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Topic 6 – Improving my community

This primary school resource focuses on establishing strong foundations for learning about tax and super.

Last updated 27 February 2020

This primary school resource focuses on teaching values and actions to help establish strong foundations for learning about tax and super.

Topic 6 overview

Tax talk

I can contribute to my local community.

Learning intention

In this topic, students:

  • audit local resources or services (classroom and community) to identify gaps
  • consider diverse needs and wants
  • write a persuasive letter to the local council requesting it funds a particular resource or service
  • decide and plan individual action to contribute to the community
  • share and justify their decisions and actions to parents and members of the school and local community
  • reflect on their contribution to the community

Focus question

  • How can I help my community be a better place?

Activities

  1. Introduction – vote with your feet
  2. My local community – audit and wish list
  3. Our project – letter writing
  4. What might others need? – give and take of diversity
  5. My contribution – deciding what, why and how
  6. Reflection – presentation

Resources

Some resources are available as both a PDF and as accessible text. If a resource does not have a text version and you need an accessible version, email us at schoolseducationprogram@ato.gov.au.

Topic 6 resources

Australian Curriculum Connections

Content

  • English
  • Mathematics
  • HASS
  • HPE

General capabilities

  • Literacy
  • ICT
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural understanding

Curriculum mapping

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Introduction – vote with your feet

This activity may contribute to student portfolios.

  1. Post selected services around the room (Resource 1 – PDF, 81KBThis link will download a file).
  2. Students think about the BEST service in their school or community and vote by standing next to the word.
  3. For each service, ask:      
    • Why did you make that choice?
    • Was it hard to choose just one? Why?
    • Which is the most popular service?
  4. Students complete Resource 2: collecting and displaying data (text version) or PDF (71KB)This link will download a file.
  5. Discuss student answers to the following:      
    • If the local council was going to provide one service, which one should they choose? Why/why not?
    • What might happen if the council listened to the most influential people in the community and selected the least popular service to fund?
    • Why should the council consider these consequences when making funding decisions?

Teacher tip

Ideally, post photographs of services that are provided in the local community.

My local community – audit and wish list

  1. Invite students to audit the services available in their school or local community (Refer students to Topic 4, Activity 5 as a starting point). 

Teacher tip

Use a local map, organise an excursion or invite a local councillor.

  1. Ask:      
    • Are there things missing that you would like to see in your school or local community? For example, a library, skate park, playground, water fountain, more trees, cleaner streets, bike path. Record the wish list on the board.
    • Are they wants or needs?
    • Who would agree with your choice? Who would disagree?

Our project – letter writing

This activity may contribute to student portfolios.

  1. Work with students to decide on a service that would improve the local community, and requires council funding.
  2. Explain to students that they will each write a letter to the local council to request funding.
  3. Explain some of the strategies they might use when writing a persuasive letter (Resource 3: persuasive letter strategies visualiser (text version) or PDF (84KB)This link will download a file).
  4. Give each student the persuasive letter template (Resource 4 – PDF, 82KBThis link will download a file) to scaffold their writing of a letter.
  5. Each student drafts, edits and word processes a letter to the local council outlining their idea and requesting council funding. 

Teacher tip

This is a hypothetical exercise and not intended for letters to be sent to council. Encourage students to share their letters within the classroom.

What might others need? – give and take of diversity

  1. Discuss:      
    • Just like every member of the class has a right to belong and we as class members have a responsibility to ensure everyone feels like they belong, members of the broader community have a right to feel like they belong and also have responsibilities.
  2. Model scenario one from Resource 5: scenarios (text version) or PDF (82KB)This link will download a file with the class.
  3. In pairs, students read scenarios 2, 3 and 4 and note what each character might need and want and what they could do to contribute.
  4. Ask:      
    • What could you do to contribute to your school or community or to make sure others felt like they belonged?

My contribution – deciding what, why and how

This activity may contribute to student portfolios.

