On the Role and Position of National Curriculum:Taking the National Curriculum in England of UK as an Example
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".