HASS · Year 8

Active learning ideas

Worker Rights and Industrial Relations

Active learning helps students grasp the interconnectedness of global trade and worker rights by moving beyond abstract facts. These activities let students trace real-world examples, role-play scenarios, and discuss local connections, making invisible economic links visible and meaningful.

• ACARA Content Descriptions
• AC9E8K03

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Journey of a Smartphone

Groups research where the different parts of a smartphone come from (e.g., minerals from Africa, chips from Taiwan, assembly in China). They create a map showing how many countries are involved in making one phone.

Explain the minimum rights and conditions guaranteed to workers in Australia.

Facilitation Tip

During the smartphone investigation, assign each student group a specific component (e.g., lithium battery, camera lens) to research its origin and trade route.

What to look for

Pose the question: 'Imagine you are starting a small business. What are two minimum rights you must provide your employees according to Australian law, and why is it important to follow these?' Facilitate a class discussion where students share their answers and justify their reasoning.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 40 min · Whole Class

Simulation Game: The Trade Ripple Effect

Students represent different parts of the economy (farmers, miners, shopkeepers). The teacher introduces a global event (e.g., a port closure in China) and students must discuss how it affects their specific 'job' in Australia.

Analyze the role of trade unions in advocating for workers' rights.

Facilitation Tip

In the ripple effect simulation, pause after each global event to ask groups to predict how Australia’s trade partners might respond before revealing the actual outcome.

What to look for

Provide students with a short scenario about a workplace dispute, for example, an employee not receiving overtime pay. Ask them to identify which body (e.g., Fair Work Ombudsman, a union) they would contact for help and explain what information they would need to provide.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Why Trade with Our Neighbors?

Students discuss why most of Australia's trade is with countries in Asia (like China, Japan, and South Korea). They share the benefits of trading with countries that are close to us geographically.

Evaluate the importance of fair work laws for a just society.

Facilitation Tip

For the think-pair-share activity, provide a map or infographic of the Asia-Pacific region for students to annotate with trade examples as they discuss.

What to look for

On an exit ticket, ask students to write down one key role of a trade union and one example of a minimum condition or right that workers are entitled to in Australia. Collect these to gauge understanding of core concepts.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic through inquiry and real-world connections. Use case studies to show how global trade affects everyday items, and simulations to demonstrate the cascading effects of economic events. Avoid dry lectures; instead, prioritize student-led research and discussion to build deeper understanding. Research suggests that concrete examples help students transfer knowledge to other contexts.

By the end of these activities, students should explain why trade is essential, identify key trading partners, and describe how global events impact workers and businesses in Australia. They should also articulate basic worker rights and the role of unions in protecting them.

---

Watch Out for These Misconceptions

• During the Collaborative Investigation: The Journey of a Smartphone activity, watch for students who assume Australia should manufacture all smartphone parts to reduce trade dependency.

  Use the smartphone’s supply chain map to highlight how Australia specializes in mining raw materials (like lithium) rather than assembling complex electronics, showing the efficiency of global trade.

• During the Simulation: The Trade Ripple Effect activity, watch for students who believe global events only impact large corporations or wealthy nations.

  After the simulation, ask students to connect the ripple effects to their own lives, such as higher prices for school supplies or delays in receiving online orders, to reinforce that global events touch everyone.

---

Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share