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Introduction The STELLA pilot was undertaken in the context of the National Institute's (NIQTSL) focus on developing national standards for the accomplished teacher and the current research context related to [...]

The article offers information on the high quality literature and teaching units for reading Australia and Magabala books. Topics include the teaching units offered by the Reading Australia website, the teaching units on Magabala books, and the teaching units written by Carmel Turner for books, including "Stolen Girl," by Trina Saffioti, "Once There Was a Boy," by Dub Leffler, and "Do Not Go Around the Edges," by Daisy Utemorrah.

The article discusses the available resources for teachers from the website of Reading Australia that was established by the Copyright Agency. It highlights the teaching units being developed around books from Magabala Books. It explores how the units are associated with the English K-10 Syllabus of New South Wales and the Australian curriculum in English and presents the work of indigenous illustrators and authors to middle years students.

The article discusses the aspects of good writing as one of the successful human undertakings. It states that teachers should be expert in knowing what good writing is so that he could make decisions about how to teach writers. It cites that student who is regarded as good writer could explain the process that he used and it has great implications for educators. According to Frank Smith, writers learn the technique they know or need to know through reading. Smith has added that learners who view themselves as writers read differently from learners who don not write.

The article focuses on the Windang Public School book clubs in Wollongong, New South Wales which are composed of year five students. It says that the club was developed to provide students with the opportunity to read for pleasure. It explores the discussion of the books, such as "The Big Little Book of Happy Sadness," by Colin Thompson, which were selected by the teachers. It adds that based on the feedback of the students, the clubs were able to change the students' attitudes towards reading.

The article discusses the most significant changes in literacy education in Australia since 1995 that are closely linked to the political landscape. A document exploring the capacity of all young people to learn, the role of schooling in developing that capacity, and the role of parents as the first educators of their children is outlined. The author also suggests for schools not to fully embraced what would have been significant enhancements to literacy teaching.