Case Study 2: Does AI improve the human experience?

Learning Intentions

Analyse post-production scripts from a television series.
Reflect and document how the human experience could be improved.
Examine and document how AI could improve the human experience.

Activity

Review the script from scene 9, 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 note-worthy. Then, note your thinking or responses to these sections. For example, highlight a section of dialogue that seems like a prediction and then explain how the dialogue might be foreshadowing events for another scene.

Watch

Review the script excerpts and listen to the scene breakdown of scene 9, episode 6 of The PM’s Daughter Series 2.

Add notes to the script

Annotate the script while watching the video below (clip: 00.00 – 00:32) and the scene breakdown with script producer Jessica Paine (clip: 00:32 - 2:39).

Reflect

As a writing task or in a class discussion, reflect on the statement:

“I’ve been designed to improve the human experience.” – HANC

Map how our lives might be ‘improved’, the ways our experience could be better, smoother, happier, healthier, or easier. Then, explore if and how AI could solve each item on the list.

Australian Curriculum Links

Civics and Citizenship

Year 8

Years 9

Years 10

Analysis, evaluation and interpretation

AC9HC8S02

Locate, select and organise information, data and ideas from different sources.

AC9HC9S02

Locate, select and compare information, data and ideas from a range of sources.

AC9HC10S03

Analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations.

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 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.

AC9E8LA08

Identify and use vocabulary typical of academic texts.

AC9E9LA03

Examine how authors adapt and subvert text structures and language features by experimenting with spoken, written, visual and multimodal elements, and their combination.

AC9E9LA08

Analyse how vocabulary choices contribute to style, mood and tone.

AC9E10LA03

Analyse text structures and language features and evaluate their effectiveness in achieving their purpose.

AC9E10LA08

Use an expanded technical and academic vocabulary for precision when writing academic texts.

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.

AC9E9LE02

Present a personal response to a literary text comparing initial impressions and subsequent analysis of the whole text.

AC9E10LE03

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.

Literature | Examining literature

AC9E8LE05

Analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect.

AC9E9LE04

Analyse texts and evaluate the aesthetic qualities and appeal of an author’s literary style.

AC9E10LE05

Analyse how text structure, language features, literary devices and intertextual connections shape interpretations of texts.

Literature | Creating literature

AC9E8LE06

Create and edit literary texts that experiment with language features and literary devices for particular purposes and effects.

AC9E9LE06

Create and edit literary texts, that may be a hybrid, that experiment with text structures, language features and literary devices for purposes and audiences.

AC9E10LE06

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.

Literacy | Texts in context

AC9E8LY01

Identify how texts reflect contexts.

AC9E9LY01

Analyse how representations of people, places, events and concepts reflect contexts.

AC9E10LY01

Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts.

Literacy | Analysing, interpreting and evaluating

AC9E8LY03

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.

AC9E8LY05

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts.

AC9E9LY03

Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group.

AC9E9LY05

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts.

AC9E10LY02

Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts.

AC9E10LY03

Analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes.

Critical and Creative Thinking

	Year 8	Year 9+10
Inquiring - Identify, process and evaluate information	Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.
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.
Inquiring - Identify, process and evaluate information		Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.
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 - 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.

Ethical Understanding

Year 8	Years 9 + Year 10
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.

Activity

Watch

Add notes to the script

Reflect

Australian Curriculum Links

Civics and Citizenship

Year 8

Years 9

Years 10

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.

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.

English

Year 8

Year 9

Year 10

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.

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.

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 text comparing 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.

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.

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.

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 texts and reflect contexts.

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.

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts.

Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group.

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts.

Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts.

Analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes.

Critical and Creative Thinking

Year 8

Year 9+10

Inquiring - Identify, process and evaluate information

Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.

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.

Inquiring - Identify, process and evaluate information

Identify and clarify significant information and opinion from a range of sources, including visual information and digital sources.

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 - 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.

Ethical Understanding

Year 8

Years 9 + Year 10

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.

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.

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 text comparing 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.

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.

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.

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 texts and reflect contexts.

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.

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts.

Analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group.

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to compare and contrast ideas and opinions in and between texts.

Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts.

Analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes.

Inquiring - Identify, process and evaluate information

Reflecting - Think about thinking (metacognition)

Inquiring - Identify, process and evaluate information

Analysing - Draw conclusions and provide reasons