EML439 English Curriculum: Pedagogies in the primary years (8)

This subject develops and consolidates students' understanding of English content knowledge in the strands of language, literature and literacy, with a focus on the primary years of schooling and the diversity of literacy classrooms in Australia. Students will revise and expand their understandings of current research in literacy for Stages 2 and 3, and apply that research to their own practice. Students will engage in learning experiences that promote their abilities to critically analyse texts and resources for their use in Stage 2 and 3 classrooms, with a specific focus on digital and multimodal texts and their implications for critical literacy, text deconstruction, manipulation, and reconstruction. They will engage with culturally sustaining literacy pedagogies that promote understanding of and respect for Aboriginal and Torres Strait Islander cultures, languages, and histories. Students will evaluate and choose resources to plan literacy activities that are sequential, align with the Australian curriculum, including the NSW syllabus and related resources, and promote dynamic literacy instruction in Stages 2 and 3. Students will also explore the role of feedback and assessment in units and lesson planning.


Session 1 (30)
Bathurst Campus
Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EML439. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Teacher Education

Enrolment Restrictions

This subject is only available to Bachelor of Teaching (Primary), Master of Teaching (Primary) and Bachelor of Educational Studies students.

Assumed Knowledge


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to determine and explain the literacy demands of Stage 2 and 3 classrooms, including the diverse literacy capabilities of students across these Stages, with special attention to students who come from multilingual backgrounds;
  • be able to evaluate and apply current literacy research to Stage 2 and 3 classroom practice, with a specific focus on critical and digital literacy, anti-racist pedagogies, explicit instruction, and culturally sustaining literacy instruction;
  • be able to evaluate and use a range of resources, including multimodal and digital texts and ICT-based learning materials, for the development of students' literacy capabilities;
  • be able to use the NSW English Syllabus and additional state and national curriculum resources to design, plan, and differentiate multimodal literacy instruction for learners in Stages 2 and 3;
  • be able to identify and evaluate culturally safe and inclusive literacy resources that promote understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, and languages; and
  • be able to plan and use a range of literacy assessments to inform instruction and offer focused feedback for Stage 2 and 3 learners.


This subject will cover the following topics:
  • Introduction to Stage 2 and 3 learners
  • Revision of learning theory for Stage 2 and 3 students
  • Theories of literacy: New literacies, critical literacy, participatory literacy, culturally sustaining literacy pedagogy
  • New research in middle and upper primary literacy studies
  • The NSW English Syllabus for Stage 2 and 3, Cross Curriculum Priorities, ACARA, and related resources
  • Aboriginal and Torres Strait Islander Histories and Cultures: Evaluating and using literacy resources that engage students in reconciliation, respect, and recognition of the world's oldest continuously living cultures
  • Analysing text features and genres
  • Designing explicit teaching of reading, writing, speaking, listening, and viewing to support Stage 2 and 3 students in developing habits of critical literacy
  • Sustainable futures: Digital and multimodal texts that develop students' understandings about social, economic, and ecological systems and world views that promote social justice
  • Using digital texts to develop critical literacy in Stages 2 and 3
  • Designing assessment multimodal literacy learning with ITC resources
  • Culturally and linguistically diverse literacy classrooms
  • Use current literacy resources to plan units of work
  • Culturally sustaining literacy program planning (choosing resources, syllabus alignment, activities, assessment and feedback in literacy programs)

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EML439 in Session 2 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Aboriginal and torres strait islander resources
Sustainable futures
Asia and australian engagement with asia

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.