The Curriculum Cycle
Hertzberg (2012) has discussed that as teachers we need to be able to develop students’ language in order to develop their writing. This occurs through a cyclical process to enable the student to build knowledge, skills and greater autonomy (Derewianka, 1990). The process is known as the Curriculum Cycle which encompasses four parts: preparing for writing/ research (building the field); context exploration and explicit instruction (modelling the text type/deconstruction); guided practice (joint construction); and independent application of newly acquired knowledge (independent construction).