EML529 Highly Effective Teaching: Issues in Primary English (8)

Students will extend their knowledge of effective English and literacy instruction through examination of local and global issues relevant to contemporary English instruction in primary schools. Students will learn to apply inquiry-based methods so as to independently locate, analyse, synthesise and critically evaluate information about an issue. Students will develop skills as reflective practitioners through developing and justifying specific courses of action to address the issue in classroom settings. They will learn to construct a high-quality report and create a digital online presentation which demonstrates and shares specialist knowledge, skills and strategies with their peers.


Session 1 (30)
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EML529. 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 Education

Enrolment Restrictions

Only available to students in course Master of Teaching (Primary) who are choosing English/Literacy Specialisation. 

This subject is not available to students who have completed EML447.

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify, critique, and respond to a range of global and local issues and topics relevant to the teaching and learning of English in the Australian context for the diverse range of learners;
  • be able to articulate connections between issues and topics in English and literacy education and relevant theories of pedagogy, practice and processes for teaching and learning English and literacy;
  • be able to explain the implications of contemporary issues and topics for teaching and learning English and literacy for a diversity of contexts in primary education;
  • be able to implement inquiry-based skills in English and literacy classrooms through engagement in the inquiry process and reflection on it;
  • be able to source, analyse and synthesise high quality scholarly academic literature and other key relevant materials that support multiple perspectives on issues and topics in English language and literacy education;
  • be able to communicate the outcomes of inquiry through coherent and accessibly written, spoken and digital texts;
  • be able to plan and conduct seminars to promote peer learning about the ways research informs effective English and literacy instruction; and
  • be able to critique through peer assessment, the effectiveness of presentations to communicate research on effective English and literacy instruction.


This subject will cover the following topics:
  • Identifying issues/topics in contemporary English and literacy education e.g. synthetic versus analytic phonics, evidence-based practice for supporting emergent literacy, supporting the literacy learning of children with special needs, acquisition versus learning of grammar
  • Developing guiding questions for inquiry
  • Locating relevant and appropriate sources of information
  • Linking theory to pedagogical practice for effective literacy learning
  • Analysing and synthesising information
  • Critically evaluating information
  • Developing implications for effective classroom instruction
  • Communicating findings for peer learning
  • The text features of an academic report and seminar presentation

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