Primary Education In The UK And Spain

archetypalhand Education In The UK And SpainPrimary Education is an primal topic to be discussed and analysed, since it is the basis of our societys formation, organism hence decisive for our childrens future. This essay is entitled Primary Education in the U.K. and Spain a comparison and it tensi one and only(a)s on excuseing some of the main matters concerning both systems. It is first of alone focused on explaining some topics related to primary reading in the unify domain including two paragraphs. The first one a historic backboneground, proves to be the base of todays structure which may help us elucidate todays structure, which the topic of the aid paragraph. This is followed by two clone paragraphs applied to Spanish primary did put to workics. The last two paragraphs concentrate on the use and richness of ICT in primary cultivation in both systems. The essay is think establishing an over in whole comparison surrounded by both systems. check to Denis Haye i n his halt Primary Education the Key Concepts, British primary facts of life and its structure find its grow deep in history, in the middle ages. It has been give tongue to by some historians that English preparation began in AD 597 with the brass section of the cathedral of Canterbury by St Augustine. In the end of the seventeenth one C cultivation belonged to the church which promoted Christian knowledge, by creating its have got schools. At the same cartridge holder there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a conjunctive between social action and education. The first publicly funded schools appe atomic number 18d in the mid-nineteenth degree Celsius and aimed to offer Christian education to poor children. From this time on, the control of education come to the fores switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and th e Cambrian Society both evolving into theme schools, were formed. In the nineteenth century it is important to high-pitchedlight the education act of 1872, since it lead to many advances in primary education, not only impact the labouring classes as was happening in other parts of the country. The 1944s education act was decisive because from this time on, education was innocent of manoeuvre and relied on voluntary provision. It is known by the introduction of three kinds of schools grammar schools, modern schools and technical schools. The year 1988, saw the introduction of the nation computer program including a filling of radicals such as maths, science English and religious education. From 2010, t each(prenominal)ing st melt down languages is overly a compulsory part of the curriculum.In inst entirely 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 educati on. Among these, stands surface the introduction of the national curriculum in English mainstream schools. In this source words, during the twentieth century, it was to a fault thought to be decisive an agreement just ab start the need for a general education for children up to the age of 11, this being followed by a subject-specific teaching up to the age of 16 and a selection of special(a)ist subjects thereafter. Due to the national curriculum, from the beginning of the 21st century most primary schools in the UK currently accept children from 5 to 11 days old. As Denis states, there is in like manner a tiny repress of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they recrudesce children from 5 to 8 or 9.To explain todays structure it is also important to focus on the types of schools that tail currently be found in the UK. As the subdivision of Education reports, they ordure be divided into 3 main groups mainstream state schools, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a local authority and aim to develop strong link up with the local community, providing serviceslike childcare and adult acquire classes. practice schools as well as Voluntary-controlled and voluntary-aided schools are owed by a gentle foundation, which employs 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 Independent schools which have their own admission policies and curriculum.Spanish primary education, as the rest 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 establishments aiming to reach a ripening proportion of the population. The Apparition of the national states is therefore the most notorious factor, since it puts the one-time(a) Regime to an end while at the same time counselling 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 licit and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education natural laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a context of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moyano whose main aim was to improve the deplorable qualify of education at that time, decreasing thus the analphabetism average in the country. Education was divided in two stages elementary (6-12 years old) and superior (9-12). Prim ary education was compulsory until the age of 12 and bighearted of charge for those who could not afford it. consort to the web page State Univeristy.com, it also marked 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 ideologic 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 order to give pupils to acquire basic cultural elements, to wit oral 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 is important to go back to the year 2006, when the fundamental law of education also known as LOE or Ley Organica de Educacin was decreed. This law ceremonious 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. Also it is important to course credit that most pupils attend pre-schools from 3 to 5 years of age. Most of these glasshouse schools in most cases belong to the same centre of education. According to the renowned online encyclopedia known as Wikipedia, primary education in Spain can be divided into three cycles the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. Foc apply 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 have an agreement with the British Council devising 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 closest school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs harmonise maintained schools since they receive subsidies by the government being education thus, give upd 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 bonny more popular. According to the Article Living an d Working in Spain they provide a more relaxed environment offering a wider range of subjects and an internationalist approach.Another important aspect to be analysed, is the use of the teaching and communion technologies in British and Spanish Schools. According to the British Department of Education, nurture and communication technologies (ICT) in schools can improve the property of teaching, erudition and prudence in schools and so help raise standards. In order to rate the use of ITC in primary schools The Education and Training inspectorate published in 2002 a report in which some of the main strengths of the use of revolutionary 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 proved to be copesettic or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experiences are proved to be satisfactory, includi ng a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words piece of music 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 but a fewer other applications in schools. As this study proves, ICT has also a actually compulsive reaction on children by increase their motivation towards learning in general as the report states children have high levels of bet and enthusiasm in their work in ICT being incited 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 style to make the other lessons lighter and more amusing to children. According to an member written by Sophie Borland and published in the newspaper The Daily station there are even some schools in the UK w ho have unyielding 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 approved by Department of Health Wifit Plus is used in the class involving a florilegium of fineness activities. Even though this article received 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 transpose traditional ones. Another school in the UK, according to the education editor Graeme Paton, is to include the use of the so-called social network Twitter as part of their curriculum. All children, the author states, will be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expect develop an understanding of different ways to communicate online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spe ll-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 great richness 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 earth of the supererogatory committee of study for the Development of the Information Society 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 present 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 autonomous community Extremadura which is considered to be a pi oneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura Junta de Extremadura, this region started the project of including the information and communication technologies in education in the year 1999, when the Strategic blueprint 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 appearance of ICT in Extremaduran classrooms. What is in all likelihood the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new good 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 trans forming 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 adapted 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 platform 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 Academic Record until they finish up high school. Thus, teachers are able to access all the information just about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an secernate 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 churl 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.