HASS · Foundation

Active learning ideas

Work and Employment: Skills for the Future

Active learning helps young students connect abstract ideas about work to real, visible roles in their community. Through role-play, discussion, and creation, students practice the transferable skills they will need in future jobs, making these concepts tangible and memorable.

• ACARA Content Descriptions
• AC9HE7K03

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Numbered Heads Together
• 35 min · Small Groups

Role-Play: Community Jobs Station

Set up stations with props for jobs like doctor, chef, and builder. Children rotate in small groups, acting out tasks and explaining how their job helps others. End with a share-out where each group presents one key skill.

Identify various types of work and employment opportunities in Australia.

Facilitation Tip

During the Community Jobs Station, circulate and narrate what students are doing so they hear the language of different jobs in action.

What to look for

Show students pictures of different community helpers (e.g., a baker, a bus driver, a gardener). Ask students to point to a picture and say one thing that person does to help the community. Record their responses.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Numbered Heads Together
• 25 min · Pairs

Pairs Interview: Family Jobs

Pairs interview a family member or classmate about their job or future dreams using prepared questions like 'What do you do?' and 'What skills do you use?'. Children draw or record answers, then share with the class.

Analyze how technology and globalisation are changing the nature of work.

Facilitation Tip

During the Family Jobs Interview, model asking follow-up questions like, 'What tools does that job use?' to deepen responses.

What to look for

Gather students in a circle. Ask: 'Imagine we are building a tower with blocks. What is one way we can work together to make it strong?' Listen for and prompt responses related to sharing blocks, taking turns, or helping each other.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Numbered Heads Together
• 40 min · Whole Class

Whole Class: Future Jobs Brainstorm

As a class, brainstorm jobs that might change with robots or computers. Vote on ideas with sticky notes, then discuss skills needed like teamwork. Display on a 'Future Work Wall'.

Explain the importance of developing transferable skills for future career pathways.

Facilitation Tip

During the Future Jobs Brainstorm, write student ideas on the board to validate their contributions and build on shared thinking.

What to look for

Give each student a small piece of paper. Ask them to draw one job they learned about today and write the name of the job if they can. Collect the drawings to see which jobs students remember.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Numbered Heads Together
• 30 min · Individual

Individual: My Skills Poster

Each child draws themselves in a job, listing three skills like 'I share toys'. Provide templates with Australian job examples. Hang posters for a gallery walk.

Identify various types of work and employment opportunities in Australia.

Facilitation Tip

For the My Skills Poster, provide sentence starters like 'I am good at _____. I can help by _____.' to scaffold responses.

What to look for

Show students pictures of different community helpers (e.g., a baker, a bus driver, a gardener). Ask students to point to a picture and say one thing that person does to help the community. Record their responses.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Start with concrete examples students already know, then gradually introduce new ideas through guided discussion and hands-on activities. Avoid overwhelming them with too many abstract concepts; instead, focus on one transferable skill per lesson. Research shows that young children learn best when they can see, touch, and role-play ideas, so prioritize interactive methods over worksheets or lectures.

Students will recognize that jobs require different skills, not just physical strength, and that work changes over time. They will practice sharing ideas and listening to others while exploring familiar and future roles.

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Watch Out for These Misconceptions

• During Role-Play: Community Jobs Station, watch for students assuming all jobs involve heavy lifting or outdoor work.

  Use the role-play cards to highlight jobs like librarians or chefs, where listening, organizing, or measuring are the key skills. Ask students to act out non-physical tasks and name the skill they used.

• During Whole Class: Future Jobs Brainstorm, watch for students believing jobs never change.

  Bring in examples of old and new jobs (e.g., blacksmith vs. robotics technician) and ask students to brainstorm how technology creates new opportunities. Have them add these to the board during the activity.

• During Pairs Interview: Family Jobs, watch for students thinking only adults can have jobs.

  During the interview, ask students to include chores or helping tasks they do at home, framing these as building job skills. Record these on a class chart labeled 'Skills We Practice Now'.

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Methods used in this brief

• Numbered Heads Together