ABSTRACT
One important aim of the primary curriculum is that children achieve a deep understanding of key concepts in each subject area. If eco-systems are to be able to creatively adapt to new challenges they need to include a diversity of genes so in a similar way if conceptual understanding is to progress it needs a range of different voices. Teaching that conceptual knowledge is provisional is important in this endeavour because it leaves open the possibility of genuine participation. L. Vygotsky points out that one way in which children develop their conceptual understanding is by starting with inclusive concepts and then sub-dividing these with relevant distinctions. ‘Mastery learning’ is an approach to education that focuses on concepts and is teacher led. The teacher determines the core objectives to be learnt and plans whole class teaching to cover those core objectives taking account of the prior learning of the class.
