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 8, students:

Navigate, read and view learning area texts

navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations

Listen and respond to learning area texts

listen to extended spoken and audio texts, respond to and interpret stated and implied meanings, and evaluate information and ideas

Interpret and analyse learning area texts

interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies

Compose spoken, written, visual and multimodal learning area texts

compose and edit longer sustained 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, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts

Deliver presentations

plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience

Use knowledge of text structures

use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others

Express opinion and point of view

use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer

Understand learning area vocabulary

use a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts

Understand how visual elements create meaning

analyse the effects of different visual elements upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning