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.
Typically, by the end of Year 10, students:
Navigate, read and view learning area texts
navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations
Listen and respond to learning area texts
listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
Interpret and analyse learning area texts
interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
Compose spoken, written, visual and multimodal learning area texts
compose and edit longer and more complex learning area texts
Use language to interact with others
use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Use knowledge of text structures
use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
Express opinion and point of view
use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgements
Understand learning area vocabulary
use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
Understand how visual elements create meaning
evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances