You're applying what you already know about transferable skills to a harder question: what happens when the job itself changes or vanishes?

Within living memory, whole Irish roles have been reshaped or removed: bank tellers, high-street travel agents, supermarket checkout operators, printers, and similar counter or shop roles. Today you will stake a position on skill durability, read one worker's story closely, then write up one changed job, which of that person's skills still had a market, and which of yours looks most like the ones that carried.

Before you investigate a real job, commit to what you honestly think right now about skill durability and adaptation when roles change. Place each statement on the Agree–Disagree line. Do not look anything up. You will revisit one of these predictions when you write your portfolio note: the point is having something honest to test against evidence, not guessing well.

Read Aoife's account of leaving high-street travel agency work. Label each highlighted stretch as a skill that carried into later work, a skill that stopped mattering, or a skill she had to reshape. When the class is ready, reveal the model and notice where you disagreed.

This is the pattern you will use on your own chosen Irish job in the next step: what changed the role, which skills still had a market, which did not.

Think about (do not type here): which of Aoife's carried skills is closest to one you already have evidence for, and which of your skills might stop mattering if the tool behind it disappeared. You will use that thinking under Link to you in the portfolio write-up next.

Open (or create) your Transferable Skills Future document in the Strand 1.1 folder. Investigate one Irish job that was reshaped or removed within living memory. Use a role such as bank teller, high-street travel agent, supermarket checkout operator, or printer, or another you can evidence from someone you know.

Write under four headings:

• The job then — what the worker actually did day to day
• What changed it — technology, customer behaviour, or business model (one clear cause is enough)
• Skills sort — at least two skills that still had a market afterwards, and at least one that stopped being worth much
• Link to you — which of your own transferable skills is most like the ones that carried, and why (one real occasion behind it). Also add one sentence: which opening prediction held or changed after this skills sort, and why.

In-class minimum before the bell: skills sort + link to you (including the prediction line). Finish The job then and What changed it as homework if needed so the full four headings are complete before next lesson.

Keep it concrete. A parent, relative, or neighbour who lived through one of these shifts counts: you only need the work as they described it, not their name on the page.

This entry stays in your Digital Portfolio as Strand 1.1 evidence of applying transferable-skill thinking to labour-market change, ready for later Portfolio in Action selection.

In this lesson you applied transferable-skill thinking to real labour-market change.

• You committed to predictions about whether people start from zero when jobs change, whether customer skills outlast counters, and how exposed tool-locked skills are
• You labelled a worker's story for skills that carried, stopped mattering, or had to be reshaped
• You started (or finished) one Irish job investigation in Transferable Skills Future, with skills sort and a personal link as the in-class core
• You tested one opening prediction against the skills that still had a market

Adaptation is not starting from zero when a role moves. It is knowing which parts of your skillset still have a market, and building those on purpose.

If any of the four headings are still thin, finish them before next lesson so this entry is bankable Strand 1.1 evidence.