ACTF

Assignment: What if Australia had a Prime Minister informed by AI?

Learning Intentions   

  • Explore and express how AI could impact Australia in a speculative fiction story. 
  • Create dialogue (spoken words), inner dialogue (voiceover) and character direction (body language) in a script. 
  • Format a television scene in the format of a script. 

    Watch

    Review the provocation with script producer Jessica Paine then launch into your scriptwriting project. 

    Activity

    “Now it’s your turn. Let’s imagine that at the end of Series 2, Cat and her friends fail to stop HANC, the AI at the heart of the government of Australia – the PM. What happens next?” Imagine you are in charge of Series 3, episode 1 of The PM’s Daughter.” – Jessica Paine 

    Create a storyline that imagines what might happen in a speculative future, an Australian government with a Prime Minister informed by AI.   

    Aim to complete an entire scene to explore and complete your ideas.  

    This would feature at the top of the script: series 3, scene 1, episode 1.  

    Tips 

    • Remember to represent diverse perspectives from different characters, because not all characters have the same beliefs or ways of seeing the world.
    • Aim to end each scene with a question, because this hooks in your audience to keep watching.
    • Consider how to explore big ideas rather than give straightforward answers, because as writers we need to take our time to extend interesting ideas.
    • Use a combination of dialogue (spoken words), inner dialogue (voiceover) and character direction (body language) to build the story, because then the story will be dynamic and interesting. 

    Scriptwriting Resources

    To format your story into a script try the free online Celtx tool or consider creating a Microsoft word or Google Doc. template for students to work in.  

    Australian Curriculum Links

    Civics and Citizenship  
    Year 8 
    Years 9  
    Years 10 
    Analysis, evaluation and interpretation 
     
    AC9HC8S02 
    Locate,‚ÄØselect and organise‚ÄØinformation,‚ÄØdata‚ÄØand ideas from different sources. 
     
    AC9HC9S02 
    Locate, select and compare information,‚ÄØdata‚ÄØand ideas‚ÄØfrom a range of sources. 
     
    AC9HC10S03 
    Analyse information,‚ÄØdata‚ÄØand ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations. 
     
    English 
     
    Year 8 
    Year 9 
    Year 10 
    Language | 
    Language for interacting with others 
    AC9E8LA01 
    Recognise how language shapes relationships and roles. 
     
    AC9E9LA01 
    Recognise how language empowers relationships and roles. 
     
    AC9E10LA01 
    Understand how language can have inclusive and exclusive social effects, and can empower or disempower people. 
    Language | 
    Text structure and organisation 
     
    AC9E8LA03 
    Explain how‚ÄØtexts‚ÄØare structured depending on their‚ÄØpurpose‚ÄØand how‚ÄØlanguage features vary, recognising that some‚ÄØtexts‚ÄØare hybrids that combine different‚ÄØgenres‚ÄØor elements of different‚ÄØgenres. 

    AC9E8LA08 
    Identify and use vocabulary typical of‚ÄØacademic texts. 
    AC9E9LA03 
    Examine how‚ÄØauthors‚ÄØadapt and subvert‚ÄØtext structures‚ÄØand‚ÄØlanguage features‚ÄØby experimenting with spoken, written, visual and‚ÄØmultimodal‚ÄØelements, and their combination. 

    AC9E9LA08 
    Analyse how vocabulary choices contribute to‚ÄØstyle, mood and‚ÄØtone. 
    AC9E10LA03 
    Analyse‚ÄØtext structures‚ÄØand‚ÄØlanguage features‚ÄØand evaluate their effectiveness in achieving their‚ÄØpurpose. 

    AC9E10LA08 
    Use an expanded technical and academic vocabulary for precision when writing‚ÄØacademic texts. 
    Literature | Engaging with and responding to literature 
     
    Share opinions about the‚ÄØlanguage features,‚ÄØliterary devices‚ÄØand‚ÄØtext structures‚ÄØthat contribute to the‚ÄØstyles‚ÄØof‚ÄØliterary texts. 
     
    AC9E9LE02 
    Present a personal response to a‚ÄØliterary text comparing initial impressions and subsequent analysis of the whole‚ÄØtext. 
     
    AC9E10LE03 
    Analyse how the‚ÄØaesthetic‚ÄØqualities associated with‚ÄØtext structures,‚ÄØlanguage features,‚ÄØliterary devices‚ÄØand‚ÄØvisual features, and the‚ÄØcontext‚ÄØin which these‚ÄØtexts‚ÄØare experienced, influence‚ÄØaudience‚ÄØresponse. 
    Literature | Creating literature 
     
    AC9E8LE06 
    Create‚ÄØand‚ÄØedit‚ÄØliterary texts‚ÄØthat‚ÄØexperiment with‚ÄØlanguage features‚ÄØand‚ÄØliterary devices for particular‚ÄØpurposes‚ÄØand effects. 
     
