1. Legless people
2. Advantages and disadvantages of hiking
3. Advantages and disadvantages of transport
4. My favorite pastime
5. School reform 1988
6. Secondary school
7. Government maintained schools
8. Curriculum
9. The ruling party and schooling
10. Pre-school education
11. Primary education
12. Examination and tests
13. Public schools (in comparison with American school)
14. Grammar and Modern schools (why abolished)
15. Punishment and encouragement
3. Advantages and disadvantages of transport
I think that the most comfortable transport is rail. You can lay back and enjoy the
landscapes that constantly change as you move forward to your destination. You can take a
nap on upper or lower berth, a conductor can a cup of tea, provide you with some sort of
food and hygiene. But I think one can get bored if it's a long trip. To cover a long distance
you'd better take a flight. It's not cheap but the money you paid will be worth the time you
spend while travelling. As well you will be provided with all sorts of things. And if you're
lucky enough you can take a seat near the window and see beautiful clouds that slowly pass
away. Just make sure that you took something to read on the trip and time will fly with a
blink of a eye.
What about road trips I think travellying by cat is very uncomfortable. You have to be
constantly alarm. And espessialy if you drive somewhere with the family you should
understand that you are responsible for their lives. And it adds some tense. To escape some
accidents it's better and arrive safely to the destination point I think it's better use public
transport such as plane, train or ship by the way. If you don't suffer from sea sickness and
can swim in case of emergence then saling would be interesting.
On the one hand any mode of transport is comfortable and fast, but on the other
hand exhaust fumes from pollute our climate, air and reduce oxygen.
2. Advantages and disadvantages of hiking
All feedbacks depend on how you hiking. Different positive or negative sides reveal when
you go hiking alone or in a company. One thinks that only by going alone in silence you can
truly get into the heart of wilderness, another people consider that chatter and friends are
the best things for a walking tour. I think people choose the way of hiking according to
their mood. If one feels so tired from traffic jam, cell phones, work and society pressure
he’d better go hiking alone. He can delight in seeing wildlife, scenery landscapes and
connecting with nature. He would be completely open to all new impressions. A break from
society can help you to relax, feel free and find peace of mind. Although on the other hand
hiking with friends means a lot of fun. You can tell camp fire stories all night long, sharing
things, not to sleep a wink, discuss plans, feel the spirit of the journey. Moreover in case of
injury or illness, help is close at hand and in fact you minimize the possibility of getting lost.
People are possible to share certain gear, such as shelter and stove, thus decreasing pack
weight. But still speaking of disadvantages of hiking in a group I can’t say about such things
as compromised sense of freedom: pace, campsites, breaks, food choices, starting and
finishing times are often determined by the group leader or by general consensus and
minimizes chances to view wildlife. To reduce some tense I suppose that if you choose to
hike in a group, make it a small one. The bigger the group, the larger the environmental
impact. Know your fellow group members before setting out. The last thing anyone wants
is for their hike to be ruined by a personality clash out on the trail.
HIKING SOLO
Advantages
• The freedom to choose the pace at which you walk, where you camp, what you eat and
when you take a break.
• Heightened sense of connection with your natural surroundings.
• Opportunity to see more wildlife, as a solo hiker represents less of a potential threat.
• Reduced impact on the environment.
Disadvantages
• You are on your own if injury or illness occurs.
• Your pack may be heavier as sharing equipment is not an option (eg. tent, stove, maps).
Need to be constantly aware of your position, as there is no one else to point you in the
right direction if you happen to drift off with the fairies.
4. My favorite pastime
When I’m not studying I’m reading, playing computer games or hanging out with my
friends. But the most favorite pastime is shopping. The best part of shopping for me is
finding something I really love at a great price. When I go shopping, I really want to buy
whatever I need to use. Sometimes I shop on the Internet. It’s the way more cheaper but
you have to wait for your order. One of the main reasons why I prefer on-line shopping is
because it saves time and money. I can access many web sites within a very short duration
of time to compare costs, quality, service and other relevant aspects and decide which is
the best option. One says it’s better to actually try on the shoes and compare the fit of the
jeans, for example my mother says that she is much more likely to shop on-line for things
she doesn’t have to touch - books, drug store items, warehouse, food etc. but I’m good with
it. There are a lot of size tables so you can measure yourself and hit the appropriate size.
I’m not crazy about clothes but if I like something I have to buy it and it doesn’t matter
what pains it takes. Moreover there's a lot of stuff you just can't get at the place you life for
example. So I like to shop online because it allows me to get things that I would have to
drive a long way to get from an actual store.
But at the same time I don’t reject the walking shopping. It’s a common fact that you can
work out some weight unwittingly while you are shopping. You just walk from store to
store, cover big distance and don’t feel like being tired but when you get home it feels like a
great relief and you swear that you will never do it again. But still I find a pleasure in
shopping of any kind.
