EML440 English Curriculum: Understanding Language and Literacy (8)

In this subject students will develop and consolidate their understanding of English content knowledge in the strands of language, literature and literacy with a focus on the early years (ages 4-8). They will consider the acquisition of reading and writing processes with an added focus on catering for the specific needs of individuals and models of pedagogy for teaching and assessing reading, writing, listening, speaking, viewing and representing in the early years. Students will develop their understandings of how technology influences literacies. Students will also develop skills in the analysis of young children's literacy work samples to determine students' strengths and needs and identify teaching priorities related to relevant syllabus documents.


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

Continuing students should consult the SAL for current offering details: EML440. 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

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify the diverse literacy capabilities of K-2 students and consider how technology influences these literacies;
  • be able to analyse the reading and writing processes at acquisition and the early stages of development and explore models of pedagogy for teaching and assessing reading, writing, listening, speaking, viewing and representing in the early years;
  • be able to apply evidence-based approaches that include instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension, concepts of print, grammar, punctuation, spelling, and handwriting;
  • be able to use the NSW and Australian Curriculum documents for English in years K-2 to plan meaningful and accessible instruction for all students in this Stage;
  • be able to identify, evaluate, and use a range of resources to support students' literacy learning in years K-2 contexts, with special attention to understanding effective strategies for meeting the literacy and learning capabilities of Aboriginal and Torres Strait Islander and EAL/D students;
  • be able to develop, use, and interpret a variety of appropriate assessments to better understand diverse learner capabilities and inform instruction for all students in K-2 literacy classrooms; and
  • be able to develop K-2 literacy experiences that are sequenced and supported in current literature.


This subject will cover the following topics:
  • Getting to know the K-2 literacy learner
  • Literacy, technology, and diversity
  • English content knowledge in language, literature and literacy for students in years K-2
  • Current research and theory related to teaching reading, writing, speaking and listening in diverse K-2 contexts
  • Teaching early literacy: Selecting appropriate resources and pedagogies for learners
  • Literacy assessment (development, use, and interpretation) in K-2 contexts
  • The NSW English Syllabus, Australian Curriculum English, and state and national resources that support literacy planning and teaching in Australian K-2 classrooms
  • Strategies for meeting the literacy capabilities of Aboriginal and Torres Strait Islander and EAL/D students

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EML440 in Session 2 2020. 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 %
Bksb literacy assessment and reflection
Analysing work samples and planning for teaching
Literacy portfolio

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.