Byron Shire voluntary visitor fund
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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 peoples’ activities or environmental processes change the characteristics of places. They explain the effects of human activity on environments, and the effects of environments on human activity. They explain the features of biomes’ distribution and identify implications for environments. They analyse the interconnections between people and places and environments. They identify and explain how these interconnections influence people, and change places and environments. Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria.
Students develop a range of questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials in a range of formats. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies, predict impacts and make a recommendation. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.
Content descriptions
Geographical Knowledge and Understanding
The effects on places of people’s travel, recreational, cultural or leisure choices, and the strategies for managing the impacts on these places. (AC9HG9K06)
Geographical Inquiry and Skills
Develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts. (AC9HG9S05)
Teacher resources
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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.