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An Format of the British Education system

This essay is entitled 'An format of the English education system. ' and it especially specializes in describing some relevant issues relating to primary academic institutions in this country. The essay discusses three topics, all of them divided in three paragraphs: the first one is a historical background and an integral element that might help us clarify today's composition, referred to in the following paragraph. Since were moving into a world ruled by the new technology, the last paragraph targets the importance directed at the ICTs in United kingdom schools. The essay concludes by highlighting what, for me, are the primary talents of the educative system in britain.

As mentioned by some historians, the roots of British isles education are available in the mid sixth century. It had been not however until the seventeenth century, when the first 'institutions' were built. At that time, education belonged to the Catholic Cathedral which was focused on teaching the guidelines of Christianity, because they build schools. Based on the author Denis Haye, the XIX century found the labor and birth of the first condition schools. In those days, we were holding still controlled by the Church that used to expose poor children to the key things of Church's values. However, it was not before mid-century when the state of hawaii starts attaining some control over education, bringing out a wider variety of topics.

Among all the training acts that contain passed in the annals of United kingdom education, it is important to focus on two of these, since they may help us clarify the origins of today's composition. The generally known as 'The Scottish Function', exists in 1872 and in line with the on-line article 'Key Dates in Education' it is known to make 'school attendance compulsory from age 5 to 12 years old'. Another education action to be used took place in 1944, which is in my opinion, important to point out because out of this time on major college children are exempted of paying tuition fees. With this new education function a tripartite system was unveiled in English education system, which led to the creation of so-called complex, grammar and modern universities. While analysing the history of the education system, it is decisive to return to the entire year 1988 when the nationwide curriculum is presented in British colleges, including British, Maths, Technology, and Faith as compulsory things. From 2010 'MFLT', which means 'Modern Foreign Languages Teaching' is also an obligatory subject matter.

It is indeed the creation of the countrywide curriculum, probably considered the most important fact that might help us achieve a better understanding of today's system. The author Denis Haye who composed 'Primary Education: the Key Concepts', cases that in the 20th century, just after the benefits of the countrywide curriculum, children were obligated to study in college from 5 to 11 years of age which 'primary stage' was followed by a specific education which would end at age 16. It is due to nationwide curriculum that today's pupils go to school at age 5 and leave when they change 11. The author also claims that there surely is a minor level of educational centres which allow children from the age of 8 to 12 called 'regarded middle' in his words, while some referred to as 'first' accept 5-8 or 9 year-old pupils.

Today's British major education's structure could not be analysed without considering what is in my opinion the key power of the United kingdom system: the variety of schools wanted to parents and British isles pupils. In the Division of Education's webpage, some of the primary types of schools can be found, establishing a section in three sections: 'mainstream condition schools, state classes with particular characteristics and specialist classes' in the first section. 'Trust and Voluntary managed/aided colleges' in the next. Faith universities, academies and sentence structure schools also belong to the second section. In the third group the Section includes 'Individual classes'. This last kind, as its name shows, is governed by an unbiased body which based on the Office of Education have their own 'curriculum and entrance plans'.

Since we are surviving in a society ruled by the info technologies, without a doubt a valuable aspect to be used, is the use of information and communication technologies in the English education system, paying a particular attention to schools. The British Department of Education says that the adoption of the info and communication technologies (ICTs) to today's key schools radically improves the training centre's level. It was in the entire year 2002, when the Education and Training inspectorate wrote a written report which outlined the positive aspects of integrating the ICTs in the united kingdom schools. In most schools, both student's learning and the grade of teaching were shown to be 'adequate'. Most of them used a great number of applications such as developing webpages, using internet sites for educational purposes, sending electric mails and using web-cams, to mention but those hateful pounds. This statement also reveals that the advantages of the ICTs in key school's classrooms and lessons notably increases the pupil's drive and eagerness to learn. The Section of Education also claims that the info and communication technologies have been adapted to the curriculum of several universities in the united kingdom for the past 5 years, including ICT as a compulsory subject. In my opinion, the main advantage of the ICTs probably depends on its positive effects on children's attention and interest, which is one of the reasons why there are an even higher variety of centers which are incorporating them.

