What students learn in AC9S9I08
This unit helps students build a clear, usable understanding of And create texts to communicate ideas, findings and arguments effectively.... 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: write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- comparing and contrasting scientific texts addressing similar topics for different purposes or audiences, and analysing the author’s (or authors’) selection of content or use of language and text features writing a report on a scientific investigation including: an introductory paragraph that explains or references scientific theories, processes or other related knowledge that gives background information to the investigation; an explanation of the results obtained using scientific knowledge; and a discussion that considers validity and reproducibility
- 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: write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate
- E1: comparing and contrasting scientific texts addressing similar topics for different purposes or audiences, and analysing the author’s (or authors’) selection of content or use of language and text features
- E2: selecting appropriate content and language which is culturally responsive and maintains cultural protocols, considering sensitivities in communicating First Nations Australians’ knowledges and managing risks of offensive narratives, language, images and attributions (teaching context)
- E3: writing a report on a scientific investigation including: an introductory paragraph that explains or references scientific theories, processes or other related knowledge that gives background information to the investigation; an explanation of the results obtained using scientific knowledge; and a discussion that considers validity and reproducibility
- E4: developing an interactive presentation that shows feedback loops in human body systems
- E5: planning a social media campaign to encourage young people to reduce their carbon footprint
- E6: collaborating to prepare a written report for local government on estimated carbon storage across different local ecosystems and proposals to increase carbon storage across the area
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
AC9S9I08 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
- Describing what is seen without connecting it to a question, pattern or prediction.
- Using everyday words only and missing simple scientific vocabulary.
- Changing more than one thing in an investigation, which makes the comparison unfair.
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 | AC9S9I08 — write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate |
| Victoria | Victorian Curriculum F-10 | Year 9 Science: closest match in Communicating. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 5 Science: closest content focus for And create texts to communicate ideas, findings and arguments effectively... and related outcomes. |
| United States | Common Core / NGSS | Grade 9 NGSS science closest topic match for And create texts to communicate ideas, findings and arguments effectively.... |
| England / UK | National Curriculum | Key Stage 3 / Year 9: closest programme-of-study match for And create texts to communicate ideas, findings and arguments effectively.... |
| Canada | Provincial and territory curricula | Grade 9 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 5 Science: closest achievement-objective topic for And create texts to communicate ideas, findings and arguments effectively.... |
| India | NCERT / CBSE | Class 9 closest NCERT/CBSE topic match for And create texts to communicate ideas, findings and arguments effectively.... |