AC9S6I06: Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Learning intention: We are learning to communicate scientific ideas and findings accurately for a chosen purpose and audience.

Curriculum focus: write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

Success criteria

• identify the purpose, audience and most suitable scientific text type
• organise methods, results and conclusions so evidence can be understood and checked
• use accurate terminology, quantities, units, graphs, captions and cautious claims
• adapt language and digital design without losing accuracy, accessibility or attribution

audience

the people a communication is designed for

purpose

what a text is intended to achieve

procedure

an ordered account of how an investigation is conducted

results

recorded observations and measurements

conclusion

an interpretation answering the question using evidence

caption

text identifying and explaining a figure, table or visual

limitation

a constraint that affects confidence, interpretation or generalisation

attribution

credit identifying the creator or source of information or media

alt text

a concise text equivalent describing meaningful visual content

scientific integrity

communicating methods, evidence, uncertainty and sources honestly and accurately

Reliable routine

1. Identify the purpose and audience.
2. Select the most suitable text type and essential content.
3. Organise question, method, results, explanation and conclusion logically.
4. Use accurate terms, quantities, units and evidence.
5. Choose honest graphs, labels and captions.
6. Adapt language and layout for clarity and accessibility.
7. Attribute sources and review every claim before publishing.

Purpose and audience come first

Decide what the text must achieve and who will use it. A repeatable procedure, peer results report, family infographic, community recommendation and class presentation need different structures and levels of detail.

Accuracy does not change

Audience adaptation may change vocabulary, examples and visual density, but not measurements, units, evidence, uncertainty or attribution. Plain language must remain scientifically correct.

Structure a scientific report

A useful sequence is title and question, prediction where relevant, materials and method, results, discussion or explanation, conclusion, limitations and sources. Keep observations separate from interpretations.

Methods another person can follow

Replace vague words with materials, quantities, timing, measurement endpoints, units and ordered actions. Include the conditions needed to reproduce the investigation.

Claims need evidence and boundaries

State the observed pattern, cite comparative values, explain what they support and limit the claim to tested conditions. Acknowledge limitations that affect confidence or generalisation.

Graphs and captions

Choose a graph for the data relationship, label axes with quantities and units, use an honest scale and write a caption that identifies the figure and main pattern without overclaiming.

Clear digital design

Use headings, readable type, short blocks and visuals that serve the message. Check spreadsheet ranges and automated chart choices; digital tools can improve organisation but do not guarantee clarity or correctness.

Accessible communication

Do not rely on colour alone. Use contrast, direct labels, patterns, alt text for informative visuals, captions and transcripts for media, and meaningful link text.

Attribute sources

Credit evidence, images and ideas with creator, title, date, source location and licence where relevant. Paraphrased ideas still need citation; adaptations should be identified.

Review before publishing

Check purpose, audience, accuracy, structure, evidence, units, claims, limitations, visual honesty, accessibility, spelling and source attribution.

• Simpler language can be less accurate. Plain language should reduce jargon while preserving the exact scientific meaning and evidence.
• More technical words always improve science writing. Use a technical term only when it adds precision, and define it when the audience may not know it.
• A colourful infographic does not need much evidence. Visual appeal cannot replace data, units, accurate claims and sources.
• Procedure and conclusion are interchangeable. A procedure records what was done; a conclusion interprets what the results mean.
• Digital tools guarantee clarity. Authors must check formulas, selections, scales, labels, accessibility and whether the tool output fits the purpose.

• Can I round data for a general audience? Yes, when the rounding is suitable and does not alter the message; retain units and avoid implying false precision.
• What must every evidence graph include? A clear title or context, labelled axes, quantities and units, a readable honest scale, and a caption or surrounding explanation.
• Do I cite a source after paraphrasing? Yes. The wording is yours, but the idea or evidence still came from that source.
• What makes a conclusion scientific? It answers the question using specific results, stays within the evidence and acknowledges important limitations.

• State the purpose and audience before choosing a format.
• Keep scientific meaning, values and units accurate when simplifying language.
• Separate procedure, results and conclusion.
• Support each claim with relevant evidence and scope it to tested conditions.
• Check graph type, scale, labels, units and caption.
• Include relevant limitations, accessibility features and traceable source attribution.

• Support: work with one short example, highlighted evidence and a structured response frame.
• Core: complete an unseen example independently and justify the decisive evidence.
• Extend: compare plausible alternatives, explain limitations and create a new example within the Year 6 boundary.

Communicate one investigation finding for two audiences, preserving evidence and units while adapting language, format and visual detail.

Evidence of mastery: The student creates accurate, well-structured and audience-appropriate scientific texts that use evidence, units, honest visuals, cautious conclusions, accessible digital features and source attribution.