  1. Share ideas about what students their age could do to contribute to their community. Ideas might include:      
    • Help at a sausage sizzle.
    • Read a story to younger students.
    • Sell badges on Anzac Day.
    • Read to, or visit people in a nursing home.
    • Pick up litter in my street or school.
    • Lead a fun activity for Year 1 students at lunch time.
    • Collect canned food and donate to charity.
    • Grow and share vegetables.
    • Draw special pictures for children in hospital.
    • Write thank you notes to people who’ve helped you.
    • Donate your toys to goodwill.
  2. Students select one idea and explain how and why this will contribute to their community.
  3. Students create a plan on how they might achieve their project. Students can use Resource 6: scenarios – possible answers (text version), PDF (84KB)This link will download a file or ICT to create their plans.
  4. If possible, allow students to implement their plan.

Reflection – presentation

This activity may contribute to student portfolios.

  1. Students reflect on the action they were able to take using the prompts:      
    • What went well…
    • It would have been even better if...
  2. Invite parents, members from the community and/or other classes to a session where students share their plans and/or experience and reflections of contributing to the community. 

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Text versions of resources

The following are accessible text versions of resources for Years 3–4, Topic 6 – Improving my community:

We do not have accessible text versions for all resources. If a resource does not have a text version and you need an accessible version, email us at schoolseducationprogram@ato.gov.au.

For a complete list of this topic’s resources, see Resources.

Resource 2: collecting and displaying data

This resource is for Years 3–4, Topic 6 – Improving my community, activity titled Introduction – vote with your feet.

Along with this accessible version, which you can either print or use online, we also have the same resource available as a PDF – Resource 2: collecting and displaying data (PDF, 71KB)This link will download a file.

Government services in your community

Complete the following tasks to help decide what government services should be provided in your community. Submit all tasks to the teacher when you have finished.

  1. Design a survey to find out as much as you can about the most popular government services in your class or school. Consider finding out about the most popular choices according to:    
    • gender
    • age (year level)
    • hobbies.
  2. Conduct your survey either among your classmates or across the school.
  3. Tally and record your results in a table.
  4. Construct a graph to show student preferences for different services (include other categories, such as gender or age if you can, or draw more than one data display). Use ICT if possible.
  5. Compare your graph/s with those of other students (at least 5) and describe their similarities and differences.
    Or
    Compare your different data displays – the table in Question 2 and the graphs in Question 4. How effective is each representation? Which is the most effective? Why?
  6. What do your graphs tell you about student preferences? For example, does age or gender make a difference?
    Which were the most popular services for different age groups or genders?
  7. If the council could only provide one of these services, which one should it choose? Why?
  8. What might happen if the council listened to the most influential members of the community and selected the least popular service to provide?
  9. Why should the council consider this consequence when making decisions?
  10. Explain why it is important to make decisions democratically.

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Resource 3: persuasive letter strategies visualiser

This resource is for Years 3–4, Topic 6 – Improving my community, activity titled Our project – letter writing.

Along with this accessible version, which you can either print or use online, we also have the same resource available as a PDF – Resource 3: persuasive letter strategies visualiser (PDF, 84KB)This link will download a file.

Some persuasive strategies:

  • Emotional language    
    • I know that you will agree that…
    • You would improve the welfare of all community members.
    • Community members would be as happy as the sunlight.
  • Exaggeration    
    • A service like this would be spectacular and special and make our community the best there is.
    • This service is needed by everyone.
    • You will be loved by all.
  • Questions (rhetorical)    
    • Wouldn’t you love to be the council that made a difference?
  • Short sentences    
    • Then please agree to our request.
    • It will make everyone happy!

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Resource 5: scenarios

This resource is for Years 3–4, Topic 6 – Improving my community, activity titled What might others need? – give and take of diversity.

Along with this accessible version, which you can either print or use online, we also have the same resource available as a PDF – Resource 5: scenarios (PDF, 82KB)This link will download a file.

Scenario 1 (completed)

I recently moved to Australia from China with my young son and partner. I want to get a job but don’t speak English as well as I would like. I used to work as an engineer in China. I love art and taking long walks with my family.

Questions with possible answers

What might the person in the scenario want in a new community now and in the future?

