How policies are shaped with a case study of superannuation
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Introduction
Students consider the reasons for superannuation and why employers are required to make compulsory payments to each worker’s superannuation account. They explore issues of fairness for women and men in the outcomes of Australia’s superannuation system and, as a way of appreciating how Australia’s democratic processes are designed to allow many voices to be heard, they experience the role and operation of the Australian House of Representatives in legislating.
Achievement standard
By the end of Year 9, students analyse the role of the Australian Constitution, the federal system of government, and the process and reasons for constitutional change. They explain policy development and legislative processes in Australia’s democracy. They identify the key features and jurisdictions of Australia’s court system and explain the role and processes of courts and tribunals. Students identify the reasons individuals and groups participate in and contribute to civic life nationally and globally. They explain the influence of the media on reflections of identity and diversity.
Students develop a range of questions and locate, select and compare information from sources to investigate political and legal systems, and contemporary civic issues. They analyse information to explain perspectives and challenges related to political, legal or civic issues. Students identify and evaluate the methods or strategies related to civic participation or action. Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and evidence-based arguments.
Content descriptions
Civics and Citizenship Knowledge and Understanding
The legislative processes through which federal government policy is shaped, developed and implemented. (AC9HC9K02)
Civics and Citizenship Skills
Develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues. (AC9HC9S01)
Locate, select and compare information, data and ideas from a range of sources. (AC9HC9S02)
Analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations. (AC9HC9S03)
Create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that incorporate evidence. (AC9HC9S05)
Teacher resources
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A super future
Student learning resources
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Proposing a Bill
Shaping superannuation policy
Writing paragraphs in Civics and Citizenship
Writing essays
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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. 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: Exploring the sources of retirement income
- Students think-pair-share 3 reasons why people ‘retire’ at the end of their paid employment.
- Pose the question: Who provides the funds that allow people to live in retirement?
Elicit responses from students and point to the shared responsibility of individuals, employers and government to provide for people after their working life.
Point out that all employers put aside funds that are regarded as part of workers’ entitlements.
- Display A super future – Visualiser and explain and discuss the 3 statements.
- Ask students to consider Point 2 and brainstorm factors that might determine how much money a person has accumulated at the end of their paid employment. Possible responses include:
- length of time of paid employment
- the amount of money being earned
- the profitability of superannuation investments
- time out of paid work.
- Invite groups to share their responses and record them on the board.
- Invite students to vote on the most appropriate solution for the government to address inequity in superannuation outcomes.
Part B: Exploring reasons for the gender gap in super
- As a class read the investigation.
- Pairs of students collaboratively complete the investigation.
- Students share their proposals (blogs) with the class.
- Record these on the board.
- As class vote on the most popular proposal. Students will need to consider this in the next part of this activity.
Part C: Exploring the process through which policy is shaped
- Use a grouping strategy to organise students into groups of 3 or 4.
- Groups read the scenario on the group instructions and collaboratively complete the questions.
- Use a snowball discussion to allow groups to share their responses to the discussion points. Continue combining groups until all groups have joined in a class discussion.
- Students individually write one or more paragraphs, depending on their levels of readiness, explaining the factors that need to be considered when proposing and passing a Bill.
- Refer students to the paragraph model and/or writing essays template.