Consumer and financial literacy: Literacy

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The Literacy capability provides rich opportunities for students to develop consumer and financial literacy. This capability is fundamental to students’ ability to understand and analyse any financial texts. Literacy supports the development of the following dimensions of consumer and financial literacy.

Approximate proportion of the dimensions addressed by Literacy

Literacy enables students to interpret and use language forms, conventions and text structures in informative and persuasive texts. It incorporates the ability to read, view, listen to, speak, write and create texts for learning and communicating about consumerism and finance.

Through this capability, students develop the skills to be able to access, understand and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. These skills can be applied to consumer and financial contexts as students learn to navigate, read and view a range of consumer and financial texts, effectively interact in a range of consumer and financial contexts and create texts that are designed to inform or persuade. Students develop skills in identifying and analysing the ways in which they are influenced by the choices authors make in relation to text structures, images and language features thereby supporting them to be informed and confident consumers.

The sub-elements relating to text cohesion, sentence structures and knowledge of words and word groups have not been included in this mapping. However, there are opportunities to include these sub-elements in the teaching and learning of consumer and financial literacy. For example, when constructing consumer and financial texts, students might be expected to demonstrate control of sentence structures, select words to impact or influence the reader and spell accurately.

Moneysmart for teachers and Tax, Super and You provide a number of interdisciplinary units and interactive activities that include aspects of the Literacy capability.

     

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Typically, by the end of Foundation Year, students:

Navigate, read and view learning area texts

navigate, read and view simple texts with familiar vocabulary and supportive illustrations

Listen and respond to learning area texts

listen and respond to brief questions and one and two step instructions, listen for information in simple spoken texts and respond to audio texts and texts read aloud

Interpret and analyse learning area texts

interpret simple texts using comprehension strategies

Compose spoken, written, visual and multimodal learning area texts 

compose short learning area texts, with support, to record and report ideas and events

Use language to interact with others

use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts

Deliver presentations

plan and deliver short presentations related to learning area topics

Use knowledge of text structures

use knowledge of some basic differences between imaginative and informative texts to select and use texts and compose simple learning area texts with teacher support

Express opinion and point of view

use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes

Understand learning area vocabulary

use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts

Understand how visual elements create meaning

recognise the different meanings of words and images in imaginative and informative texts