5. School reform 1988
Starring in the late 1980s, two major changes were introduced by the government. The first
of these was the setting up of a national curriculum. For the first time in British education
there is now a set of learning objectives fro each year of compulsory school and all state
school are obliged to work towards these objectives. The national curriculum is being
introduced gradually and won’t be operating fully in all parts of Britain until the end of
1990s. The other major change is that schools can now decide to “opt out” of the control of
the LEA and put themselves directly under the control of the appropriate government
department. These “grant-maintained” schools get their money directly from central
government. This doesn’t mean that there is more central control. Provided they fulfill
basic requirements, grant-maintained schools don’t have to ask anybody else about how to
spend money.
The introduction of national curriculum is also intended to have an influence on the
subject-matter of teaching/ At the lower primary level, this means a greater emphasis on
what are known as “the three R’s” (Reading, wRiting, aRithmetic). At higher levels, it means
a greater emphasis on science and technology. A consequence of the traditional British
approach to education had been the habit of giving a relatively large amount of attention to
the arts and humanities (which develop the well-rounded human being), and relatively
little to science and technology (which develop the ability to do specific jobs). The
prevailing belief at the time of writing is that Britain needs more scientists and technicians.
6. Secondary school
The tripartite system
Before the introduction of Comprehensive Schools the state education system in England
was essentially tripartite and was made up of
Grammar Schools
Secondary Modern Schools
Secondary Technical Schools
Public school
Grammar school
This type of school catered essentially for those who were interested in pursuing their
studies beyond the O-level GCE stage. It provided an academic education for pupils
between the ages of 12 and 19. Their pupils came through the selective process of the 11+
examination and therefore these schools had the most academically gifted children. Most of
the pupils entered university after school. It was, rightly or wrongly, seen as a middle class
institution.
Comprehensive school was introduced in 1965. It’s non-selective school that provides a
wide range of subjects. This type of school is the most important. About 80 per cent of
pupils attend it. These schools take all pupils regardless of ability (except those children
with special needs who attend special schools). They therefore cater for children from a
variety of social backgrounds, hence the name "comprehensive". There is no examination
or any other selection process for entry.
Comprehensive Schools, however, have not eliminated distinctions. There is what is called
"streaming" and "setting" according to learning ability. This means that students are
grouped together in order to achieve a degree of uniformity in classes.
86.8% of pupils in England attend comprehensive schools. There are, however, other types
of school: 5.2% attend middle, deemed secondary; 2.6% attend Secondary Modern; 4.2%
Secondary Grammar; 0.1% Technical Schools.
Secondary Modern school gives a general education with a practical bias. It teaches handy
craft, domestic science and other practical activities. Here the pupils normally attended a
four year course leading to the School Leaving Certificate. The course usually offered
instruction in English, at least one other language, geography, history, mathematics,
science, drawing, manual instruction or domestic subjects, and physical exercise. When
pupils left school they normally entered into the working world. The choice of curriculum
was not influenced by future academic achievement but was child centred. It developed out
of the interests, needs and ability of the children and as they later went to work it obviously
had a practical dimension. As there was no external examination to be taken at the end of
the course the pupils were not under pressure. What caused things to change? There was a
possibility of staying on for a further year and in the 1950s there was a growing tendency
to do so. Those who continued into the 5th year could sit the General Certificate of
Education (GCE). As a result of the increasing number of pupils taking the GCE the need
was felt for a more specific examination adapted to the Secondary Modern School. In 1963
we have the introduction of a new type of external examination, the Certificate of
Secondary Education (C.S.E.) for fifth year pupils.
Secondary Technical school is related to industry and agriculture. This was the less popular
alternative to the Secondary Modern School. Those who failed the 11+ went to a Secondary
Modern School but at the age of 12 or 13 could gain a place at a Secondary Technical
School. It is difficult to imagine why it was not successful since this type of school was
closely linked to the world of industry and commerce. It provided a general education with
special emphasis on technical subjects. It was definitely more in touch with reality than
Grammar Schools and certainly more specifically geared to preparing the pupils for their
trade after leaving school. However, there was a lack of qualified teachers and this must be
seen as one cause for its lack of success. Perhaps also there was a marked psychological
deterrent. The pupils who had already faced one examination failure (11+) perhaps did not
feel inclined to go through the humiliating experience of another possible failure at such an
early age. Besides, they had already overcome the pressure of the 11+ exam and now felt
psychologically relieved.
7. Government maintained schools
State schools are non fee-paying, supported by public funds and most are organised by
Local Authorities (LEAs). There are two types – county and voluntary schools.
