Learning Intentions
Review the interview with script producer Jessica Paine to explore the morality question, is Artificial Intelligence (AI) good or bad?
As a writing task or class discussion, brainstorm how AI might reference us - human beings – in its outputs. It is common to come across AI that borrows from human forms. For example, chatbots used in a customer service role on a website often show a person’s photograph as a profile picture and display a human name.
Consider how and why you believe AI is given human characteristics. Then, list 3-5 impacts this may have when we engage with AI.
Cat realises that the culprit behind the phone hack wasn’t a person, but AI: Hermes Artificial Neurotech Collection (HANC). HANC is the source of the data leak, using a large language model to communicate with the spoken word.
What is HANC able to do?
Document the capabilities of HANC to define what type of AI this technology is.
Then, reference the infographic below to categorise what type of AI HANC is.
Note
AI in The PM’s Daughter is speculative (Science Fiction), which goes beyond capabilities in the current day. Experts place our current development stage in the ‘Narrow AI’ band.
A quick guide to AI. Infographic by Erica Southgate PhD, Karen Blackmore PhD, Stephanie Pieschl PhD, and Susan Grimes PhD.
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Year 8 |
Years 9 |
Years 10 |
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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. |
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Year 8 |
Year 9 |
Year 10 |
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Language | Language for interacting with others |
Recognise how language shapes relationships and roles. |
Recognise how language empowers relationships and roles. |
Understand how language can have inclusive and exclusive social effects, and can empower or disempower people. |
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Language | Text structure and organisation |
Explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres.
Identify and use vocabulary typical of academic texts. |
Examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination.
Analyse how vocabulary choices contribute to style, mood and tone. |
Analyse text structures and language features and evaluate their effectiveness in achieving their purpose.
Use an expanded technical and academic vocabulary for precision when writing academic texts. |
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Literature | Creating literature |
Create and edit literary texts that experiment with language features and literary devices for particular purposes and effects. |
Create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences. |
Compare and evaluate how “voice” as a literary device is used in different types of texts, such as poetry, novels and film, to evoke emotional responses. |
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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. |
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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 featuresare 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 skillsto discuss and present an opinion about these texts. |
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Year 8 |
Year 9 |
Year 10 |
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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. |
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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. |
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Year 8 |
Year 9 |
Year 10 |
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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. |
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Year 8 |
Year 9 |
Year 10 |
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Inquiring - Identify, process and evaluate information |
Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. |
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Reflecting - Think about thinking (metacognition) |
Reflect on the thinking and processes used when completing activities or drawing conclusions. Invite alternative perspectives and feedback, and consider reasonable criticism to adjust thinking and approaches. |
Reflect on the thinking and processes used when completing activities and drawing conclusions.
Identify possible limitations in their own positions by considering opposing viewpoints, reasonable criticism and feedback. |
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Inquiring - Identify, process and evaluate information |
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Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. |
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Analysing - Interpret concepts and problems |
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Evaluate the information selected to determine bias and reliability. Identify the objective and subjective aspects of a complex concept or problem, with sensitivity to context. |
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Reflecting - Transfer knowledge |
Transfer knowledge and skills gained in previous experiences to both similar and different contexts, and explain reasons for decisions and choices made. |
Identify, plan and justify opportunities to transfer knowledge into new contexts. |
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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. |
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Year 8 |
Year 9 |
Year 10 |
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Explore and analyse examples of the tensions between conflicting positions on issues of personal, social and global importance. |
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Year 8 |
Year 9 |
Year 10 |
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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. |
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