CSIRO My Defence Industry Career Indigenous Artwork by Rachael Sarra called 'Eternal Wisdom, Infinite Innovation' appearing as a circular concentric pattern. Acknowledgement of Country CSIRO acknowledges the Traditional Owners of the lands, seas and waters of the area that we live and work on across Australia. We acknowledge all Aboriginal and Torres Strait Islander peoples and their continuing connection to their culture and pay our respects to Elders past and present. CSIRO is committed to reconciliation and recognises that Aboriginal and Torres Strait Islander peoples have made contributions to all aspects of Australian life including culture, economy and science. My Defence Industry Career Why explore STEM careers through defence industry? Defence industry provides a useful lens for exploring the wide range of careers that exist in STEM. Many people associate defence only with the military, but defence industry is actually made up of thousands of civilian companies, engineers, scientists, technicians and technology specialists working across Australia. These organisations design, build and maintain technologies that support national security and critical systems. This includes areas such as cyber security, communications networks, advanced materials, software development, space technologies, engineering design and data systems. Because of this diversity, defence industry offers a strong example of how STEM skills can be applied in many different ways. People working in this sector follow a wide range of pathways including university degrees, TAFE qualifications, apprenticeships and on-the-job training. This resource uses real career stories to challenge common myths about STEM careers. By exploring these examples, students can see how STEM skills, interests and pathways can lead to many different roles across industries, including defence industry. Defence industry is not the Australian Defence Force. Defence industry includes civilian companies and organisations that design, build or support technologies used by the Australian Department of Defence and its partners. Mythbusting careers in STEM Learning objectives By the end of this lesson sequence, students will be able to: • identify common misconceptions about STEM careers and their origins • evaluate claims about STEM careers using evidence from credible sources • use critical thinking to distinguish between myths and facts • articulate evidence-based counter arguments to common STEM stereotypes, misconceptions and assumptions • recognise the diversity of pathways, skills, and people in STEM industries • recognise how STEM skills and careers are applied across industries, including defence industry • communicate persuasively to challenge misconceptions in others Lesson structure and timing Year Level: Years 9–10 (Stage 5) Duration: 90–120 minutes (single extended lesson or 3 x 30-45 minute lessons) Format: Online interactive with collaborative group work, research, discussion, and presentation Connection to Videos: This resource uses the My STEM Industry Career video series as primary evidence to challenge common misconceptions about STEM careers. Several of the examples highlight careers connected to defence industry, showing how STEM skills are used in areas such as cyber security, engineering, advanced materials and technology development. Part 1: Hook activity - Myth prediction 1. Display the following statements for students to consider. • You need to be excellent at maths to work in STEM • STEM careers are only for scientists in laboratories • You have to be born with STEM skills – you can’t learn STEM skills • You must go to university to have a STEM career • STEM jobs are boring and lack creativity • STEM careers are solitary – you work alone all day • STEM is only for men – women don’t belong in STEM Explain to students that many of these myths exist because people often have a limited view of STEM careers. The examples in this activity include people working across different STEM industries, including roles connected to defence industry. 2. Class discussion (10 minutes) • Which statements do you think are TRUE? • Which statements do you think are MOST harmful? • Which statements have you heard before? • Are these true statements or myths? 3. Introduce the challenge: 'Let's see if the evidence agrees with us...' (5 minutes) 'Today, you'll use an interactive investigation tool to explore STEM career myths. You'll learn from the evidence you see to challenge your thinking with each step.’ 4. Demonstration • Project the interactive tool for students • Click through ONE complete myth pathway as a class • Show the decision points, videos and evidence reveals • Highlight the reflection component • explain the progress tracking • explain that the interactive tool includes examples of people working in a range of STEM careers, including roles connected to defence industry and other technology sectors • Correctly define defence industry. 5. Independent/paired exploration (20 minutes) Strategic selection prompt: Encourage students to start with a myth that they believe or a myth they've heard others claim is true. The evidence will be most meaningful if they're genuinely questioning the myth. • Students work individually or in pairs (pairs recommended for discussion) • Each student/pair accesses the interactive STEM Mythbusting resource • Students use headphones for videos • Student Task: – Select a myth from the main menu – Follow the pathway based on your response – Watch all video evidence in that pathway – Read all content in the Deep Dive Evidence pages – Complete the reflection questions 6. Conclusion (10 minutes) 'You've begun an important process today - investigating your beliefs with evidence. Many of the examples you explored today show how STEM careers exist across many industries, including companies working in the Defence Industry. These myths exist in families, schools, and the media. They can stop people from considering opportunities that might actually be perfect for them.' 1. 'Show of hands - how many of you changed your thinking about at least one myth today?' o Follow up: 'What evidence was most powerful in changing your thinking?' o Listen for: Specific video testimonials, statistical surprises, pathway revelations 2. 'Which example made you stop and really think?' o Invite 2-3 students to share o Highlight how questioning our assumptions is the first step to growth 3. 