    AC9E9LE06 
    Create‚ÄØand‚ÄØedit‚ÄØliterary texts, that may be a hybrid, that‚ÄØexperiment‚ÄØwith‚ÄØtext structures,‚ÄØlanguage features‚ÄØand‚ÄØliterary devices‚ÄØfor‚ÄØpurposes‚ÄØand‚ÄØaudiences. 
    AC9E10LE06 
    Compare and evaluate how‚ÄØ“voice”‚ÄØas a‚ÄØliterary device‚ÄØis used in different‚ÄØtypes of texts, such as poetry, novels and film, to evoke emotional responses. 
     
    Literacy | Texts in context 
     
    AC9E8LY01 
    Identify how‚ÄØtexts‚ÄØreflect‚ÄØcontexts. 
     
    AC9E9LY01 
    Analyse how representations of people, places, events and‚ÄØconcepts‚ÄØreflect‚ÄØcontexts. 
     
    AC9E10LY01 
    Analyse and evaluate how people, places, events and‚ÄØconcepts‚ÄØare represented in‚ÄØtexts and reflect‚ÄØcontexts. 
     
    Literacy | Analysing, interpreting and evaluating 
     
    AC9E8LY03 
    Analyse and evaluate the ways that‚ÄØlanguage features‚ÄØvary according to the‚ÄØpurpose‚ÄØand‚ÄØaudience‚ÄØof the‚ÄØtext, and the ways that sources and quotations are used in a‚ÄØtext. 
     
    AC9E9LY03 
    Analyse and evaluate how‚ÄØlanguage features are used to represent a‚ÄØperspective‚ÄØof an issue, event, situation, individual or group. 
     
    AC9E10LY02 
    Listen‚ÄØto spoken‚ÄØtexts‚ÄØand explain the‚ÄØpurposes‚ÄØand effects of‚ÄØtext structures‚ÄØand‚ÄØlanguage features, and use‚ÄØinteraction skills to discuss and present an opinion about these‚ÄØtexts. 
     
     
    AC9E8LY05 
    Use‚ÄØcomprehension strategies‚ÄØsuch as visualising,‚ÄØpredicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in‚ÄØtexts. 
     
    AC9E9LY05 
    Use‚ÄØcomprehension strategies‚ÄØsuch as visualising,‚ÄØpredicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between‚ÄØtexts. 
     
    AC9E10LY03 
    Analyse and evaluate how‚ÄØlanguage features are used to implicitly or explicitly represent‚ÄØvalues, beliefs and attitudes. 
     
     Health and Physical Education 
    Year 8 
    Year 9 + Year 10 
    Personal, social and community health | Interacting with others 
     
    AC9HP8P04 
    Examine the roles of respect, empathy, power and coercion in developing respectful relationships. 
     
    AC9HP10P04 
    Evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships. 

    AC9HP10P08 
    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 
     
    AC9HP8P09 
    Investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing. 
     
     
    Making healthy and safe choices 
     
    AC9HP8P09 
    Investigate how media and influential people impact attitudes,‚ÄØbeliefs, decisions and behaviours in relation to health,‚ÄØsafety, relationships and‚ÄØwellbeing. 
    AC9HP10P10 
    Plan, justify and critique strategies to enhance their own and others’ health,‚ÄØsafety, relationships and‚ÄØwellbeing. 
     
     Critical and Creative Thinking 
    Year 8 
    Year 9+10 
    Reflecting - Think about‚ÄØthinking‚ÄØ(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. 
    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. 
    Analysing - Interpret concepts and problems 
     
    Identify the relevant aspects of a concept or problem, recognising gaps or missing elements necessary for understanding by using approaches and strategies suitable for the context. 
     
    Analysing - Draw conclusions and provide‚ÄØreasons 
     
    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. 
     
     Ethical Understanding 
    Year 8 
    Years 9 + Year 10 
    Understanding ethical concepts and perspectives - Explore ethical‚ÄØconcepts 
     
    Analyse‚ÄØthe similarities and differences between ethical concepts, such as integrity, loyalty and equality, in a range of situations and contexts. 
    Evaluate‚ÄØthe consistency in meaning of ethical concepts, such as trust, freedom and rights and responsibilities, in a range of situations and contexts. 
     
    Explain how different traits, such as‚ÄØhonesty, 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. 
    Digital Technologies  
    Year 8 
    Knowledge and understanding | Digital systems 
     
    AC9TDI10P02 
    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.