“Shark Tank: Classroom Edition” (Years 7–10 Economics & Business)

 “Shark Tank: Classroom Edition” Business Pitch Challenge (Years 7–10 Economics & Business)

Introduction

The “Shark Tank” pitch challenge is a dynamic, student‑centred activity that brings entrepreneurship to life. Using the free Business Model Canvas template, students design a small business concept that responds to a local need or problem. This activity is ideal for Years 7–10 Economics and Business, supporting creativity, problem‑solving and financial literacy. It requires minimal resources and can be adapted for any school context.

A snapshot from the template from 'Strategyzers'.

How to Use It in the Classroom

Students work individually or in groups to develop a business idea, identify their target market, outline costs and revenue, and create a pitch for a panel of “sharks”. Teachers can scaffold the process with mini‑lessons on marketing, budgeting and customer needs. The pitch format builds communication skills and confidence, while the business planning process supports analytical thinking. This activity also works well as a summative assessment or project‑based learning task.

Five practical tips, tricks and ideas for the classroom

• Use real local problems as inspiration (e.g., school canteen waste, transport issues)
• Invite community members or other teachers to act as “sharks”
• Provide sentence starters for students new to pitching
• Encourage students to create simple prototypes or mock‑ups
• Use Canva (free version) for polished pitch slides

Australian Curriculum Connections

• AC9HE7K02 – How businesses identify opportunities and respond to needs
• AC9HE8K03 – Factors that influence business success
• AC9HE9S02 – Analyse data and information to make informed decisions
• AC9HE10K03 – Strategies businesses use to improve performance
• AC9HE10S03 – Develop and present reasoned arguments using evidence

“Democracy in the News” Weekly Civics Routine (Years 5–12)

Introduction

“Democracy in the News” is a simple, sustainable classroom routine that helps students build civic literacy by connecting learning to real‑world events. Using free, Australian‑based news sources such as ABC News, teachers can introduce a short weekly discussion about a current issue involving rights, responsibilities, government decisions or public debate. This routine works across Years 5–12 and requires no preparation beyond selecting an article.

An image from 'Behind the News' to encourage reflection.

How to Use It in the Classroom

Teachers choose one article each week and present it to the class in a short summary. Students identify the level of government involved, the rights or responsibilities at stake, and the perspectives represented. Older students can evaluate the reliability of sources or compare coverage across outlets. This routine builds critical thinking, media literacy and civic awareness. It also supports respectful classroom dialogue and helps students recognise how democracy affects their daily lives.

Five practical tips, tricks and ideas for the classroom

• Use a consistent template (issue, stakeholders, level of government, rights involved)
• Let students take turns choosing the weekly article
• Compare two headlines about the same issue to explore bias
• Create a class “Democracy Wall” to track issues over time
• Use short ABC video clips for students who prefer visual learning

Australian Curriculum Connections

• AC9HC5K01 – Roles of local government and how decisions affect communities
• AC9HC7K01 – Responsibilities of citizens in a democracy
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC9K01 – How government policies impact people and communities
• AC9HC10S03 – Develop and present reasoned arguments using evidence

 Bushfire Risk Mapping with ArcGIS Public Layers (Years 7–10 Geography)

Introduction

Bushfire risk is a significant part of Australia’s environmental landscape, and helping students understand how hazards are mapped is essential for building geographical literacy. ArcGIS Online offers a range of public, no‑login‑required layers that show vegetation, slope, population density and fire history across Australia. These layers are ideal for Years 7–10 Geography teachers wanting to introduce spatial technologies without requiring student accounts or complex software. The resource is grounded in real Australian data, making it highly relevant and authentic.

The range of resources/arcyiels available from the home page. 

How to Use It in the Classroom

Teachers can guide students through an inquiry into bushfire risk by overlaying different datasets to identify hazard zones. Students can compare two regions, analyse why certain areas are more vulnerable, and propose mitigation strategies. This activity builds spatial reasoning, data interpretation and critical thinking. It also supports cross‑curricular links with Science (ecosystems, climate) and Civics (emergency management). Because the tool is visual and interactive, it works well for differentiation, students can work at different levels of complexity depending on the layers they explore.

Five practical tips, tricks and ideas for the classroom

• Start with a teacher‑curated map to reduce cognitive load for beginners
• Use the “Swipe” tool to compare pre‑ and post‑fire satellite imagery
• Have students annotate screenshots for assessment
• Pair students to analyse two contrasting regions (e.g., Adelaide Hills vs. Perth Hills)
• Use real news articles to connect mapping to current events

Australian Curriculum Connections

• AC9HG7K03 – Causes, impacts and responses to environmental changes
• AC9HG8K03 – Causes and consequences of natural hazards
• AC9HG7S03 – Collect, record and represent geographical data using spatial technologies
• AC9HG8S04 – Analyse geographical data to identify patterns and trends
• AC9HG9S04 – Propose actions to respond to geographical challenges

 “A Day in the Life” Storyboxes (F–2 History)

Introduction

Storyboxes are a simple, hands‑on way to help young learners explore the concepts of past and present. Using shoeboxes, printed images and small objects, students create a visual representation of daily life “then and now”. This activity is ideal for Foundation to Year 2 History and supports early historical thinking, sequencing and vocabulary development. It requires minimal materials and can be adapted for any classroom context.

Examples from 'The Hacton Blog' on shoebox designs. 