Country Schools are the largest group that maintained by public funds. They ere Primary
(Infant and Junior), Comprehensive, some Grammar and Secondary Modern schools.
Voluntary schools are financed by voluntary body, mostly they are Church of England and
Roman Catholic schools.
All children in county or voluntary school receive religious education.
Parents are expected to make sure that their child has a pen, pencil, ruler etc. but the cost
of other more specialised equipment, books, examination fees are covered by the school.
Parents are, however, expected to pay for their child's school uniform and items of sports
wear. Charges may also be made for music lessons and for board and lodgings on
residential trips. Schools may ask for voluntary contributions for school time activities but no pupil may be left out of an activity if their parents or guardian cannot or do not
contribute.
8. Curriculum
All maintained schools in England are required to follow the National Curriculum, which is
made up of twelve subjects.The core subjects—English, Mathematics and Science—are
compulsory for all students aged 5 to 16. A range of other subjects, known as foundation
subjects, are compulsory at one or more Key Stages:
• Art & Design
• Citizenship
• Design & Technology
• Geography
• History
• Information & Communication Technology
• Modern Foreign Languages
• Music
• Physical Education
In addition, other subjects with a non-statutory programme of study in the National
Curriculum are also taught, including Religious education in all Key Stages, Sex education
from Key Stage 2, and Career education and Work-related learning in Key Stages 3 and
4.[14] Religious education within community schools may be withdrawn for individual
pupils with parental consent. Similarly, parents of children in community schools may
choose to opt their child out of some or all sex education lessons.
The government has issued guidance on the curriculum for both primary and secondary
school. It considers that secondary pupils up to the age of 16 should follow a broad
curriculum including English, Mathematics and Science (the three R’s), some study of
Humanities including History, Religion and Physical education, and opportunities for both
practical and aesthetic activities. Most pupils should also study foreign language.
School usually divide their year into three “terms” staring at the beginning of September.
Autumn term
Christmas holiday (about 2 weeks)
Spring term
Easter holiday (about 2 weeks)
Summer term
Simmer holiday (about 6 weeks)
broad curriculum
academic course
non-academic
vocational bias
foundation course
meet special interests
common curriculum
simplified curriculum
education with a practical slant for low-attending pupils
the three R’s
have set periods
remedial teaching
secular curriculum
10. Pre-school education
Pre-school education aims to encourage children aged between two and five years old to
learn, play and develop. It should build on the learning that takes place in a child's home
and should also prepare the child for primary school.
Children at pre-school are encouraged to learn through play. The staff at any pre-school
centre will arrange activities to help the children learn and develop.
pre-school education in nursery classes or schools is fully funded by local government
(although not widely available) for children aged over three.
11. Primary education
Elementary education in GB begins at the age of 5. Children between 2 and 5 receive
education in nursery classes or infant in Primary school. Most children start school at the
age of 5 in Primary school that divided into Infant and Junior schools. At Infant schools
reading, writing and math are taught. There are three Rs are taught for about 20 min a day
during the first year. And gradually increased to about 2 hours in the last year. There is
usually no fixed timetable. Much time is also spent drawing, reading or singing. At the age
of 7 children go on from Infant schools to Junior schools. There appear the set of subjects
like reading, math, composition, history, geography, nature study, music, physical training
and so on. Pupils are streamed according their abilities into A, B, C, D streams. The most
gifted pupils are in the A stream. To the end of 4th year pupils pass 11+ examination to
request to Secondary school. It was used to determine which type of school a student
should attend after Primary education. But that exam was abolished and that brings to life
Comprehensive schools in 1965 where children of all abilities can get Secondary education.
12. Examination and tests
11+ (11 years)
General Certificate of Secondary Education GCSE (16 years)
AS-level (Advanced Supplementary level)
A-level (Advanced level) (18 years)
O-level (Ordinary level)
Certificate of Prevocational Education (CPVE)
Greater National Vocational Qualifications (GNVQs)
Common Entrance Examination (CEE)
After primary school they take an examination called the 11-plus. Those who are successful
go to a grammar school, where they receive a more academic education. Those who fail the
exam go to the secondary modern school, where they receive an education which is less
academic, and more intended to train them for a job when they leave at the age of 16.
At the age of 16 pupils take the examinations of General Certificate of Secondary
Education. It consists of the most common subjects: English, history, geography, French,
German, Mathematics, chemistry, physics and biology. Those who have passed their GCSE
may remain at school for another two years at Advanced level.
Pupils need “A” levels to enter a university. About a third of 16-year olds choose a college of
further education. Universities and colleges of higher education accept students with “A”
levels from 18. About 90 per cent of students receive grants from public or private funds.
