Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: The energy transition and self-determination

15 minutes

Find Out: Exploring clean energy jobs

25 minutes

Take Action: Clean-energy future pathway profile

5 minutes

Reflection

Learning intentions

Students will:

identify emerging clean-energy careers and understand the skills needed for these pathways
evaluate how clean-energy jobs strengthen community wellbeing and sustainability.

Success criteria

Students can:

describe several clean-energy careers and the skills involved
explain how First Nations leadership and enterprise shape opportunities in the sector
produce a clear career pathway profile or pitch.

Tune In: The energy transition and self-determination

Step 1

Give each table group a copy of the Role Cards. Invite each table to discuss the following questions:

What jobs are you already familiar with?
Which ones are new to you?
What jobs that relate to the clean energy transition are not included?
Which jobs connect to the strengths of First Nations communities?
What opportunities might exist for young people in these roles?

Step 2

Engage students in a class discussion around their responses. Remind students of the term ‘self-determination’. Where students are unfamiliar with this term, explain that it means:

Having the right and power to make decisions about your own life. It’s when a person or group can choose what’s best for them, make their own plans, and control their own future without others making decisions for them. When talking about communities (like First Nations communities), self-determination means they have the right to make decisions about their land, culture, services, and development in ways that reflect their values and priorities.

Considering this, ask students to reflect again on the final two questions posed in the discussion:

Which jobs connect to the strengths of First Nations communities?
What opportunities might exist for young people in these roles?

Step 3 (Optional)

Share the following video, and ask students to reflect on how it relates to self-determination and clean energy projects.

Introducing the First Nations Clean Energy Network – (youtube.com/watch?v=b-BuSIs4Os8).

Find Out: Exploring clean energy jobs

Preparation

Print out the Clean Energy Roles Factsheet. Display these at different stations around the room.

Step 1

Distribute the Student Worksheet to students. Break the class into pairs or small groups and ask them to rotate around the room to the different stations, reading through the information about each clean energy role and answering the questions on the Student Worksheet.

Learning differentiation: Adjust the number of roles students need to analyse based on your cohort.

Step 2

Once complete, invite students to share their responses to the analysis questions through class discussion. Discuss both the individual requirements for the roles, but also any knowledge, skills or requirements that are required across multiple roles.

Through your discussion, pose the following question:

What is the relationship between First Nation clean energy entrepreneurs and self-determination?

Take Action: Clean-energy future pathway profile

Step 1

Students will now design a 1-page clean-energy future pathway profile for a role they might one day pursue in the clean energy field. Profiles can be created digitally (such as Canva) or by hand.

Students can focus on:

One of the jobs already analysed.
Research another job relating to clean energy that interests them.
Come up with a clean energy job they think might be required in the future (for example, hygroelectricity [energy from water particles in the air] specialist).

A list of possible jobs is included on the Student Worksheet to help students identify a role that interests them.

Step 2

Once they have selected a job, invite students to imagine that they are working for a clean energy company and doing this job. The company wants to share a profile of all employees on their website, so each employee must create their own job profile. The profile should include the key aspects of the role, some of its challenges, and the skills required to overcome them. The 1-page profile that students create should include the following information (also available on the Student Worksheet):

A job description (what the job involves, such as the usual tasks required to do the job).
Why this job matters for the community.
How this job supports a cleaner, greener future.
Any creative or innovative ways this job could be used in other fields or to benefit the community and the environment?

To be successful in this task, students must (also available on the Student Worksheet):

Provide a clear description of a clean energy job
Explain the benefits of this job to the environment and community
Provide one example of how the knowledge or skills from this job could extend beyond the clean energy transition.

Step 3

Ask students to present their profiles to another student. Students should be encouraged to ask each other questions to explore the roles and benefits each student has identified.

Step 4

Invite students to conduct a self-assessment based on the success criteria for this task:

Provide a clear description of a clean energy job
Explain the benefits of this job to the environment and community
Provide one example of how the knowledge or skills from this job could extend beyond the clean energy transition.

Students can rate their success on a scale of 1 to 5 (1 = not achieved, 5 = excellent). Students can also offer one example of any improvements they would make next time.

Reflection

Students can record a 60–90-second career pitch explaining why clean energy offers an exciting future for First Nations youth.

Consider providing students with the Pitch Fact Sheet to help them plan their pitches.

Clean-Energy Careers & First Nations Enterprise

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson

Clean-Energy Careers & First Nations Enterprise

Go to

Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

In this lesson