Once again, the National Curriculum orders for English are being rewritten. The writers of the new curriculum have looked to the education systems of "high-performing jurisdictions" for inspiration. The result is a curriculum draft that offers a limited view of the subject and one which apparently fails to prioritise the needs of the…

In various parts of the world, Indigenous and non-Indigenous peoples are actively working towards Reconciliation. In Australia, the context in which we each undertake our work as educationalists and researchers, the Reconciliation agenda has been pushed into schools and English teachers have been called on to share responsibility for facilitating…

Provides some historical background in the development of the curriculum for the teaching of English in the U.S. and its relationship to the continuing debate over the issue of goals and objectives. (PW)

Unpacks some of the problematic features of "objectives" as they are used within public school districts. Weaves together what has been learned from working directly with teachers with the historical origins of the professional practice of writing curriculum objectives. Discusses a language arts committee that was unable to produce a finished list…

Offers some reflections on the professional commitments of undergraduate English and argues the need for establishing clearly defined educational goals. (RB)

Author offers two strategies for curriculum reform, changing the conceptual basis of the discipline and changing the expectations about what it is to do" English with students. (Author/MB)

A sampling of the literature on reading objectives shows a weak sense of direction beyond elementary school. After assessing the problem, the Bureau of Language Arts of the Chicago Board of Education selected inference as the focus of high school reading. To develop a taxonomy of inferences, the Chicago committee began inductively, by writing or…

This is a report on a month-long conference held during the summer of 1966 at Dartmouth College to analyze the teaching of the English.

The standards of learning objectives for English, reading, and language arts that are presented in this paper are intended as a basis for planning language arts curriculum and instruction. A list of objectives is presented for each instructional level from kindergarten through grade twelve. The objectives reflect concern for developing the…

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

Presents the curriculum development work with which the English department at John Therry High School (New South Wales) has been involved, exploring five aspects of the project: (1) why the project was undertaken, (2) what the project is, (3) how the project worked, (4) the reality of the project, and (5) implications of the project. (HOD)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

States that the effective curriculum synthesizes objectives, subject matter, and student experiences. (Author/SW)