EPT127 English Curriculum: Pedagogies in the Early Years of Learning (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) in the context of the broader curriculum. They will consider the acquisition of reading and writing processes with an added focus on catering for the specific needs of individuals and examine models of pedagogy for teaching and assessing reading, writing, listening, talking, viewing and representing in the early years, with a particular focus on the explicit and systematic teaching of reading and writing. Students will develop their knowledge of the ways digital technologies impact literacy practices in the early years. Students will also develop skills in the analysis of young children's literacy (reading and writing) work samples to determine students' strengths and needs and identify teaching priorities related to relevant curriculum documents.


Session 2 (60)
On Campus
Albury-Wodonga Campus
Bathurst Campus
Dubbo Campus
Port Macquarie Campus
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EPT127. 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 not available to students who have completed subjects EML210 or EML322 or EML433 or ESL102 or ESL201 as they share similar content.

Subject Relationships

EML322 Shares similar content with EPT127
EML210 Shares similar content with EPT127
EML433 Shares similar content with EPT127
ESL201 Shares similar content with EPT127
ESL102 Shares similar content with EPT127

Incompatible Subjects

EML210, EML322, EML433, ESL102, ESL201

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to examine and apply the English syllabus content knowledge in the strands of language, literature and literacy with a specific focus on the early years (ages 4-8/K-2);
  • be able to examine the reading and writing processes at acquisition and the early stages of development including the specific needs of diverse individuals;
  • be able to select and evaluate models of pedagogy for teaching the modes of English in the early years with a particular focus on the explicit and systematic teaching of reading and writing;
  • be able to explain how young children develop as speakers, listeners, readers and writers, viewers and creators;
  • be able to articulate how digital technologies impact literacy practices; and
  • be able to analyse young children's assessment data and literacy work samples to determine teaching priorities that address the needs of diverse learners.


This subject will cover the following topics:
  • Literacies in the 21st century and the K-2 literacy learner
  • Literacy, technology, and diversity
  • Teaching the alphabetic principle including Phonemic Awareness and the role of phonics
  • Language acquisition and the teaching and learning of speaking and listening
  • Selecting appropriate resources and pedagogies for emergent and early literacy learners
  • Teaching emergent and developing writers
  • Teaching emergent and developing readers
  • Teaching spelling to emergent and early literacy learners
  • Teaching handwriting and keyboarding
  • Literacy assessment (data collection 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

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EPT127 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 %
Reflective essay (with notes)
Analysing data and making teaching decisions

Workplace Learning

This subject contains a 8 days Compulsory Workplace Learning component.

Students in the Bachelor of Education (K-12) and the Bachelor of Education (EC&P)  will work in classrooms for 1 day each week, in an embedded placement for 8 days (at 6 hours a day in each session) in host schools. During the visits the students will act as helpers to their host teachers. They will undertake observation and practice tasks with individuals or small groups of children focussed on the planning, teaching and assessing of early literacy during the visits. Students will be provided with guides for their practice. School visits will be followed up with discussion in tutorials.

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.