Autumn 2004
MARCH : APRIL : MAY
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Editorial by Curriculum Corporation's CEO Bruce Wilson. (article online)
David Homer exprsesses his reservations about current attempts to create a nationally consistent English Curriculum.
Rod Quin puts a case for favouring good reading skills over comprehension.
Kath Murdoch talked to teachers who do inquiry units successfully.
Lorraine Wilson would like to see children's favourite stories enjoyed in early literacy programs.
Jill Wilson looks at the benefits of expanding students' cultural horizons.
'Pretend play' makes a unique contribution ot children's develpment. Karen Stagnitti and Louise Jellie report.
Values are a key factor in contemporary approaches to organisational behaviour. Anthony Bishop reports.
Critical literacy plays an important role in defining English as a subject. Paul Sommer reports.
There are better ways to teach English than drilling students to do well in standardised tests, argues Brenton Doecke.
Mark Howie's model for a NSW English curriculum includes elements of both new thinking and older teaching practice.
Deakin University's Catherine Beavis and Joanne O'Mara summarise the strand they presented
at last year's IFTE conference.
Leaders report on the progress of the project to achieve greater consistency in English curriculums across all Australian schools.
Karren Philp looks at the future role of STELLA.
Terry Hayes takes a look at local and international literature on the teaching of English.
Sheldon Rothman and Julie McMillan report on a recent ACER study.
Marion Meiers discusses the journey from poetry anthologies to SMS messages.
Margery Hornibrook outlines new resources.
Maureen Walsh discusses the paradigm shift in literacy education.
Being a learner as well as a teacher counts for much, reports Jan Turbill.
These
things are
important
Skipping the 
