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 4, students:

Navigate, read and view learning area texts

navigate, read and view different types of texts with illustrations and more detailed graphics

Listen and respond to learning area texts

listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multi- modal texts and respond to texts read aloud

Interpret and analyse learning area texts

interpret literal information and make inferences to expand topic knowledge using comprehension strategies

Compose spoken, written, visual and multimodal learning area texts

compose and edit a range of learning area texts

Use language to interact with others

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

Deliver presentations

plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visual and multimodal elements

Use knowledge of text structures

use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts

Express opinion and point of view

differentiate between the language of opinion and feeling and the language of factual reporting or recording

Understand learning area vocabulary

use growing subject- specific vocabulary to read, discuss and write about learning area topics

Understand how visual elements create meaning

identify the effects of choices in the construction of images, including framing and composition