Learning Intentions
Review the interview with script producer Jessica Paine to explore the idea:
AI (HANC) could be good if the technology is used alongside ethical decision-making.
When the students arrived at the tech company Alethia for their internships, they were told it was compulsory to download the ‘Hermes’ app on their phones. Reflect on and discuss why this scene represents an unfair power dynamic between Peta - the tech company, ‘Alethia’ and the students.
Then, imagine how Alethia/Peta could act more ethically.
For example, Peta could have asked for the students’ consent, or provided an alternative way for the students to participate. Peta also could have provided detailed information about the app, including the privacy statement and terms and conditions. If this information had been provided before the internship onboarding, the students would have had an opportunity to review how their data would be stored and used.
Consult credible sources to explore what responsible and ethical AI could be.
The links are credible sources to gather information about Ethical AI:
Using the following line from Cat as a starting point, develop a short sequence of dialogue about the responsible and ethical use of AI.
Document the dialogue in your preferred format. For example, a script, voice recording or video capture.
“It doesn’t really seem like he (HANC) does the bad thing; he just kinda does what you tell him.”
– Cat, The PM’s Daughter
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Year 8 |
Years 9 |
Years 10 |
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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. |
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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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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. |
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Year 8 |
Years 9 |
Years 10 |
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Language | Language for interacting with others |
Recognise how language shapes relationships and roles. Identify and use vocabulary typical of academic texts. |
Recognise how language empowers relationships and roles. Analyse how vocabulary choices contribute to style, mood and tone. |
Understand how language can have inclusive and exclusive social effects, and can empower or disempower people. Use an expanded technical and academic vocabulary for precision when writing academic texts. |
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Literature | Engaging with and responding to literature |
Share opinions about the language features, literary devices and text structures that contribute to the styles of literary texts. |
Present a personal response to a literary textcomparing initial impressions and subsequent analysis of the whole text. |
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. |
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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. |
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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. Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts. |
Analyse how representations of people, places, events and concepts reflect contexts. Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts. |
Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts. Analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes. |
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Literacy | Creating texts |
Plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical. |
Plan, create, rehearse and deliver spoken and multimodal presentations for purpose and audience, using language features, literary devices and features of voice such as volume, tone, pitch and pace, and organising, expanding and developing ideas in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical. |
Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical. |
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Year 8 |
Years 9 |
Years 10 |
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Personal, social and community health | Interacting with others |
Examine the roles of respect, empathy, power and coercion in developing respectful relationships. Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent. |
Evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships. Examine how strategies, such as communicating choices, seeking, giving and denying consent, and expressing opinions and needs can support the development of respectful relationships, including sexual relationships. Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk. |
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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 |
Years 9 |
Years 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 |
Years 9 |
Years 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. |
Reflect on the thinking and processes used when completing activities and drawing conclusions. |
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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.
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 |
Years 9 |
Years 10 |
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Understanding ethical concepts and perspectives - Explore ethical concepts |
Analyse the similarities and differences between ethical concepts, such as integrity, loyalty and equality, in a range of situations and contexts. |
Evaluate the consistency in meaning of ethical concepts, such as trust, freedom and rights and responsibilities, in a range of situations and contexts. |
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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. |
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Year 8 |
Years 9 |
Years 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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Processes and production skills | Privacy and security |
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Apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect. |
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