Introduction In the context of the Australian Curriculum, Assessment and Reporting Authority (ACARA), seven main competencies or capabilities for students are crucial, with much attention dedicated towards numeracy and literacy. Most notably, literacy is no longer reviewed as a mere capability of reading and writing. Instead, it implies the ability to think critically, solve problems, and collaborate with others. Moreover, the notion of subject-specific literacy emerged as a response to a need for clearly stating the numeracy and literacy demands for each subject. Similarly, the concept of numeracy in the contemporary world implies that students are able to solve problems in their daily lives using mathematical skills, which is beyond one’s ability to solve problems in a classroom. This paper aims to examine the subject-specific numeracies and literacies using examples from curriculums developed for Australian students. Notions of Literacy and Numeracy The main focus of the current approach to student education is to ensure that their transition from school life to professional one is successful, which implies adequate numeracy and literacy capabilities. Understanding the following concepts is critical for gaining an adequate comprehension of subject-specific numeracies and literacies. Firstly, the notion of register refers to the context of a situation and is used when describing the functional model of language (Derewianka & Jones, 2016). The latter concept implies that the context of events changes the language used, and the main elemnts of the functional model of language are field, tenor and mode. For example, in the context of history and social science (HASS), the field is either the syllabus or a particular topic, tenors are students and teachers, and modes are means of education or communication. Genre is used to describe the elemnts of communication channels or types, usually the types of texts and specific language, which emerged within a specific community (Derewianka & Jones, 2016). Discourse is another crucial concept, which is explained by Gee (2003) as a language expectation of a specific subject. Students and teachers use these language expectations or discourses, to coordinate, and they set the subject-specific expectations of literacy. Gee (2003) highlights the two types of discourses, bid D, which is a primary discourse is the type of communication that people use in their day to day lives. However, communication is only a part of the big D discourse becuase it also incorporates the ways in which people think and perform tasks. Gee (2003) also describes small D, which is language specific to a particular community, which may be unfamiliar to outsiders. Therefore, based on the big D and small D concepts, it can be argued that literacy and numeracy demands require students to achieve an adequate understanding of the language and particular concepts used within a specific subject, for example, HASS or Geography in particular. The literacy process of comprehending texts is connected to the functional model of language and implies listening, reading, analysing, and interpreting information. In general, the tern literacy is defined by ACARA (2018) as “listening to, reading, viewing, speaking, writing and creating oral, print,