EML309 Primary English Curriculum: Text Construction, Pedagogy and Processes (8)

This subject concerns the pedagogy of text construction with a focus on teaching writing in balanced literacy programs. The design of balanced literacy programs requires the pre-service teachers' development of knowledge and conceptual understanding of past and current theories and practices informing curriculum framework and the teaching of text construction and writing. The subject provides opportunities to develop explicit teaching strategies in the context of a balanced primary school literacy program. It will also introduce a range of analytical tools brought to planning evidence-based literacy learning approaches. Throughout the subject, assessment and communication with stakeholders are situated at the core of the leaning and teaching cycle.

No offerings have been identified for this subject in 2021.

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


Faculty of Arts and Education

Incompatible Subjects

EED112, EML101, EML208, EML300, EML312

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to design literacy programs informed by valid and reliable evaluative and assessment processes to meet the diverse learning needs evident in Australian classrooms
  • be able to demonstrate a personal engagement with the writing process and text construction using linguistic and visual resources
  • have identified and understood the function of text resources, including structural and grammatical features, used in the construction of meaning in texts
  • articulated the dynamic relationships between text construction, reading/viewing and technology
  • be able to position text construction as a subject of learning and as a technology used in learning across the school curriculum and in the wider community
  • have demonstrated an engagement with a range of theoretical frameworks informing the teaching and learning of text construction practices, processes, knowledge and skills used in first and second language learning contexts
  • have articulated relationships between identity and text construction practices.


This subject will cover the following topics:

Assessment process, practices and purpose in the writing classroom: - A research, evaluative and accountability process for teachers and schools - Benchmark documents - NSW K-6 Syllabus Documents - National Assessment Plan - Literacy & Numeracy - A metacognitive tool for writers used in four literacy practices - A tool for connecting and progressing the learning of all students. Text construction situated as a product and a process of individual, social, physical, cognitive and affective activity and practices involving sensory, semiotic and meta-cognitive systems and informed by the context of culture and situation: - Community Literacy Practices - School Literacy Practices - Information Communication Technologies - Multiliteracy - Four Resources Model - Literacy demands across contexts and the curriculum. Text analysis of spoken, written and visual texts: a tool for assessing literacy demands across the curriculum and evaluating student learning and needs. Conceptual relationships between text construction, reading/viewing and information communication technologies. Balanced literacy learning programs, plans and reporting documents. - Lesson plans - Learning sequences - Individual and class reports. Theoretical frameworks of learning language and text construction practices, processes, experiences, knowledge and skills: - Theories of Learning - Theories of Second Language Learning - Activity Theory - Scaffolding *Teacher/learner interaction (shared, guided and independent experiences) *The roles of 'teacher explication/talk' - Curriculum & Syllabus theory *NSW Syllabus *ESL Scales. Models, processes, approaches and techniques informing effective pedagogy of text construction: - Four Resources Model - The nature of skill development eg. spelling, handwriting, ICT - The writing process - Language experience approach - Genre approach -Other approaches. Identity and text construction practices.

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.