If I remember correctly, a few years ago Dick Hudson reported on a similar policy statement in the UK and also pointed us to the UK grammar curriculum.  I don't have the email anymore, but his web site provides the following links:

http://www.phon.ucl.ac.uk/home/dick/kal/top.htm

Hudson's commentary on the UK strategy for teaching grammar in the schools

http://www.phon.ucl.ac.uk/home/dick/tta/KS3.htm

A tutorial for teachers teaching grammar.

http://www.phon.ucl.ac.uk/home/dick/writing.htm

His critical survey of the research on the relationship of grammar to writing.  He reviews both con and pro studies, including a considerable bibliography.

Herb



-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: 2009-09-03 11:04
To: [log in to unmask]
Subject: scope and sequence

    The "grammar wars" have been waged in Australia as well, with 
alternative views of language (especially systemic functional 
linguistics) being a central part of the mix. It seems the various sides 
have been in more productive conversation than we have had here, where 
NCTE seems to want to think of the issue as resolved against the 
teaching of grammar in any kind of systematic way.
   Here's a recent position statement from the National Curriculum Board 
in Australia, 2008:
     "As part of a strong commitment to equity and quality, the teaching 
of grammar, progressively building knowledge and fluency over the full 
course of the school years, will be a significant feature of the 
national English curriculum. This commitment includes traditional 
word-and sentence-level grammar, text-level grammar that teaches text 
types and patterns, and the functional relations between these levels."

    From what I understand, the details are being fleshed out. It would 
be nice to have this sort of endorsement from above.

Craig

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