HASS · Year 8

Active learning ideas

The Changing World of Work

Active learning helps students grasp the relevance of Indigenous businesses by letting them explore real examples and discuss cultural influences firsthand. Moving beyond abstract facts, students see how business practices connect to community and Country through collaborative tasks.

• ACARA Content Descriptions
• AC9E8K03

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Indigenous Business Showcase

Groups research a successful Indigenous business (e.g., Indigiearth, Supply Nation, or a local tourism operator). They must present how the business uses cultural knowledge to create a unique product or service.

Analyze how technology is changing the nature of work in the 21st century.

Facilitation Tip

In the Indigenous Business Showcase, assign small groups to research and present one business from a non-traditional sector like engineering or IT to challenge narrow stereotypes.

What to look for

Pose the question: 'Imagine you are advising a Year 8 student on their career path in 2035. What are two key skills you would emphasize and why, considering the rise of automation and the gig economy?' Facilitate a class discussion where students share and justify their choices.

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

Activity 02

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Culture in the Boardroom

Students discuss how an Indigenous business might make decisions differently (e.g., focusing on long-term sustainability for the community rather than just short-term profit). They share their ideas with the class.

Explain the characteristics and implications of the 'gig economy'.

Facilitation Tip

During Culture in the Boardroom, provide sentence starters on the board to guide students who need structure in their think-pair-share responses.

What to look for

Provide students with a short article or infographic about a specific industry undergoing technological change (e.g., agriculture, retail). Ask them to identify one job likely to be impacted by automation and one skill that will become more important in that industry.

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

Activity 03

• Gallery Walk
• 35 min · Small Groups

Gallery Walk: The Indigenous Estate

Stations feature maps and stories of how Indigenous-owned land is being used for sustainable businesses like bushfood farming or renewable energy. Students analyze the economic potential of the Indigenous estate.

Predict the skills that will be most valuable in the future Australian workforce.

Facilitation Tip

For the Gallery Walk of The Indigenous Estate, place primary sources like land-use maps at eye level and ask students to annotate them directly to foster close reading.

What to look for

On a slip of paper, ask students to define the 'gig economy' in their own words and list one advantage and one disadvantage for a worker participating in it.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic by modeling respectful engagement with Indigenous perspectives and framing culture as a business asset, not a barrier. Avoid oversimplifying by focusing on contemporary examples rather than historical case studies alone. Research shows that when students analyze real businesses, they better understand the diversity of Indigenous entrepreneurship and the practical integration of cultural values.

Students will articulate how Indigenous businesses balance economic goals with cultural values, and explain the role of the Indigenous estate in Australia’s economy. They will support their ideas with evidence from the showcase, discussions, and gallery walk materials.

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Watch Out for These Misconceptions

• During the Indigenous Business Showcase, watch for students assuming Indigenous businesses are limited to arts and crafts.

  Use the showcase’s diverse business examples to redirect students: ask each group to highlight one non-traditional sector in their presentation and explain how the business incorporates cultural values into its operations.

• During Culture in the Boardroom, watch for students separating business decisions from cultural values.

  After the think-pair-share, collect student responses and group similar ideas on the board to show how many businesses integrate culture into strategy, such as prioritizing community hiring or sustainable land use.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk