Re:Why are Soviet math textbooks so hardcore in comparison t...
by Symbiote on Wednesday April 22, 2020 @10:10AM
(#22945715)
Everyone in England also has to know logarithms and derivatives. There's much less flexibility for maths.
For history, the government requires that they:
• develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
• engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
• develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
• develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
• organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
The topics should be:
• from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)
• on three time scales: short (depth study), medium (period study) and long (thematic study)
• on three geographical contexts: a locality (the historic environment); British; and European and / or wider world settings
and "British history must form a minimum of 40% of the assessed content over the full course."
Beyond that, it's up to the people making the exams.
I think this is great -- everyone should learn the techniques ("to investigate issues critically" etc) but the school, teacher and student have some flexibility in their learning. At university or in life, it hardly matters whether I focussed on Roman Britain or European WWII history to achieve this.
For history, the government requires that they:
• develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
• engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
• develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
• develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
• organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
The topics should be:
• from three eras: Medieval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)
• on three time scales: short (depth study), medium (period study) and long (thematic study)
• on three geographical contexts: a locality (the historic environment); British; and European and / or wider world settings
and "British history must form a minimum of 40% of the assessed content over the full course."
Beyond that, it's up to the people making the exams.
I think this is great -- everyone should learn the techniques ("to investigate issues critically" etc) but the school, teacher and student have some flexibility in their learning. At university or in life, it hardly matters whether I focussed on Roman Britain or European WWII history to achieve this.
https://assets.publishing.service.gov.uk/government/uploads/...