSW Commerce Stage 5 100

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Introduction

In this activity, students explore how tax revenue is used to redistribute income through social welfare payments. They interpret data to draw evidence-based conclusions about Australia’s welfare system, including whether the Job Seeker payment rate should be increased and why.

This activity contributes to the following outcomes.

A student:

  • applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts COM5-1
  • researches and assesses information using a variety of sources COM5-7
  • explains information using a variety of forms COM5-8
  • works independently and collaboratively to meet individual and collective goals within specified timeframes COM5-9.

Related Stage 4 outcomes: COM4-1, COM4-7, COM4-8, COM4-9

Related Life Skills outcomes: COMLS-11, COMLS-12, COMLS-13

Content descriptions

Core 3: Employment and Work Futures

Work and wellbeing

Students:

  • examine the contribution of work to the wellbeing of individuals and broader society, including:
    • the redistribution of income through taxation, and government expenditure, for example in education, health, infrastructure and social welfare (ACHEK052).

Student learning resources

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Explainer

Using taxes and social welfare payments to redistribute income

 
Worksheet

Using taxes and social welfare payments to redistribute income

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. The activity was written for students in Stage 5, however it can be modified to suit the needs of Stage 4 students and Life skills students.

  1. Begin with a where do you stand activity in response to the statement: The money spent on welfare and social security is a good use of taxpayers’ money.
  2. Read the explainer as a class. Alternatively, students or pairs of students read the explainer taking notes using the Cornell note taking system.
  3. Students complete the worksheet.
  4. Invite students to share their tweets with the class.
  5. Close the lesson by repeating the where do you stand activity. Invite students who changed their views to explain why

Useful prior learning