Understanding Supply Chains Through Everyday Objects (Years 5–10 Economics & Business)

Introduction

Every object in a classroom: from a banana to a T‑shirt: has travelled through a complex supply chain. Exploring these journeys helps students understand production, distribution, consumption and ethical decision‑making. Fairtrade Australia and other Australian organisations offer free, accessible resources that support this learning. This activity suits Years 5–10 Economics and Business and builds real‑world economic literacy.

How to Use It in the Classroom

Students choose an everyday object and investigate its journey from raw materials to consumer. Teachers can introduce concepts such as labour, transport, sustainability and global interdependence. Students map the supply chain, identify key decision points, and evaluate ethical considerations. This activity works well as a research task, group project or visual presentation. It also supports cross‑curricular links with Geography and Science.

Five practical tips, tricks and ideas for the classroom

• Provide a list of common objects to choose from
• Use Fairtrade case studies to model ethical supply chains
• Have students create a visual map or infographic
• Compare two supply chains (e.g., Fairtrade vs non‑Fairtrade)
• Use real packaging labels to trace origins

Australian Curriculum Connections

• AC9HE5K02 – How resources are produced and distributed
• AC9HE6K02 – The roles of consumers and businesses in markets
• AC9HE8K02 – How businesses create value through production and marketing
• AC9HE9S02 – Analyse data and information to make informed decisions
• AC9HE10K02 – How economic decisions affect individuals and communities

 Oral Histories: Capturing Local Stories (Years 5–12 History)

Introduction

Oral histories offer a powerful way for students to connect with the past through lived experience. Using free guides from the State Library of South Australia and other state libraries, teachers can support students to conduct interviews with family or community members. This approach is ideal for Years 5–12 History and helps students understand continuity, change, perspective and significance through authentic voices.

A few of the resources available from the State Library of South Australia. 

How to Use It in the Classroom

Students plan and conduct interviews about a local event, cultural tradition, migration story or community change. Teachers can scaffold the process by modelling questioning techniques, discussing ethical considerations, and exploring how oral histories differ from written sources. Students then transcribe, summarise or present their findings. This activity builds communication skills, empathy and historical understanding, and works well as a long‑form inquiry or assessment task.

Five practical tips, tricks and ideas for the classroom

• Use a class‑generated list of interview questions
• Practise interviewing in pairs before speaking to community members
• Encourage students to record audio (with permission) for accuracy
• Compare oral accounts with written sources to identify similarities and differences
• Create a class digital archive or exhibition of stories

Australian Curriculum Connections

• AC9HS6S02 – Interpret information from a range of sources
• AC9HH8S02 – Analyse the origin, purpose and context of primary sources
• AC9HH9K02 – The significance of individuals, groups and events
• AC9HH10S02 – Evaluate the reliability and usefulness of sources
• AC9HH12S03 – Communicate historical arguments using evidence

 Sustainable Cities Design Challenge (Years 6–10 Geography)

Introduction

The Sustainable Cities Design Challenge invites students to imagine the future of urban living through the lens of sustainability, liveability and innovation. Drawing on free Australian resources such as the NSW Future Transport strategy and local council planning documents, this project helps students explore how cities respond to environmental, social and economic challenges. It’s ideal for Years 6–10 Geography and supports inquiry‑based learning, creativity and systems thinking.

An example of a 3D model project from Croydon High School. 

How to Use It in the Classroom

Students design their own sustainable city; either physically using recycled materials or digitally using tools like Google Drawings or Canva. Teachers can introduce key concepts such as renewable energy, transport networks, green spaces and waste management. Students analyse real Australian cities, identify challenges, and propose solutions in their designs. This project works beautifully as a summative assessment, group task or cross‑curricular STEM collaboration. It encourages students to think critically about the future and their role in shaping it.

Five practical tips, tricks and ideas for the classroom

• Use aerial images of Australian cities as inspiration
• Provide design “must‑haves” (e.g., public transport, green corridors, water management)
• Let students pitch their city to the class in a short presentation
• Use colour‑coded sticky notes for peer feedback
• Compare student designs with real planning documents from local councils

Australian Curriculum Connections

• AC9HS6K04 – Factors that influence the liveability of places
• AC9HG7K02 – Interconnections between people, places and environments
• AC9HG8K04 – Strategies to enhance the sustainability of places
• AC9HG7S03 – Collect and represent geographical data using spatial technologies
• AC9HG8S04 – Analyse geographical data to identify patterns and trends

Weather Watchers: Daily Inquiry for Early Years (F–2 Geography)

Introduction

Weather Watchers is a simple, engaging daily routine that helps young learners explore weather patterns, seasons and environmental changes. Using basic tools such as thermometers, cloud charts and the free Bureau of Meteorology website, students build foundational geographical skills. This routine is ideal for Foundation to Year 2 teachers looking for hands‑on, inquiry‑based learning that connects directly to students’ lived experiences.

A classroom corner example for students to access. 

How to Use It in the Classroom

Each day, students observe the weather, record data, and discuss how it affects their activities. Teachers can introduce vocabulary such as temperature, rainfall, wind and cloud types. Students can compare their observations with BOM forecasts, identify patterns over time, and create simple graphs. This routine supports numeracy, oral language development and scientific thinking. It also helps students understand how weather influences people and places.

Five practical tips, tricks and ideas for the classroom

• Create a class weather chart students update daily
• Use simple symbols for emerging readers
• Compare weather in two Australian locations
• Build a “weather station” with basic tools
• Use photos to document seasonal changes in the school grounds

Australian Curriculum Connections

• AC9HS1K03 – Daily and seasonal weather patterns of places
• AC9HS2K03 – How weather and seasons influence people and places
• AC9HS1S03 – Collect and record observations
• AC9HS2S03 – Interpret information from observations and sources
• AC9HS2S04 – Represent data using simple visual formats

 Virtual Tour of Parliament House (Years 5–10 Civics & Citizenship)

Introduction

The Australian Parliament House Virtual Tour is a free, interactive resource that allows students to explore key spaces such as the House of Representatives, the Senate, and historic areas of the building. This tool is ideal for Years 5–10 Civics teachers who want to bring parliamentary processes to life without needing to organise an excursion. The tour includes hotspots, videos and explanations that support student understanding of law‑making and democratic institutions.

The opening page from the virtual tour demonstrating areas students can explore. 

How to Use It in the Classroom

Teachers can guide students through the virtual tour as part of a unit on government, law‑making or democracy. Students can identify where debates occur, explore the symbolism of different spaces, and learn about the roles of elected representatives. The tour works well as a pre‑ or post‑excursion activity, or as a standalone lesson. It also supports inquiry tasks where students compare Australia’s parliamentary system with others around the world.

Five practical tips, tricks and ideas for the classroom

• Use the tour as a station in a Civics learning rotation
• Have students create a glossary of parliamentary terms
• Ask students to sketch the layout of the chambers
• Compare the House and Senate using a Venn diagram
• Use the tour as a prompt for a mock parliamentary debate

Australian Curriculum Connections

• AC9HC5K02 – How laws affect individuals and communities
• AC9HC7K02 – How laws are made and the role of parliaments
• AC9HC8K01 – Key features of Australia’s system of government
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC9K02 – How citizens participate in Australia’s democracy

“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