Tools that travel, knowledge that grows: generating a grammatics 'good enough' for school English
The national curriculum is now being taken up in various ways across Australian schools and teachers are being asked to develop knowledge about language that is portable and cumulative. But what do these twin challenges mean for professional expertise? This paper considers tools shared with teachers in a project investigating the character of a grammatics for school English and how teachers at different stages of school English (years 4-10) have used these. The paper draws on data from teacher workshops and interviews with teachers as they reflected on student work. The paper finishes with reflections on the implications for tools that travel (across contexts and settings) and for knowledge that grows as students progress through the years of school English.