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Tieng Anh Vui
A revised national curriculum for schools in England is to be published later, with the aim of catching up with the world's best education systems.
Prime Minister David Cameron says this "revolution in education" is vital for the country's economic prosperity.
The changes will include fractions for five year olds and teaching evolution in primary schools.
Labour said the curriculum should be written by experts and not depend on ministers' "personal prejudices".
Teachers' unions have warned that the timetable for implementing the changes in autumn 2014 is "completely unrealistic".
Head teachers have also asked whether politicians should be so directly involved in deciding what is taught in the classroom.
'Engaging and tough'
The re-written national curriculum, to be published on Monday, will set out the framework for what children in England's state schools should be taught between the ages of five and 14.
However, academies - which are now a majority of secondary schools - will not be required to follow the curriculum.
"This is a curriculum that is rigorous, engaging and tough," said the prime minister.
Education Secretary Michael Gove said the new-look curriculum would provide the "foundation for learning the vital advanced skills that universities and businesses desperately need - skills such as essay writing, problem-solving, mathematical modelling, and computer programming".
He promised that an emphasis on "getting basic skills right" and more rigorous content would help England's schools perform more strongly against international competitors.
In maths, there will be an expectation of a higher level of arithmetic at an earlier age. There will be a requirement for pupils to learn their 12 times table by the age of nine, rather than the current 10 times table by the age of 11.
The emphasis on international competitiveness will see design and technology being linked to innovation and digital industries. Pupils will learn about 3D printing and robotics.
Inventor Sir James Dyson commented: "The revised curriculum will give young people a practical understanding of science and mathematics, where they design, make and test their own product ideas - real problem solving."
Computing will also be linked to the digital start-up and apps culture, with pupils being taught coding and how to create their own computer programs.
In science, there is a shift towards scientific knowledge and a more robust sense of content and away from what is described as "vague, abstract statements".
There have been suggestions that when the final version is published on Monday it will have cut back on the amount of historical information expected of pupils, but there will still be an increased emphasis on English history and national identity.
But opponents say the proposed changes would create an outmoded, over-long list of facts, dates and famous figures.
Core knowledge
Anthony Seldon, head master of Wellington College, welcomed the idea of a more demanding curriculum, saying that "young people shouldn't be patronised by work that was too easy".
"Factual knowledge is essential," he said, providing the "building blocks" for more advanced ideas in subjects in the sciences, arts and humanities.
He says it is important for all youngsters to learn a common core of knowledge.
"It can get too fluffy to say 'It's all on the internet,'" said Dr Seldon.
Brian Lightman, leader of the ASCL head teachers' union, said that heads shared the aspiration for high standards, but warned of the practical problems of implementation.
One year to implement such ambitious proposals effectively alongside the vast number of concurrent reforms is a tall order."
He also questioned the level of political involvement in the process.
"Drafting a curriculum is a highly specialised and professional task. Unlike previous versions of the national curriculum, which were drafted with a heavy involvement of teachers and school leaders, these proposals have been driven and closely directed by politicians without that professional input."
He said the government needed to take "urgent steps" to include head teachers in implementing the changes.
Mary Bousted, leader of the ATL teachers' union, accused the education secretary of wanting to "steamroller ahead" with rushed changes.
"The timescales to which he is operating are completely unrealistic. He shows a fundamental lack of understanding of how much planning is needed to bring in a totally new curriculum and new exams for children in all age groups at the same time."
Shadow education secretary Stephen Twigg said that Mr Gove should "listen to the experts and not try to write it himself based on his personal prejudices".
He said: "We need a broad and balanced curriculum that prepares young people for the modern world and gives teachers in all schools the freedom to innovate."
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