Possible answers:

  • Place to meet other people from China
  • Place to learn English
  • School for her son
  • Transport
  • Employment office
  • Parks
  • Library
  • Childcare.

How could the person in the scenario contribute to his/her new community now and in the future?

Possible answers:

  • Pays taxes
  • Might teach Chinese language to other people
  • Work in the community to build new services
  • Helps other people who have moved from China.

Scenario 2

I have lived in the same town all my life. I work in the local hospital as a nurse and love to play football on the weekends for the local club. My mum is in an aged care home not far from where I live, and I visit her every week. I live with my partner and the we love to go out to eat.

Questions

What might the person in the scenario want in a new community now and in the future?

How could the person in the scenario contribute to his/her new community now and in the future?

Scenario 3

I am thinking of moving to a new community that is clean, safe, fun, and affordable. Religion is very important to me. I work four days a week and will need to use public transport.

Questions

What might the person in the scenario want in a new community now and in the future?

How could the person in the scenario contribute to his/her new community now and in the future?

Scenario 4

I live with my wife and two children. Unfortunately, I was in a car accident and am no longer able to work as a builder. I am looking for work that I can do. Swimming is really helping me get better.

Questions

What might the person in the scenario want in a new community now and in the future?

How could the person in the scenario contribute to his/her new community now and in the future?

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Resource 6: scenarios – possible answers

This resource is for Years 3–4, Topic 6 – Improving my community, activity titled activity titled What might others need? – give and take of diversity.

Along with this accessible version, which you can either print or use online, we also have the same resource available as a PDF – Resource 6: scenarios – Possible answers (PDF, 84KB)This link will download a file.

Scenario 1 (completed)

I recently moved to Australia from China with my young son and partner. I want to get a job but don’t speak English as well as I would like. I used to work as an engineer in China. I love art and taking long walks with my family.

Questions with possible answers

What might the person in the scenario want in a new community now and in the future? Possible answers are:

  • Place to meet other people from China
  • Place to learn English
  • School for her son
  • Transport
  • Employment office
  • Parks
  • Library
  • Childcare.

How could the person in the scenario contribute to his/her new community now and in the future? Possible answers are:

  • Pays taxes
  • Might teach Chinese language to other people
  • Work in the community to build new services
  • Helps other people who have moved from China.

Scenario 2 (completed)

I have lived in the same town all my life. I work in the local hospital as a nurse and love to play football on the weekends for the local club. My mum is in an aged care home not far from where I live, and I visit her every week. I live with my partner and the we love to go out to eat.

Questions with possible answers

What might the person in the scenario want in a new community now and in the future? Possible answers are:

  • Hospital as a workplace
  • Parks or football fields
  • Roads to get around
  • Aged care facilities.

How could the person in the scenario contribute to his/her new community now and in the future? Possible answers are:

  • Helps sick people
  • Pays taxes
  • Spends money in the community
  • Goes to community events such as football games
  • Spends time with other elderly people.

Scenario 3 (completed)

I am thinking of moving to a new community that is clean, safe, fun, and affordable. Religion is very important to me. I work four days a week and will need to use public transport.

Questions with possible answers

What might the person in the scenario want in a new community now and in the future? Possible answers are:

  • Place of worship
  • Public transport such as trains or buses or ferries
  • Garbage services
  • Police services.

How could the person in the scenario contribute to his/her new community now and in the future? Possible answers are:

  • Volunteers with the local religious group
  • Helps reduce pollution by not driving
  • Pays taxes.

Scenario 4 (completed)

I live with my wife and two children. Unfortunately, I was in a car accident and am no longer able to work as a builder. I am looking for work that I can do. Swimming is really helping me get better.

Questions with possible answers

What might the person in the scenario want in a new community now and in the future? Possible answers are:

  • Health services
  • Childcare
  • Hospital
  • Job seeker support
  • Pool.

How could the person in the scenario contribute to his/her new community now and in the future? Possible answers are:

  • Talks to other people who have been in accidents, offers support
  • Volunteers at the pool
  • Pays taxes.

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