What students learn in AC9E7LY01
This unit helps students build a clear, usable understanding of Explain the effect of current technology on reading, creating and.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: explain the effect of current technology on reading, creating and responding to texts including media texts.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- investigating the influence of communicative technologies such as SMS, email and GIFs on written language analysing the impact of interactive elements of digital texts on texts such as magazines read in a digital form
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: explain the effect of current technology on reading, creating and responding to texts including media texts
- E1: investigating the influence of communicative technologies such as SMS, email and GIFs on written language
- E2: analysing the impact of interactive elements of digital texts on texts such as magazines read in a digital form
- E3: identifying changes in topics considered to be newsworthy as a result of technological change
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9E7LY01 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Answering from memory without using clues from the text, sentence or image.
- Knowing the idea orally but not transferring it into reading, writing or speaking.
- Missing punctuation, word order or vocabulary clues that change meaning.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E7LY01 — explain the effect of current technology on reading, creating and responding to texts including media texts |
| Victoria | Victorian Curriculum F-10 | Year 7 English: closest match in Texts in context. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 4 English: closest content focus for Explain the effect of current technology on reading, creating and... and related outcomes. |
| United States | Common Core / NGSS | Grade 7 Common Core Mathematics/ELA closest topic match for Explain the effect of current technology on reading, creating and.... |
| England / UK | National Curriculum | Key Stage 3 / Year 7: closest programme-of-study match for Explain the effect of current technology on reading, creating and.... |
| Canada | Provincial and territory curricula | Grade 7 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 4 English: closest achievement-objective topic for Explain the effect of current technology on reading, creating and.... |
| India | NCERT / CBSE | Class 7 closest NCERT/CBSE topic match for Explain the effect of current technology on reading, creating and.... |