Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (language, reading) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to explain the effect of current technology on reading, creating and responding to texts including media texts. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include language, reading.
Learning target: explain the effect of current technology on reading, creating and responding to texts including media texts
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Predict with evidence
Before reading on, make a prediction from the title, picture or previous sentence and name the clue that supports it.
Infer, do not guess
If a character shuts the door quietly and whispers, infer a possible reason using those details; distinguish the inference from a fact stated directly.
Monitor meaning
When a sentence stops making sense, reread, check a key word, look at surrounding sentences and revise the interpretation.
Summarise the important idea
After a short section, state the central idea and the most relevant supporting detail without retelling every event.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- 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
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Explain how the exact feature shapes meaning, communication or response.
- Retelling: Select precise evidence and analyse it rather than repeating content.
- Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
- Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How to Choose Your News
TED-Ed — Consider how online distribution changes the way readers encounter and evaluate news.
As you watch: How can sharing speed and source selection affect what a reader believes?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Trace a news claim to its original source and compare the context there with a short social-media summary.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Explain the effect of current technology on reading, creating and...
Mapped skill: explain the effect of current technology on reading, creating and responding to texts including media texts
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E7LY01 · Year 7 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E7LY01 · Level 7 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN4-RVL-01 + EN4-URA-01 · Stage 4 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 7 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 7 |
| United Kingdom (England) | National Curriculum in England — English | Year 8, Key Stage 3 |
| India | NCERT / CBSE — English | Class 7 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E7LY01 — AC9E7LY01: Explain the effect of current technology on reading, creating and responding to texts including media texts
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