The Changing Landscape of Work

Active learning helps Year 6 students grasp the changing landscape of work by letting them experience real-world thinking. When students analyze job shifts and debate human skills, they connect abstract concepts to tangible examples, making complex ideas easier to hold onto.

• Year 6
• Technologies
• 4 activities
• 30 min–50 min

Learning Objectives

1. Analyze how automation and AI are transforming specific job roles in Australian industries.
2. Hypothesize about at least two new job categories that may emerge due to advancements in AI and robotics.
3. Evaluate the necessity of continuous skill development for career longevity in a rapidly changing technological environment.
4. Compare the capabilities of current AI and robotics with uniquely human skills like creativity and empathy.

Expert Panel

⏱ 30 min·Pairs

Pairs Brainstorm: Irreplaceable Human Skills

Pairs watch short videos of robots at work, then list and justify three human skills hardest to replicate, such as empathy or improvisation. Pairs share one skill with the class via sticky notes on a board. Facilitate a quick vote on the top skill.

Prepare & details

Which human skills are hardest for a computer or robot to replicate?

Facilitation Tip: During Pairs Brainstorm, set a 3-minute timer to keep discussions focused on identifying irreplaceable human skills without drifting into job examples.

Setup: Panel table at front, audience seating for class

Materials: Expert research packets, Name placards for panelists, Question preparation worksheet for audience

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 45 min·Small Groups

Small Groups: Hypothesize New Jobs

Groups of four receive cards with AI advancements, like self-driving cars, and hypothesize three new jobs each would create. Groups sketch job descriptions and present to the class. Compile all ideas into a shared 'Future Jobs Wall'.

Prepare & details

Hypothesize about new jobs that might be created as a result of advancements in AI.

Facilitation Tip: For Small Groups Hypothesize New Jobs, provide starter templates that ask students to name the job, describe tasks, and list required skills to guide their creativity.

Setup: Panel table at front, audience seating for class

Materials: Expert research packets, Name placards for panelists, Question preparation worksheet for audience

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 50 min·Whole Class

Whole Class Debate: Lifelong Learning

Divide class into two teams to debate 'Lifelong learning is essential due to tech change' versus a counter view. Provide evidence cards on job shifts. Conclude with student reflections on personal learning plans.

Prepare & details

Evaluate the importance of lifelong learning in an era of rapid technological change.

Facilitation Tip: In the Whole Class Debate, assign roles like moderator, timer, and note-taker to keep the discussion structured and inclusive.

Setup: Panel table at front, audience seating for class

Materials: Expert research packets, Name placards for panelists, Question preparation worksheet for audience

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Expert Panel

⏱ 35 min·Individual

Individual Timeline: My Skill Journey

Students create a personal timeline from Year 6 to age 30, noting skills to learn amid AI changes. Share in small groups for feedback. Display timelines to spark class discussion on common themes.

Prepare & details

Which human skills are hardest for a computer or robot to replicate?

Facilitation Tip: Have students record their personal skill journey on a single A4 sheet split into past, present, and future sections to visually track their learning.

Setup: Panel table at front, audience seating for class

Materials: Expert research packets, Name placards for panelists, Question preparation worksheet for audience

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers find success by framing this topic around student curiosity rather than fear. Avoid overwhelming students with dystopian scenarios; instead, use real examples like robot vacuum cleaners or AI chatbots they already know. Research shows students grasp complex systems better through iterative discussion and debate rather than isolated reading.

What to Expect

Successful learning looks like students confidently identifying human skills that machines can’t replace and articulating new job ideas with evidence. You’ll see them debating lifelong learning while considering both personal and societal impacts of technology.

Watch Out for These Misconceptions

Common Misconception

During Pairs Brainstorm: 'Robots and AI will eliminate all jobs.'

What to Teach Instead

After the brainstorm, have pairs categorize their listed skills into those easily automated and those that remain human-centric, using the class’s shared list to challenge the misconception with evidence.

Common Misconception

During Small Groups Hypothesize New Jobs: 'AI can perform any task as well as humans.'

What to Teach Instead

During the activity, ask each group to include a task in their job description that requires human empathy or creativity, then present why their job can’t be fully automated.

Common Misconception

During Individual Timeline: 'Current skills suffice for a lifetime career.'

What to Teach Instead

Have students research a job their parents or grandparents held and compare its skills to those needed today, using the timeline to visualize this shift.

Assessment Ideas

Discussion Prompt

After Small Groups Hypothesize New Jobs, ask each group to present their 2040 job idea and justify why it can’t be fully automated, assessing their understanding of human skills and technology limits.

Exit Ticket

After Pairs Brainstorm, collect exit tickets where students complete the sentence 'One human skill that is very hard for robots to copy is ______. This is important because ______.' to assess their grasp of irreplaceable skills.

Quick Check

During Whole Class Debate, have students rank the three job descriptions (Robot Repair Technician, AI Ethics Consultant, Data Entry Clerk) by impact, then explain their top choice in a quick write to gauge their ability to apply the concept.

Extensions & Scaffolding

• Challenge early finishers to research and present one emerging job from the last decade, explaining how it connects to robotics or AI.
• Scaffolding for struggling students: Provide sentence starters for the debate, such as 'One reason lifelong learning is important is...' or 'A skill I already have that will help me adapt is...'.
• Deeper exploration: Invite a local industry professional via video call to share how their job has changed due to technology.

Key Vocabulary

Automation	The use of technology to perform tasks with minimal human intervention. This can range from simple machines to complex robotic systems.
Artificial Intelligence (AI)	The simulation of human intelligence processes by computer systems. AI enables machines to learn, problem-solve, and make decisions.
Reskilling	The process of learning new skills to adapt to a changing job market. It is crucial when existing job roles are automated or significantly altered.
Upskilling	The process of improving existing skills or learning advanced skills within a current profession. This helps individuals remain competitive and valuable.
Job displacement	The situation where a job is eliminated due to technological advancements, economic changes, or other factors, leading to unemployment for the worker.