Primary Education In The UK Education Essay

Primary pedagogics In The UK breeding EssayPrimary Education is an important topic to be discussed and analysed, since it is the initiation of our societys formation, existence thus fateful for our childrens future. This essay is entitled Primary Education in the U.K. and Spain a comparison and it foc ingestions on explaining some of the briny matters concerning some(prenominal) systems. It is first of all in all foc functiond on explaining some topics related to ancient winding commandment in the United Kingdom including two paragraphs. The first oneness a historical background, proves to be the base of todays social structure which may assist us clarify todays structure, which the topic of the second paragraph. This is followed by two re-create paragraphs applied to Spanish primary(a) election education. The last two paragraphs concentrate on the subprogram and importance of ICT in primary education in both(prenominal) systems. The essay is concluded establishing an overall comparison between both systems. accord to Denis Haye in his book Primary Education the Key Concepts, British primary education and its structure find its roots deep in history, in the middle old hop ons. It has been rural argonad by some historians that side of meat education began in AD 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the ordinal century education belonged to the perform which promoted Christian knowledge, by creating its own schools. At the akin succession there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a connection between social action and education. The first publicly funded schools appeared in the mid-nineteenth century and aimed to offer Christian education to poor children. From this condemnation on, the control of education starts switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and the Cambrian baseball club both evolving into national schools, were formed. In the nineteenth century it is important to cozy up the education act of 1872, since it lead to many advances in primary education, non only affecting the labouring somaes as was happening in sensitive(prenominal) parts of the country. The 1944s education act was decisive because from this time on, education was disembarrass of charge and relied on voluntary provision. It is known by the introduction of trinity kinds of schools grammar schools, modern schools and Technical schools. The yr 1988, saw the introduction of the nation computing device programme including a selection of subjects such as maths, science English and religious education. From 2010, teaching foreign lyrics is besides a compulsory part of the curriculum.In articulate to explain the base of todays primary education in the UK, it is necessary to go back to the twentieth century, when there were many important changes in primary education. Among these, stands out the introduction of the national curriculum in English mainstream schools. In this author words, during the twentieth century, it was too thought to be decisive an symmetry about the need for a general education for children up to the age of 11, this universe followed by a subject-specific teaching up to the age of 16 and a selection of specialist subjects there subsequently. Due to the national curriculum, from the commence of the 21st century nearly primary schools in the UK currently take on children from 5 to 11 years old. As Denis states, there is also a tiny number of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they educate children from 5 to 8 or 9.To explain todays structure it is also important to focus on the types of schools that can currently be ground in the UK. As the Department of Education reports, they can be divided into 3 main groups mainstream state schools, spe cialist schools, state schools with item characteristics and independent schools. To the first group belong Community schools, which are a great deal run by a local authority and aim to smash strong links with the local participation, providing services akin childcare and big(a) learning classes. Trust schools as rise up as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which utilizes the staff and sets the admissions criteria. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by nonparasitic schools which fork up their own admission policies and curriculum.Spanish primary education, as the equalizer of the developed nations, it finds its roots in the XIX century. Many factors can be identified as those which influenced the rise during this century of specifically educative establishme nts aiming to advance a growing proportion of the population. The Apparition of the national states is indeed the to the highest degree notorious factor, since it puts the Old Regime to an end while at the same time instruction is seen as a mean reinforcing its unity. Thus, education is considered to be from this time on, a public affair that has to be organised and controlled by the state which regulates its legal and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a condition of use of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moyano whose main aim was to rectify the deplorable condition of education at that time, decreasing thus the illiteracy average in the country. Education was divided in two wooden legs simple (6-12 years old) and superior (9-12). Primary education was compulsory until the age of 12 and step down of charge for those who could not afford it. According to the meshing scalawag State Univeristy.com, it also attach the foundation of privet schools in Spain at that time owned by the Catholic Church. Just one year after the 1944s British education act, the 1945s law was decreed in the historical context of post-war and in the ideological context of national Catholicism. Its main objective was to orientate the student in accordance with their aptitudes to the working life. Born in the context of democracy, the 1990s law of education aimed to impart an equal instruction in identify to allow pupils to acquire basic cultural elements, to wit literal expression, reading, writing and arithmetic calculi. It divided education into tree periods the first stage (from6 to 8 years old), second (8-10) and third (10-12).To explain the structure of todays primary education in Spain, it i s important to go back to the year 2006, when the thorough law of education also known as LOE or