Learning Intentions
- Examine what digital citizenship is and how it relates to social media use.
- Reflect on how data privacy could be used in ways that are unsafe or harmful.
- Create a story idea involving data misuse.
Lesson 3: Privacy, Data, Social Media
Watch
Review the interview with script producer Jessica Paine to explore how privacy, data and social media were referenced in The PM’s Daughter Series 2.
Reflect
Through an individual writing task or class discussion, brainstorm why being critical and informed is important as digital citizens. Then, from your perspective and experience, document 3-5 pros (benefits) and 3-5 cons (downsides) of engaging with social media.
Activity
Respond to the following scenario: when data falls into the wrong hands. Consider how we may face harmful or unsafe situations when our private data is used without our knowledge or consent.
Then, in one sentence, propose an example of this idea applied to a scenario for a story: what (data) and who (wrong hands). For example, my internet browsing history (what / data) was leaked to an unethical company (who / wrong hands) without my consent.
Australian Curriculum Links:
|
|
Year 8 |
Years 9 |
Years 10 |
|
Skills | Questioning and researching |
Develop questions to investigate Australia’s political and legal systems, and contemporary civic issues. |
Develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues. |
Develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues. |
|
Analysis, evaluation and interpretation |
Locate, select and organise information, data and ideas from different sources. |
Locate, select and compare information, data and ideas from a range of sources. |
Analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations. |
|
Civic participation and decision-making |
Explain the methods or strategies related to making decisions about civic participation. |
Evaluate the methods or strategies related to making decisions about civic participation. |
Evaluate the methods or strategies and outcomes related to making decisions about civic participation. |
|
|
Year 8 |
Year 9 |
Year 10 |
|
Literature | Engaging with and responding to literature |
Identify and use vocabulary typical of academic texts.
Share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts. |
Analyse how vocabulary choices contribute to style, mood and tone.
Present a personal response to a literary textcomparing initial impressions and subsequent analysis of the whole text. |
Use an expanded technical and academic vocabulary for precision when writing academic texts.
Analyse how the aesthetic qualities associated with text structures, language features, literary devices and visual features, and the context in which these texts are experienced, influence audience response. |
|
Literature | Examining literature |
Analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect. |
Analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style. |
Analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts. |
|
Literacy | Texts in context |
Identify how texts reflect contexts. |
Analyse how representations of people, places, events and concepts reflect contexts. |
Analyse and evaluate how people, places, events and concepts are represented in textsand reflect contexts. |
|
Literacy | Analysing, interpreting and evaluating |
Analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text. |
Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group. |
Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts. |
|
|
Year 8 |
Year 9 |
Year 10 |
|
Personal, social and community health | Interacting with others |
Examine the roles of respect, empathy, power and coercion in developing respectful relationships. |
Evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships.
Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk. |
|
|
Personal, social and community health | Making healthy and safe choices |
Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing. |
Plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing. |
|
|
|
Year 8 |
Year 9 |
Year 10 |
|
Exploring and responding |
Investigate the ways that media arts concepts are used in media arts works and practices across cultures, times, places and/or other contexts. |
Investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts. |
|
|
|
Year 8 |
Year 9 |
Year 10 |
|
Inquiring - Identify, process and evaluate information |
Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. |
|
|
|
Reflecting - Think about thinking (metacognition) |
Reflect on the thinking and processes used when completing activities or drawing conclusions. |
Reflect on the thinking and processes used when completing activities and drawing conclusions. |
|
|
Inquiring - Identify, process and evaluate information |
|
Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.
Identify the objective and subjective aspects of a complex concept or problem, with sensitivity to context. |
|
|
Analysing - Draw conclusions and provide reasons |
Draw conclusions and make choices when completing tasks by connecting evidence from within and across discipline areas to provide reasons and evaluate arguments for choices made. |
|
|
|
|
Year 8 |
Year 9 |
Year 10 |
|
|
Explain how different traits, such as honesty, trust, courage and selfishness interact with responsibilities or duties to determine ethically appropriate responses. |
Explore and analyse examples of the tensions between conflicting positions on issues of personal, social and global importance . |
|
|
|
Year 8 |
Year 9 |
Year 10 |
|
Knowledge and understanding | Digital systems |
Analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers. |
|
|
|
Processes and production skills | Privacy and security |
|
Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect. |
|