While looking for information on this matter, I came across two relevant articles in two different magazines which show a clear example of how these technologies are being adapted to education. The first article is one of the journalist Borland, and made an appearance in 'The Guardian'. It talks about a school in the UK which bought several Wiis to be able to 'enhance pupil's enthusiasm for sport' using the new Wii Fit Plus. This new Wii application, the writer says, is targeted on various fitness exercises became good for the children's health, specifically for sedentary ones. Borland also declares that although this effort firstly received a very positive feedback from most people, there were other voices alleging that a video console should never replace traditional drills or exercises. Another article to be taken into consideration, was compiled by The Telegraph' s education editor Graeme Paton who states that a university in the UK has decided to bring in Twitter, the UK's widely known communal network as a topic. Children, however, can not only be taught how to utilize this network for academic purposes (if there are any) but also to communicate by using Skype and develop on-line personal blogs.

To conclude this article, it is important to say that the United kingdom education system probably stands out for the tremendous variety of institutions wanted to children and parents while far away only 3 or 4 types of institutions. Furthermore, the last paragraph can indeed be interpreted for example of the version of the system to today's new era of children, boosting educational perspectives, and finally catering for wider needs.

1, 200 words.

Group Research Proposal

Research problem:

What are the primary types of bullying in major and secondary institutions? How can this issue be tackled?

Why is this discussion important?

Bullying is problems present in current major and secondary universities, normally influencing children from four to sixteen years of age. Not merely pupils are participating, but also parents and educators who, generally, do not know the reality or conceal the mistreatment. There are different types of bullying which, can be divided into five communities: verbal, physical, mental, cyber-bullying, and homophobic. Inside the verbal and psychological bullying, the bully uses disrespectful remarks and intimidating words which plan to harm the victim. This is probably one of the most detrimental sorts since children are physiologically afflicted, creating in most cases traumas resulting in cultural issues such phobias to build up relationships with other classmates credited to a minimal self-esteem. In physical bullying, the perpetrator intends to impact physically the prospective by resorting to violent works such as striking, punching or tugging without having a required reason to do so. Cyber-bullying is considered to be always a relatively new kind, due to the development of new solutions. It not only influences pupils in the classrooms but outdoors in the real world, by using slanderous videos submitting the misuse on the internet. The final type, homophobic bullying, relates to the child's sexual orientation using derogatory terms such as homosexual or even the despicable 'faggot'. They are but a few of an endless list of other varieties of bullying. Learning this issue is important since it not only will help those who need it most, it can also clarify one of the darkest aspects of human behaviour towards the others.


In order to transport upon this research, it is vital to access to different resources of information. Not only catalogs can help us with this subject; articles publicized in scholar or public magazines, as well as television interviews or scholarly programs can be very helpful. A very relevant documentary on matter, entitled 'The Red Balloon House' shown on the BBC previous month will be born in mind while developing the study. This is a charity firm aiming to help children who suffer from school phobia anticipated to bullying abuses. This documentary offers an in depth expose of this subject, clarifying many aspects about the principal effects of this type of mistreatment. Another useful solution to be taken into consideration, however difficult and high-risk, is taking on an exclusive interview with female source, a sufferer.

Literature Review

'Aspectos psicolgicos de la violencia juvenil' http://portales. educared. net/convivenciaescolar/contenidos/biblioteca002. pdf


http://portales. educared. net/convivenciaescolar/contenidos/biblioteca003. pdf

'Convivencia escolar y prevencin de la violencia'

http://portales. educared. net/convivenciaescolar/contenidos/biblioteca015. pdf

'Convivencia en los centros educativos'

http://portales. educared. net/convivenciaescolar/contenidos/biblioteca011. pdf

'Acoso escolar. Gua para chicas y chicos'

http://portales. educared. net/convivenciaescolar/contenidos/guia. pdf

'La actuacin ante el maltrato entre iguales en el centro educativo'

http://www. obrasocialcajamadrid. es/Ficheros/CMA/ficheros/OSSoli_MenorMaltrato. PDF


Bullying is a social problem that affects more often all cycles of education. Everybody should notice this issue and try to end up these abuses by the use of methods and successful solutions to it.

Individual Research Proposal

Research Problem

Tackling bullying in the U. K. major schools. What exactly are its roots and types? What exactly are the principal results on the internal health of today's pupils?

Why is this argument important?

Bullying in key and secondary schools in the UK, is indeed problems that has been haunting British isles pupils because the first institutions were built-in the nineteenth century. This leads us to question ourselves about bullying's origins, what they are and how they can help us eliminate this issue from scratch. According to the education reporter Kristin Rushowy form the united states newspaper 'The Star', bullying's root base are available in the bully's family human relationships. Generally, Rushowy cases, bullies come from 'blended' or 'single-parent' family members, and feel they can not rely on the parents who work within an overprotecting way. Though it is a fact that schools are designed in order to provide a good education for our society's children, parents likewise have the duty to educate their children in tolerance, and esteem towards their classmates and all the people of culture. However, it is not always this way and it is indeed a concern to be analysed in depth.

The rise of the new information and communication solutions which when i stated in my own essay, are being designed to today's principal schools in the UK, have a negative influence on this matter. Pupils who are educated how to use social networks as 'Twitter' unconsciously have a tendency to use this knowledge to harass other children. This is a comparatively new kind of bullying known as 'cyber-bullying'. As happens to other sorts of bullying such as, homophobic, it has indeed a detrimental effect on student's mental health. Regarding to Doctor Marc Dombeck in his article 'The very long time effects of Bullying' short-termed effects such as anger, melancholy and suicidal thoughts can result in the long-term 'increased tendency to be always a loner' self-esteem problems, and difficulty in trusting people. They are but some of the negative impact of Bullying and it is indeed a matter to be investigated on.


To carry out this research, I will bear in mind some on-line articles printed in English and American newspaper publishers, as well as some courses published by the English Division for children, institutions and people and an article I wrote involving British primary education.

Literature Review

The first source to be looked at is helpful information publicized by the Section for children, universities and young families, entitled 'safe to Learn: Embedding anti-bullying in Institutions', since it is a perfect outline of this issue. Another guide shared by the previous office entitled 'homophobic bullying' is also to be looked at. Various online articles compiled by experts on this matter as Dr. Marc Dombeck 'The very long time effects of Bullying' are also to be given birth to in mind. An essay compiled by myself entitled 'An put together of Major education in the UK' which is focused, among other issues on the version of the ICT in today's schools, may help us clarify the root base of cyber-bullying.


Although Bullying is a problem that has already been researched on by many experts, there are a few main issues such as its roots or psychological results that still have to be examined comprehensive.

Self- Assessment

The Cardiff University's module entitled 'Launch to Academic Analysis in the UK' has notoriously helped me develop and improve my research skills. Although in the amount I am presently studying I had developed already been trained how to cite using the Modern Language Association (MLA)'s style, it is always useful to understand how to estimate using the Harvard style, since it's the one that is normally used in the uk. The 'Research skills' seminar, was also decisive since it educated me to analyze using academic resources and databases. I needed no previous understanding of it and it helped me while planning essays for a few of my modules. The lecture on critical thinking was indeed very useful since it was an enormous help while writing my two critical analyses for the component 'The Victorian Novel' from a subjective and critical perspective. The lecture on the ways UK' students are evaluated and the grades used, was also very appealing and interesting since I come from an overseas' School with a completely different framework. To finish up I would like to say that although however I possibly could not sign up for the 'peer-review' workshop and therefore it has been impossible for me to analyse other student's proposals including my conclusions in this written piece, I have taken into account some opinions I received from the classmates I worked with, in order to write my own research proposal. I've considered rewriting the proposal, being specially focused on changing the study question because 'it was too wide'.

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