Ley Organica de Educacin was decreed. This law established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start going to school at the age of 6. withal it is important to mention that most pupils attend pre-schools from 3 to 5 years of age. Most of these nursery schools in most cases belong to the same concentre of education. According to the famous online encyclopedia known as Wikipedia, primary education in Spain can be divided into three rounds the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. nidus on the Spanish national curriculum, compulsory subjects are Spanish language and Literature, Art, Mathematics, Physical Education, Natural and social sciences both included in a subject called Conocimiento Del Medio and English or French. Many state schools select an agreement with the British Council making the study of English compulsory from the age of 6. Although in the United Kingdom there a several types of schools, in Spain most of them can be grosso modo divided into three groups public or state schools, privet schools or semi-privet schools also referred in Spanish as concertado schools. As happens in the UK, state schools are funded by the government and therefore they are free for those living in the country. These cannot be freely selected, as the children are allocated the approximate school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs grant maintained schools since they receive subsidies by the government being education thus, provided free of charge. Most of them are run by a religious order e.g. the Salesians of Don Bosco, and pupils usually wear uniforms. Privet and International schools in Spain are becomin g more popular. According to the Article Living and working(a) in Spain they provide a more relaxed environment offering a wider range of subjects and an international approach.Another important aspect to be analysed, is the use of the data and communication technologies in British and Spanish Schools. According to the British Department of Education, information and communication technologies (ICT) in schools can improve the feel of teaching, learning and management in schools and so help raise standards. In order to evaluate the use of ITC in primary schools The Education and learning inspectorate published in 2002 a report in which some of the main strengths of the use of new technologies are highlighted. As this report states, integrating the ICT in the national curriculum supports both teaching and learning. The quality of planning for ICT is prove to be satisfactory or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experienc es are proved to be satisfactory, including a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words spell check, digital cameras, create an maintain a web page, sending a forwarding e-mails, burning a cd, as well as learning how to control multi-media and database software are indeed moreover a few other applications in schools. As this study proves, ICT has also a very positive reaction on children by increase their motivation towards learning in general as the report states children have high levels of interest and enthusiasm in their work in ICT being motivated by the inclusion of ICT in their lessons.It is a fact that there are an increasing number of schools that are incorporating ICT not only as a subject in the national curriculum but as a way to make the other lessons lighter and more odd to children. According to an article written by Sophie Borland and published in the publisher The Daily Mail there are even s ome schools in the UK who have intractable to turn a P.E. lesson into a Wii class in order to motivate and boost their enthusiasm for sport. To do this, Borland says, the newly canonical by Department of Health Wifit Plus is used in the class involving a variety of fineness activities. Even though this article real very positive reviews there are some people like the spokesman of the Department of Children, Schools and Families who states there is always a place for innovative exercises if they do not replace traditional ones. Another school in the UK, tally to the education editor Graeme Paton, is to include the use of the so-called social engagement Twitter as part of their curriculum. All children, the author states, depart be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expected develop an understanding of different ways to pass off online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form part of the biggest overhaul of lessons for 20 years.As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative e-Europe which motivated the creation of the Special committee of study for the Development of the Information nightclub in Spain (CDSI) by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee the use of the new technologies should be amaze in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the main(a) community Extremadura which is consider ed to be a pioneer in this field. According to the secretarial assistant of ICT in the education polity of the self-reliant government of Extremadura Junta de Extremadura, this office started the project of including the information and communication technologies in education in the year 1999, when the Strategic Plan for the development of technology in society was presented and the educational sector was considered to be the main pillar of that development. This moment marks the manner of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operational system called gnu/LinEx which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into technological classrooms by introducing a computer for each two students. Also, todays schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be altered to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous communitys government LinEx Schools as it is called, offers the pupil an friendly and motivating environment adapted to their intellectual development. Together with LinEx, it is important to highlight the development of the educative programme Rayuela. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital faculty member Record until they finish high school. Thus, teachers are able to access all the information about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment.To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength the diversity of schools offered which allows parents to have a greater choice.2.500 words.