How to Use It in the Classroom

Teachers can introduce the activity by exploring images from the National Museum of Australia’s free online collection. Students choose a theme: school, home, transport, toys. etc and create a storybox showing how life has changed over time. They can record short oral explanations, write labels, or present their boxes to the class. This activity builds communication skills, supports multimodal learning, and helps students make personal connections to history.

Five useful features for busy teachers

• Low‑prep, low‑cost activity
• Supports hands‑on, creative learning
• Works well for assessment
• Encourages oral language development
• Easily differentiated for diverse learners

Australian Curriculum Connections

• AC9HS1K02 – How daily life has changed or remained the same over time
• AC9HS2K02 – Continuity and change in aspects of daily life
• AC9HS1S02 – Sequence familiar events in order
• AC9HS2S02 – Interpret information from sources about the past
• AC9HS2S03 – Compare objects from the past and present

“My Place in the World” Digital Mapping (Years 3–8 Geography)

Introduction

Google My Maps is a free, user‑friendly tool that allows students to create personalised digital maps. This resource is ideal for middle‑primary to lower‑secondary Geography, supporting place‑based learning and spatial thinking. Because it requires only a Google account to save (but not to view), teachers can use it flexibly depending on school policies. My Maps helps students explore their identity, community, and connections to place.

An example map from 'Danae-Explor' on how to connect to various cities. 

How to Use It in the Classroom

Students can create maps showing important places in their lives, homes, cultural sites, natural features, travel routes, or community spaces. They can add photos, descriptions, videos and icons to personalise their maps. Teachers can use this activity to build understanding of place, liveability, and spatial technologies. It also supports intercultural learning, as students share their maps and discuss similarities and differences in lived experiences.

Five useful features for busy teachers

• Free and easy to use
• Supports spatial technologies requirements
• Highly engaging for students
• Allows multimedia integration
• Works for identity, community and environmental units

Australian Curriculum Connections

• AC9HS3K04 – Natural, managed and constructed features of places
• AC9HS5K04 – Factors that influence the liveability of places
• AC9HS6S04 – Use digital and spatial technologies to represent data
• AC9HG7S03 – Collect, record and represent geographical data
• AC9HG8K04 – Strategies to enhance sustainability of places

Classroom Referendum Simulation (Years 6–10 Civics & Citizenship)

Introduction

A referendum simulation is a powerful way to help students understand how constitutional change occurs in Australia. This activity draws on free resources from the Australian Electoral Commission (AEC) and is suitable for upper primary through lower secondary Civics classrooms. It gives students a hands‑on experience of democratic processes, campaigning, and decision‑making, while building their understanding of the Constitution and the role of citizens.

The 'Classroom Resources' page from the AEC website.

How to Use It in the Classroom

Teachers can create a mock referendum on a youth‑relevant issue, such as lowering the voting age or adding a new right to the Constitution. Students take on roles such as campaigners, media, voters and AEC officials. They design campaign materials, analyse arguments, participate in debates, and vote using authentic ballot papers. This simulation builds critical thinking, persuasive communication, and civic literacy. It also supports cross‑curricular links with English, Digital Technologies and Media Arts.

Five useful features for busy teachers

• Uses free AEC resources
• Highly engaging, role‑play based learning
• Builds understanding of real democratic processes
• Easy to adapt for different year levels
• Encourages critical thinking and respectful debate

Australian Curriculum Connections

• AC9HC7K02 – How laws are made and the role of parliaments and courts
• AC9HC8K02 – How Australia’s Constitution enables change through referendum
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC10K03 – How individuals and groups participate in civic life
• AC9HC10S03 – Develop and present reasoned arguments using evidence

 Exploring January 26 Through Multiple Perspectives

Introduction

January 26 is a date that appears across many Australian resources, and teachers often look for ways to explore it in a balanced, curriculum‑aligned and age‑appropriate way. The ABC Education “January 26 – Perspectives and Histories” collection brings together a range of short videos, articles and classroom materials that present different viewpoints without promoting a particular stance. This makes it a helpful starting point for teachers who want to support respectful inquiry, historical thinking and critical engagement with sources. The resource is free, accessible and suitable for upper primary through secondary classrooms.

ABC Education front page.

How to Use It in the Classroom

Teachers can use the collection to help students investigate how and why people understand January 26 differently. Students can analyse short clips, compare viewpoints, and explore how historical events are interpreted in diverse ways. The resource works well for source analysis, class discussions, reflective writing or inquiry tasks. It also supports the development of empathy and respectful communication, as students learn to listen to and understand perspectives that may differ from their own.

Five practical tips, tricks and ideas for the classroom

• Use a simple “What do you notice? What do you wonder?” routine to introduce each clip
• Compare two perspectives and have students identify similarities and differences
• Use a Y‑chart (“Looks like / Sounds like / Feels like”) to explore respectful discussion
• Provide sentence starters to support students in expressing viewpoints thoughtfully
• Invite students to create a short reflection on how perspectives can be shaped by experience

Australian Curriculum Connections

• AC9HS5S02 – Examine primary and secondary sources to identify different perspectives
• AC9HH8S03 – Analyse perspectives and interpretations in historical sources
• AC9HC7S03 – Evaluate information and evidence to draw conclusions
• AC9HC8S02 – Explain how and why people have different points of view
• AC9HH10S03 – Analyse perspectives and interpretations in historical sources