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

In this subject students will extend their English discipline and curriculum knowledge through examining issues and topics relevant to effective primary English and literacy instruction. Students will learn and apply inquiry skills to independently locate, analyse, synthesise and evaluate sources of information addressing an issue or topic. Students will develop skills as reflective practitioners through generating implications from their inquiry for their future classroom practice. They will learn to construct a high quality report encompassing current theory, research, policy and practice in English education and lead a seminar presentation to contribute to the learning of their peers in the area of primary English.


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

This subject is only available to students enrolled in the Master of Teaching (Primary) and the Bachelor of Educational Studies and this subject is not available to students who have completed EML447.

Students who are undertaking an extended primary curriculum area study in English/Literacy should complete EML440 and EML530 prior to enrolling in EML529.

Assumed Knowledge

This subject has assumed knowledge from the following subjects, EML440 and EML530.

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

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EML529 in Session 1 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 %
Action plan
Inquiry project report
Online inquiry seminar presentation

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.