ACTF

Case Study 1: How might characters engage with AI?

Learning Intentions   

  • Analyse post-production scripts from a television series. 
  • Examine and document how characters engage with AI in speculative fiction. 
  • Explore how tone of voice is used in storytelling. 

Activity

Review the script from scene 7, episode 6 of The PM’s Daughter. Highlight or circle elements of the story that interest you, anything that stands out as important, intriguing, or noteworthy. Then, document your thinking or responses to these sections.   

Watch 

Review the script excerpts and listen to the breakdown of scene 7, episode 6 of The PM’s Daughter Series 2.  

Reflect

HANC represents Artificial Intelligence in The PM’s Daughter. AI is not human, meaning HANC wouldn’t be automatically associated with gendered pronouns. Cat and Ollie refer to HANC using ‘he/they’ pronouns. In contrast, Alex talks about HANC as an ‘it’.  

Make notes on the script from scene 7, episode 6 to analyse how the characters refer to HANC.  

  • What might the use of pronouns say about how the characters feel about HANC? 
  • What opinions do Ollie, Cat and Alex have of HANC and AI? 
  • How might fictional characters’ opinions on issues influence the audience? 

Extension

HANC states that the language used to communicate with Cat isn’t rude, because HANC has ‘… a pleasing and factual tone’.   

In verbal and written communication, tone can communicate mood, personality and style. It refers to not what we say, but how we say it.  

Highlight the voiceover (V.O) dialogue from HANC in the script. Then, select 2-3 of the AI tone of voice types from the list. Rewrite HANC’s dialogue to align with the chosen tone of voice, adjusting how AI delivers the lines in the script. 

    Australian Curriculum Links

    Civics and Citizenship   
     
    Year 8 
    Years 9  
    Years 10 
    Civic participation and decision-making 
     
    AC9HC8S04 
    Explain the methods or strategies related to making decisions about civic participation. 
     
    AC9HC9S04 
    Evaluate the methods or strategies related to making decisions about civic participation. 
     
    AC9HC10S04 
    Evaluate the methods or strategies and outcomes related to making decisions about civic participation. 
     
     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 | Examining literature 
     
    AC9E8LE05 
    Analyse how‚ÄØlanguage features‚ÄØsuch as‚ÄØsentence‚ÄØpatterns‚ÄØcreate‚ÄØtone, and‚ÄØliterary devices‚ÄØsuch as‚ÄØimagery‚ÄØcreate meaning and effect. 
    AC9E9LE04 
    Analyse‚ÄØtexts‚ÄØand evaluate the‚ÄØaesthetic qualities and appeal of an‚ÄØauthor’s literary‚ÄØstyle. 
     
    AC9E10LE05 
    Analyse how‚ÄØtext structure,‚ÄØlanguage features,‚ÄØliterary devices‚ÄØand intertextual connections shape interpretations of‚ÄØtexts. 
     
    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. 
     
    AC9E8LY05 
    Use‚ÄØcomprehension strategies‚ÄØsuch as visualising,‚ÄØpredicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in‚ÄØtexts. 
    AC9E9LY03 
    Analyse and evaluate how‚ÄØlanguage features are used to represent a‚ÄØperspective‚ÄØof an issue, event, situation, individual or group. 
     
    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. 
    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. 
     
    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 
     
     
    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. 
    AC9HP8P07 
    Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying‚ÄØconsent. 
     
     
    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 
    Inquiring - Identify, process and evaluate‚ÄØinformation 
     
    Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. 
     
    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. 
    Inquiring - Identify, process and evaluate‚ÄØinformation 
     
     
    Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. 
    Analysing - Interpret concepts and problems 
     
     
    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. 
    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.