Y06W25PA · Peer Assessment · Year 6

- Should Financial Literacy Be a School Subject?

WEEK 25 OF 44

This week you wrote a submission to a government review on financial literacy in schools. Now you'll read another student's submission and decide how strong it is. Every module sharpens how you spot strong writing.

Part 1

The Assessor Scorecard for

Persuasive – Submission

Markers look for submissions with a clear, respectful tone and well-reasoned arguments. Check each strand below to see what strong work looks like.

Ideas & Content

Reasons that match what the decision-maker cares about. A clear sense of why the issue matters. What impact the proposal would have.

  • reasons that address: the reader's priorities strengthen submissions.

Structure & Cohesion

Points organised in a logical order. Formal linking words between paragraphs. Easy to scan and follow.

  • clear paragraph structure: with strong topic sentences guides the reader.

Audience & Purpose

Formal, respectful tone to someone in authority. Serious and professional — not casual or demanding. Writing that matches an official setting.

  • formal, respectful tone: appropriate to the reader's role.

Language Choices

Precise, professional words. No slang or casual phrasing. Words that show you take the matter seriously.

  • formal vocabulary shows: respect for the process.

Conventions

Correct spelling, punctuation and formatting. Formal structure that respects the reader's time. A tidy page builds trust.

  • correct spelling and: grammar reflect professionalism.

Part 2

Today’s Marking Targets

Task in one sentence

Write a submission to a government review arguing for or against making financial literacy a compulsory school subject.

Let’s Focus

Two strands matter most this week: Audience & Purpose and Ideas & Content. How you address the decision-maker shapes trust. The reasons you give decide whether the case feels real.

Audience & Purpose

Strong writing this week respects the reader's role as a decision-maker. Write as if speaking to someone with power to change policy. Keep the tone formal and respectful. Show that you understand the decision is complex.

What markers scan for

  • Formal language addressed to the reader.
  • A tone that fits an official submission.
  • Words that show the decision has many sides.
  • No casual phrasing or personal-letter feel.

Score Bands

  • Basic

    Tone slips into casual phrasing; the writer treats it like a personal letter.

  • Strong

    Tone stays formal and respectful; the writer addresses the reader appropriately.

  • Excellent

    Tone is professional throughout; every word reflects the serious nature of the submission.

Ideas & Content

Strong writing this week gives specific, compelling reasons. Go beyond "financial literacy is important." Explain why the government should make it compulsory and what would happen if it did. Speak to real policy concerns.

What markers scan for

  • Reasons that address cost and impact.
  • Ideas about how the change could be put in place.
  • Answers to questions a decision-maker might ask.
  • Links between the position and the reader's role.

Score Bands

  • Basic

    Reasons are general and miss the decision-maker's real concerns.

  • Strong

    Reasons are specific and address the decision-maker's likely concerns.

  • Excellent

    Reasons are detailed and thoughtfully address how the policy would work.

Now read · Student sample

Submission to the Government Education Review: Financial Literacy in Schools

Year 6 sample · ~250 words

Student sample for assessment

Written by a Year 6 student in Brunswick, Victoria, Australia.

Dear Members of the Review Committee,

I am writing to submit my response to your review of compulsory school subjects. I believe that financial literacy should be a compulsory subject in all Australian schools, starting in Year 5. This change would prepare young people to make better financial decisions and reduce problems related to money in their adult lives.

Financial literacy teaches students how to manage money, understand interest, and avoid debt. Currently, many young people leave school without these skills. Adults often struggle with mortgages, credit cards, and saving because they were never taught these concepts. If schools taught financial literacy, this problem could be prevented. Students would graduate with knowledge that affects them throughout their entire lives.

Implementing financial literacy would not require significant resources. It could be taught within existing time allocated to life skills or by trained teachers. Schools in other countries, such as Singapore and parts of Canada, already teach financial literacy as a compulsory subject and report positive results. These programs are feasible and cost-effective. If international schools can implement this, Australian schools can too.

Some might argue that the curriculum is already full. However, financial literacy is more immediately useful to young people than some current subjects. Learning to budget and understand interest rates will benefit every student, regardless of their career path. This knowledge is practical, relevant, and essential.

I urge you to make financial literacy a compulsory subject in Australian schools. The benefits to young people and society are clear and substantial. The implementation is feasible. Thank you for considering this submission.

Yours respectfully, A Year 6 student

Now apply

The assessment will open in a new tab — keep this page open so you can refer back to the prompt, evidence pack and sample text as you work.

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