Learning Intentions
- Define speculative fiction as a genre of writing.
- Examine how our world and current issues can be adapted into fiction.
- Practice research to find credible sources.
Learning Intentions
Review the interview with The PM’s Daughter Series 2 script producer, Jessica Paine, to explore how the writers worked with speculative fiction as a genre of storytelling.
Through an individual writing task or class discussion, brainstorm words associated with the ‘Speculative Fiction’ genre. Look up the words ‘speculative’ and ‘fiction’ separately to source the definition when these words are combined.
Research the genre to observe the different ways speculative fiction has been interpreted in texts. Then, consider why digital technology could be important in a speculative fiction story.
Writers often engage with the real world to source inspiration that informs their ideas. Jessica Paine talked about how current issues can be built on to inform future possibilities when developing stories. For example, writers incorporated current digital technologies in The PM’s Daughter Series 2 storylines.
Engage with current and credible media sources to identify and research a current issue in the news. Document how this current issue could be built on in speculative fiction by listing 3-5 future possibilities.
Year 8 |
Years 9 |
Years 10 |
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Analysis, evaluation and interpretation |
AC9HC8S02Locate,‚ÄØselect and organise‚ÄØinformation,‚ÄØdata‚ÄØand ideas from different sources. |
AC9HC9S02Locate, select and compare information,‚ÄØdata‚ÄØand ideas‚ÄØfrom a range of sources. |
AC9HC10S03Analyse information,‚ÄØdata‚ÄØand ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations. |
Year 8 |
Year 9 |
Year 10 |
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Language |Text structure and organisation |
AC9E8LA03Explain 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.AC9E8LA08Identify and use vocabulary typical of‚ÄØacademic texts. |
AC9E9LA03Examine how‚ÄØauthors‚ÄØadapt and subvert‚ÄØtext structures‚ÄØand‚ÄØlanguage features‚ÄØby experimenting with spoken, written, visual and‚ÄØmultimodal‚ÄØelements, and their combination.AC9E9LA08Analyse how vocabulary choices contribute to‚ÄØstyle, mood and‚ÄØtone. |
AC9E10LA03Analyse‚ÄØtext structures‚ÄØand‚ÄØlanguage features‚ÄØand evaluate their effectiveness in achieving their‚ÄØpurpose.AC9E10LA08Use an expanded technical and academic vocabulary for precision when writing‚ÄØacademic texts. |
Literacy | Texts in context |
AC9E8LY01Identify how‚ÄØtexts‚ÄØreflect‚ÄØcontexts.AC9E8LY05Use‚ÄØcomprehension strategies‚ÄØsuch as visualising,‚ÄØpredicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in‚ÄØtexts. |
AC9E9LY01Analyse how representations of people, places, events and‚ÄØconcepts‚ÄØreflect‚ÄØcontexts.AC9E9LY05Use‚ÄØcomprehension strategies‚ÄØsuch as visualising,‚ÄØpredicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between‚ÄØtexts. |
AC9E10LY01Analyse and evaluate how people, places, events and‚ÄØconcepts‚ÄØare represented in‚ÄØtexts and reflect‚ÄØcontexts.AC9E10LY03Analyse and evaluate how‚ÄØlanguage features are used to implicitly or explicitly represent‚ÄØvalues, beliefs and attitudes. |
Year 8 |
Year 9+10 |
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Exploring and responding |
AC9AMA8E01Investigate the ways that‚ÄØmedia arts concepts‚ÄØare used in media arts works and practices across‚ÄØcultures, times, places and/or other contexts. |
AC9AMA10E01Investigate the ways that media artists use‚ÄØmedia arts concepts‚ÄØto construct representations in media arts works and practices across‚ÄØcultures, times, places and/or other contexts. |
Year 8 |
Year 9+10 |
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Inquiring - Identify, process and evaluate‚ÄØinformation |
Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. |
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Inquiring - Identify, process and evaluate‚ÄØinformation |
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Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources. |
Analysing - Interpret concepts and problems |
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Evaluate the information selected to determine bias and reliability. |
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. |
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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. |
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