Proposes that "curriculum" means the interaction between teacher, student, and content to promote optimum learning. Suggests a model of negotiation in the classroom that will facilitate learning, illustrating that model with a case study and a unit study plan. (RL)

Argues that the present English curriculum based on the principle of "cummulative fragmentalism" is inefficient and outmoded, and that the curriculum, instead, should reflect the theory or value of struggling. (HOD)

Proposes a solution to the dilemma Australian English teachers face now that they have been given the professional freedom to determine their own teaching methods and course content. (RB)