University first-degree courses usually last three or four years. The first degree of Bachelor
of Arts or Science is awarded for good results at the end of the course. Further study or
research is required for the degree of Master. It is required at all universities for the
degree of Doctor.
After four years of secondary school, at about the age of 16, pupils sit the General
Certificate of Secondary Education (GCSE) examination. This is taken in a wide range of
subjects according to the pupils' ability. Usually four to eight or even as many as ten
subjects. The exams are marked by an independent body.
Two years later the students sit another examination called the General Certificate of
Education (GCE) (A Level) again based on a selection of subjects chosen by each candidate
(usually three to five and including a science subject and an arts subject). Access to
universities is based on the number of examinations taken and the grades achieved. The
exact requirements are fixed by the individual universities and vary according to the type
of degree course you want to follow.
Pupils going on to higher education or professional training usually take A-level exam in
two or three subjects. These require two more years of study after GCSE, either in the sixth
form of a secondary school, or in a separate sixth-form college. Other pupils may choose
vocational subjects such as catering, tourism, secretarial or building skills. Subsidized
courses in these subjects are run at colleges of further education.
School-leavers with jobs sometimes take part-time vocational courses, on day-release from
work. School-leavers without jobs get no money from government unless they join a youth
training scheme, which provides a living allowance during two years of work experience.
13. Public schools (in comparison with American school)
A public school is an independent secondary school. Public schools in England are not run
by the government. The entrance exams used by most public schools are known as
Common Entrance exams and are taken at the age of 11 (girls) or 13 (boys).
public schools where children go after an examination and they remain there until they are
18. Many preparatory and most public schools are boarding schools – the children live at
there during the school term.
The Common Entrance exam is an exam taken by pupils aged 11+ or 13+ for entrance into
an independent or private school. It is a way of assessing if the candidate is academically
able to cope with the work in the school for which s/he is entered. The exam will usually
take place at his/her Prep school in the spring or summer term prior to entering the new
school. All candidates take the subjects of English, Mathematics and Science. At 11+ and
13+ candidates may also offer English as an Additional Language. Then at 13+ they may
offer a mixture of the following subjects - French, Geography, German, Greek, History,
Latin, Religious Studies, Spanish. The school for which the cadidate is entering will mark
the exam papers and the results will be sent to the prep school head a few weeks later.
14. Grammar and Modern schools (why abolished)
Children aged 5-11 would attend a primary school, and children aged 11-15 would attend a
Secondary school. At this time there were three types of Secondary schools - Grammar
Schools, Secondary Modern Schools and Technical Schools or Colleges. Each school was
designed to fit in with the child's capablities, so a grammar school would suit those who
were academic and wanted to go onto university, whilst a Technical School suited those
who wished to pursue a trade, with a Secondary Modern fitting somewhere in between. All
children took the 11 Plus exam in their final year of primary school and based on their
performance in this exam, they would then go onto one of these three types of secondary
school.
As time went on, many policitians and educationalists felt that this system was not fair on
the less academic children. For example they felt that local education authority funding was
biased towards the grammar schools and so by the 1960's the then Labour Government
decided to bring in a comprehensive system of education. The idea was to abolish the three
school system and introduce a more "comprehensive" system where all children were to be
treated fairly and would all attend the same type of secondary school. Children would no
longer have to take the 11 Plus examination to see which secondary school they would go
to. This meant that by the 1970's the number of Grammar Schools declined rapidly to be
replaced by Comprehensives. The speed of this change varied from local authority to local
authority as there was no set time limit for this process to happen. Some grammar schools
elected to become private grammar schools, some changed to comprehensives and some
remained as grammar schools. The latter group are what we have in England today. In
Scotland the system was somewhat different with Academy Schools being the main
secondary school. In Wales all grammar schools were phased out by the end of the 1970's.
15. Punishment and encouragement
corporal punishment
detention after school
lines – special task
exclusion from normal routine
loss of privilege
collection of litter
suspension from school
withdrawal from lesson
setting extra work
putting on report
telling parents
preliminary admonition
penalties
infractions of the rules
Punishment helps to do away with animal instincts as greed, anger, idleness and
discourtesy which lie in the depth of human nature.
It’s impossible to bring up self-confident, strong-willed citizens without any punishment,
as it keeps them under control.
Not all kinds of punishment are acceptable but it’s inevitable as a phenomenon to control
discipline.
The means of punishment is important, it should never be humiliating, never
contemptuous. Children are not monsters, some of them simply go a little further than they
intend.
It’s no good to discipline children through fear.
Any punishment (corporal in particular) humiliates a human being.
Teachers who punish their pupils don’t care for children, they care only that children
conform to the rules.
Punishment leads to lies as children would tell any lie to prevent the unpleasant act.
Punishment destroys the child’s personality.