Tax systems and quality of life
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Introduction
Students consider how valid tax revenue comparisons are able to be made across countries and draw conclusions about the correlation between tax revenue and the quality of life of a country’s population.
Achievement standard
By the end of Year 10, students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.
When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.
Content descriptions
Civics and Citizenship Knowledge and Understanding
The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090).
Civics and Citizenship Skills
Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS095).
Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096).
Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097).
Account for different interpretations and points of view (ACHCS098).
Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099).
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100).
Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101).
Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102).
Teacher resources
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Tax revenue
Tax revenue and quality of life
Student learning resources
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Tax systems and transparency
Better Life Index
Tax makes our lives better
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: Measuring tax revenue in Australia and elsewhere
- Explain that comparisons of taxation revenue across countries requires the of use a common measure. Internationally, revenue as a percentage of Gross Domestic Product is an accepted measure of comparison.
Note: Gross Domestic Product measures a country’s ‘output’ and is expressed in a common currency, usually US Dollars.
- Display the quote from the Organisation for Economic Cooperation and Development (OECD) on the Tax revenue – Visualiser.
- Clarify student understanding of the term ‘tax revenue’ and brainstorm the different taxes that people pay in Australia.
- Use a grouping strategy to organise students in groups of 2 or 3.
- Groups complete part 1 of the worksheet.
- Set part 2 of the worksheet as homework.
Part B: Tax revenue and quality of life
- Explain that students will now be exploring the relationship, if any, between tax systems and quality of life.
- Brainstorm how someone’s ‘quality of life’ might be measured (such as, good health, education, work-life balance).
- Use a grouping strategy to organise students into pairs.
- Pairs complete the investigation.
Part C: Convincing others of the benefits of tax
- Explain that students will have the task of persuading an audience that ‘it is good to pay tax’.
- Form design teams of 3 students.
- As a class, read through the design brief.
- Model slides 3-5 of the design brief by displaying and explaining Tax revenue and quality of life – Visualiser.
- Design teams negotiate the country to be used for comparison (a country other than Mexico).
- Provide time for students to research and construct their case.
- After consultation with the teacher, design teams produce their slide presentation with ongoing team evaluations against the design criteria.
- Design teams present their findings to the class.
- Observers evaluate each presentation using a rubric constructed from the design criteria.