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 Year 2, students:

Navigate, read and view learning area texts

navigate, read and view texts with illustrations and simple graphics

Listen and respond to learning area texts

listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts and respond to texts read aloud

Interpret and analyse learning area texts

interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies

Compose spoken, written, visual and multimodal learning area texts

compose and edit a small range of learning area texts

Use language to interact with others

use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships, and to prepare for creating texts

Deliver presentations

plan, rehearse and deliver short presentations on learning area topics, incorporating some visual and multimodal elements

Use knowledge of text structures

use knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with some teacher support

Express opinion and point of view

identify and use language that expresses feelings and opinions, and compares and evaluates people and things

Understand learning area vocabulary

use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts

Understand how visual elements create meaning

describe how images add to, contradict or multiply the meanings of words in a text, and compare images with the accompanying print text