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Links 1 through 10 of 27 by piers young tagged curriculum

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"Byzantine fault tolerance can be achieved, if the loyal (non-faulty) generals have a unanimous agreement on their strategy. Note that if the source general is correct, all loyal generals must agree upon that value. Otherwise, the choice of strategy agreed upon is irrelevant."

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Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing. The International Baccalaureate® (IB) Primary Years Programme prepares students to be active participants in a lifelong journey of learning.

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The Department for Education’s current review of the National Curriculum is intended to identify the essential knowledge that pupils need, to make the curriculum more focused than it currently is, and to hand control back to teachers.
But how children learn is as important, if not more so, than what they learn. Michael Gove has spoken of his concerns about ‘the drift of educational thinking … away from subject disciplines and towards cross-cutting, thematic, multi-disciplinary learning’. He believes that ‘one thing stands out in all the most successful schools … – they rest on traditional subject disciplines’.
Is this right? This report poses three questions:
Do all the most successful primary schools structure learning around traditional subject disciplines?Should primary schools set aside their natural enthusiasm for thematic approaches, and focus instead on strong, subject-based teaching?Should we be exerting top-down pressure on primary schools to deliver learning in this way?

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