On the Role and Position of National Curriculum:Taking the National Curriculum in England of UK as an Example
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The newly revised National Curriculum in UK has gone through a longw ay.It has effectively dealt with several severe problems which had made confusio ns in the previous versions and practice of National Curriculum.In this paper,th e author gives an review of the development path of the National Curriculum,and also gives an detailed introduction of the values, purposes,characteristics and framework of the National Curriculum in UK. What lessons can we learn from the U K National Curriculum? And what are essential for the success of a National Curr iculum?The conclusions are:Being an important element of the school curriculum,t he National Curriculum must enable students to respond positively to the opportu nities and challenges of the rapidly changing world in which we live and work.Th us,the National Curriculum should aim to provide opportunities for all students to learn and to achieve,and should also aim to promote studentsspiritual,moral,s ocial and cultural development and prepare all students for the opportunities,re sponsibilities and experiences of life.Besides,the following solid things are al so very important for a successful National Curriculum:the teachers involvement and recognition throughout the whole process of the development of the National Curriculum;a clear rationale and framework;emphasis on the importance of teacher s professional judgment;and the introduction of cross-curriculum themes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it