The ability to imagine a better future and work towards materialising this is "key" to economic development and technological change. Recent research has highlighted the importance graphicacy has in these developments as well as in people's everyday lives; professionally, socially and culturally (Considine, 1987; Stokes, 2002). Graphicacy concerns the ability to communicate through still visual images, such as maps, diagrams, graphs and symbols (Danos, 2012). Educationalists use visual images as teaching aids, yet little is known about how these are perceived by children with different abilities. There is an emerging need to consider the potential for the development of a graphicacy policy within the curriculum. This paper considers a potential route towards this goal, reporting on research conducted focused on identifying and defining graphicacy; investigating its significance in the curriculum; exploring how children deal with it and ultimately how it can affect their learning (Danos, 2012). (Contains 2 figures and 1 table.)