Being literate is more than the acquisition of technical skills – it includes the ability to identify, understand, interpret, create and communicate purposefully using written, visual and digital forms of expression and communication for a number of purposes in different contexts.

The established functions of speaking and listening, reading and writing, and viewing and representing remain central to being literate, together with literacy demands related to a range of visual and multimodal texts - including those that have evolved from the growth of digital technologies. Students today need the knowledge and skills required for judicious use of these technologies and to question, challenge and evaluate the role of these technologies and the wider implications of their use for contemporary society.

The English learning area has a particular role in the development of literacy skills, but all Key Learning Areas have a responsibility for the development and use of discipline-specific literacy knowledge and skills.  

The CEDoW Literacy and Numeracy Policy and associated procedures have been developed to ensure that schools and teachers meet their compliance requirements with Catholic Education Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.
  

  ACCESS LITERACY PLANS ON PROGRAM SHARING Google Site

  ACCESS LITERACY RESOURCES SHARING DRIVE

  ACCESS LITERACY FOR LEARNING RESOURCES SHARING DRIVE

Further Resources

Lexis Education – literacy for learning resources 

National Literacy Learning Progressions – information and resources from ACARA and from NESA

Literacy in my KLA – literacy learning area advice and resources from ACARA