'Without saying which one, did anyone start with a strong belief in one of the myths and now completely doesn’t believe it? What made the difference?' o Emphasise the power of evidence-based investigation o Note the role of real people's stories (videos) in challenging myths Part 2: Collaborative analysis 1. Think-pair-share (15 minutes) ‘These myths don't exist in isolation. They influence how people think about STEM careers in many industries, including technology companies working in defence industry. They work together to create a false picture of who belongs in STEM and what STEM work actually looks like. When we believe the myth about needing to be a maths genius, combined with the myth that STEM is boring, combined with the myth that it's only for certain types of people, we create powerful barriers that keep talented people out. But evidence can break down these barriers, one myth at a time.' Think: ‘Looking across all the myths you explored, what patterns do you notice?’ – Why do you think these myths exist and persist? – Who is most affected by these myths? Pair: Share your observations with a partner. Together, create a list of: – Common themes across the myths – Shared consequences of believing myths – Types of evidence that were most convincing in breaking those myths Share: Teacher facilitates discussion, charting responses on board such as: – Expected Pattern Themes  Many myths are based on stereotypes (gender, intelligence, personality)  Myths often limit opportunities for people  Real STEM careers are more diverse than media portrays  Myths tend to make STEM seem exclusive rather than accessible and inclusive  Personal stories (videos) are powerful counter evidence 2. Guiding question suggestions • 'What do all these myths have in common?' – They create barriers, they make STEM seem exclusive, they're based on outdated or incomplete information • 'Why do these myths persist even when evidence disproves them?' – Limited exposure to real STEM professionals, media stereotypes, historical barriers, generalising from limited experience • 'Who is most hurt by these myths?' – Students who might excel in STEM but are discouraged, society missing out on diverse talent, innovation suffering from lack of diverse perspectives • 'What surprised you most about the evidence you encountered?' – Open responses - listen for genuine shifts in understanding 3. Individual Action Planning (10 minutes) Create a 30-second 'myth-buster moment' - a quick, evidence-based response you could share in a conversation with a friend or family member, or in a class discussion. Include: • The myth (one sentence) • The counter-evidence (one powerful fact or example) • A call to action Example: • Myth: 'You must go to uni for STEM careers' • Evidence: '43% of Australia's STEM workforce has TAFE qualifications. Alex started a Certificate III while in Year 11 and by 21 was earning $75,000 as a qualified technician.' • Action: 'Check out apprenticeship and traineeship options - they might surprise you.' 4. Conclusion (5 minutes) Verbal share with students asked to share their personal commitment. 'You are now mythbusters. You have evidence. You have stories. You have facts. When you hear these myths - and you will - you have a choice: stay silent and let myths continue or speak up with the truth. I hope you'll choose to be champions for an accurate and inclusive understanding of STEM careers. The world needs your talents, and these myths shouldn't stand in your way! Exploring STEM careers in the Defence Industry Some of the examples in this resource highlight careers connected to the Defence Industry. If students are interested in learning more about this sector, it can be helpful to understand the range of skills and pathways involved. The Defence Industry includes thousands of civilian organisations that design, build and maintain technologies used for national security, infrastructure and advanced research. These organisations employ engineers, technicians, scientists, software developers, cyber security specialists, project managers and many other professionals. Examples of common STEM skills include: • software engineering and cyber security • engineering design and systems thinking • data analysis and digital technologies • materials science and advanced manufacturing • problem solving and critical thinking • teamwork and communication These skills are used to develop technologies such as communication systems, cyber security tools, aerospace technologies, robotics and advanced materials. Students can enter defence industry careers through a range of pathways, including: • University pathways degrees in engineering, computer science, physics, mathematics, chemistry or cyber security • TAFE and vocational pathways technical trades, electronics, advanced manufacturing, mechanical engineering, IT and cyber security • Apprenticeships and traineeships hands-on technical roles such as technicians, fabricators, manufacturing specialists and electronics technicians • Industry entry pathways graduate programs, internships, cadetships and entry-level technical roles in technology companies Teacher prompt: ‘Looking at the careers in the videos, which pathway do you think each person followed? What skills helped them get there?’ STEM Skills translation Learning objectives By the end of this lesson sequence, students will be able to: 1. identify transferable skills they have developed through school subjects, hobbies and life experiences 2. recognise how skills developed in non-STEM contexts apply to STEM industry careers 3. articulate their existing skills using appropriate workplace language 4. connect their personal skill set to potential STEM career pathways 5. understand that STEM careers require diverse skills beyond technical knowledge Lesson structure and timing Year Level: Years 9–10 (Stage 5) Duration: 60–90 minutes (single extended lesson or 2 x 30-45 minute lessons) Format: Hands-on with collaborative group work and discussion Connection to Videos: This resource uses the My STEM Industry Career video series to demonstrate how professionals apply transferable skills in real STEM roles across different industries, including the Defence Industry. Part 1: Hook activity – Skills detective 1. Class activity and discussion (7 minutes) ‘Today we'll discover you already have many skills STEM employers want.’ • Pose the question: ‘What skills do you think YOU need to work in STEM?’ • Create a Word Cloud using your preferred digital tool or brainstorm on shared visual board • Students submit 2–3 skills • Expected Student Responses - technical skills (coding, mathematics, science knowledge), some may mention communication or teamwork • Acknowledge technical skills mentioned (maths, science knowledge) • Highlight any soft skills mentioned (teamwork, problem-solving) • Discuss: What skills appeared most? Any surprises? 2. Video Analysis: Skills in Action (10 minutes) Watch 2 x My STEM Industry Career videos (or selected segments focusing on skills used) • Reminder to students to note the skills this person uses in their work • Some prompts for class discussion post videos: – What technical skills can you identify? – What transferable skills do you notice? – How are they communicating with others? – How are they solving problems? – What surprised you about the skills needed? – How do the skills used in these careers apply to industries such as the Defence Industry? 3. Defining transferable skills (8 minutes) Create a table using a digital tool of your choice or on a display board, with the following headings: • What are transferable skills? Some prompts for explaining what this means: – Skills you develop in one context that you can use in different situations – Skills that "transfer" from school to work, or from one job to another – Examples: communication, problem-solving, teamwork, time management • Why do STEM employers want these skills? Some prompts for explaining what this means: – Technical knowledge can be taught on the job – Transferable skills show how you'll work with others, solve problems, adapt – STEM work is collaborative and requires diverse skills • Your skills matter Some prompts for explaining what this means, – You're developing transferable skills right now in school, hobbies, sports, part-time work – These skills make you valuable to STEM employers – Today you'll identify YOUR skills and connect them to STEM careers Students can add examples of where they use identified skills from activity 1 and from the prompt list below. Skills Reference List • Teamwork & Collaboration • Working cooperatively • Contributing to group goals • Respecting diverse perspectives • Sharing ideas constructively • Supporting team members • Negotiating and compromising • Building positive relationships • Resolving conflicts • Organisation & Planning • Time management • Prioritising tasks • Setting goals • Meeting deadlines • Organising resources • Planning projects • Following processes • Attention to detail • Problem-Solving • Identifying problems • Analysing situations • Generating solutions • Critical thinking • Evaluating options • Making decisions • Troubleshooting • Creative thinking • Logical reasoning • Leadership & Initiative • Taking responsibility • Motivating others • Making decisions • Taking initiative • Coordinating activities • Mentoring/helping others • Leading by example • Communication Skills • Active listening • Written communication • Verbal communication • Presenting to groups • Explaining complex ideas simply • Asking clarifying questions • Giving and receiving feedback • Non-verbal communication • Digital communication (email, messaging) • Adaptability & Resilience • Handling change • Learning from mistakes • Staying calm under pressure • Being flexible • Persisting through challenges • Accepting feedback • Adjusting to new situations • Managing uncertainty • Creativity & Innovation • Thinking outside the box • Generating new ideas • Adapting existing approaches • Designing solutions • Artistic expression • Visualising concepts • Experimenting with approaches • Technical Skills (examples) • Digital literacy • Using specific software • Conducting research • Interpreting data • Following procedures • Using equipment safely • Mathematical calculations • Scientific method 4. Card Pairing Activity (10-15 minutes) In this activity, students pair activities they are familiar with and potentially do regularly with soft skills that are used in STEM work. This activity seeks to help students recognise the key skills that they already possess. There are multiple options for undertaking this activity, which will determine how many copies of the card sets are required. • Students working individually, or in groups may select 1-4 Everyday Activities cards that represent activities that they do regularly in their daily lives. Using the Everyday Skill description side, students select which skills they use in undertaking that activity. Students then review the Use in STEM side of the Everyday Skills cards. – Students will need a full set of the Everyday Skills cards per group, and a class set of 5-10 Everyday Activity • Students work in groups and are given a specific Everyday Activity by the teacher. Students match the Everyday Skills cards that are used in undertaking that Activity. Students then review the Use in STEM side of the Everyday Skills cards. – Students will need a full set of the Everyday Skills cards per group, and a class set of 1-2 sets of the Everyday Activities cards. Students share back to the class about the skills they matched to their activity, any they weren’t expecting. Students are invited to share back their insights about their own skillsets, and make comparisons to where they have seen those skillsets in the evidence from Part 1. 5. Conclusion Highlight that STEM careers exist across many sectors of the economy. The Defence Industry is one example where engineers, scientists, technicians and cyber specialists work together using a wide range of STEM skills. Pose reflection questions, for example: • ‘Before today, I thought STEM careers mainly required…’ • ‘What's one transferable skill you have that you didn't realise was valuable for STEM?’ ‘You've discovered today that you already have valuable skills for STEM careers. The technical knowledge can be learned – but skills like communication, problem-solving, and teamwork make you an asset to any STEM team. Keep building these skills and be ready to talk about them when opportunities arise.’ As Australia’s national science agency, CSIRO is solving the greatest challenges through innovative science and technology. CSIRO. Creating a better future for everyone. Contact us 1300 363 400 +61 3 9545 2176 csiro.au/contact csiro.au For further information CSIRO Education and Outreach 1300 363 400 education@csiro.au csiro.au/education