Education

- a lifelong lesson -

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 Table of contents

1.Introduction………………………………………………………………..…..….3

2.Education in Great Britain……………………………….…………….4

3.UK Education System……………………………………………...…..…….6

4.Preschool………………………………………………….………...……………….8

5.Kindergarten……………………………………………………..……………….10

6.Primary school…………………………………………...…...……………….11

7.Secondary school…………………………………..………...……………….12

8.University…………………………………………………….…..………………..14

9.The Uniform……………………………………………………….….…...…….17

10.A typical day of primary school……………………….…….…..18

11.UK Grading Scale……………………………………………………..…….21

12.Exams in UK……………………………………………………..………..…..22

13.Post graduate education…………………………………………....…..24

14.Why study in the UK?……………………………………………...…….26

15.Celebrities Who Studied at UK Universities………..……...27

16.Conclusion………………………………………………………………………..28

17.Bibliography………………………………………………………………………..29

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 INTRODUCTION I
chose
this subject
because I think education is one of the most important thing in terms of
the evolution of a teenager.Education is very important for human life.
It becomes main necessity for human beings. Almost all aspects of life
are influenced by education. A human is introduced to education started
from born, and it keeps going on until the death. If a human has a good
basic education, it will be easy for the next development. Human will be
easily accept and adapt their self with new education which more advanced.
They can accept values in social life, school, family, and environment.
Firstly I believe that every student is different but special in their own way. Every
student should be instilled with good values so that they can grow up to be good
valuable men and women. They deserve to be educated in a positive environment where they
feel safe, comfortable, motivated and engaged in their learning.. I feel education is very
important in every aspect and the focus should be on more than just the subjects being taught. I
think teaching involves one to go above and beyond the basics. Since each student is unique, one
may require more than the other so putting focus on the student’s needs are just as important. It
is my belief that all students have the ability to learn with assistance. I am a true believer of open
communication because students need to feel they can come and talk to their teacher whenever
they need to.
Secondly, the main purpose of education is to help students gain the knowledge and skills so
that they will be able to function in society. Students need to be provided with the necessary
skills so that they can learn to become productive citizens. There are many advantages that are
associated with receiving an education. Students will be able to contribute to their community
and help make it a better place to live. Education basically helps shape society because it helps
students learn to become more sociable and helps them develop relationships with their peers.
Students will be more qualified for different job positions if they have a good solid education.
Education is vital to each student’s life, therefore, by working hard to provide the best
instruction possible will help train students to become future leaders and will lead to
a better life.
To sum up, getting a good education is imperative in
today’s society. I truly feel the main purpose of
education is to help educate students so that they will
be able to function in society. When I think of life and
education, I think “the sky is the limit”, meaning if you

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believe, work hard and put your mind to it, you can do and achieve anything.

EDUCATION IN
GREAT BRITAIN
Great Britain does not have a written constitution, so there are no constitutional provisions for
education.The system of education is determined by the National Education Acts. Schools in
England are supported from public funds paid to the local education authorities.These local
education authorities are responsible for organizing the schools in their areas. If we outline the
basic features of public education in Britain, firstly we'll see that in spite of most educational
purposes England & Wales are treated as one unit, though the system in Wales is a different
from that of England. Scotland &Nothern Ireland have their own education systems. Then
education in Britain mirrows the country's social system: it's class-divided and selected. The
first division is, as you, I think, have already guessed, is between those who do and don't pay.
The majority of schools in Britain are supported by public funds & the
education provided is free.Theyare maintained schools, but there's also
a considerable number of public schools. Most pupils go to
schools which offer free education, although fee-
paying independent schools also have an
important role to play. Another
important feature of schooling in Britain is
the variety of opportunities offered to schoolchildren.
The English school syllabus is divided into Arts/or
Humanities/ and Sciences which determine the
division of the secondary school pupils into study
groops: a science pupil will study Chemistry, Physics,
Mathematics, Economics, Technical Drawing ,
Biology, Geography; an Art pupil will do English
Language and Literature, History, foreign languages,
Music, Art, Drama. Besides these subjects they must do some
general education subjects like PE, Home Economics for girls,
Technicalsybjects for girls, General Science. Computers play an
important part in education. The system of options exists in all kinds of secondary schools. The
national Education Act in 1944 provided 3 stages of education: primary, secondary and further
education. Everybody has a right to school place for a child from age 5 to 16, and a school of
college place for him or her from 16 to 18. These places are provided free of charge. Everybody
has a duty to make sure that the child goes to school until he or she is 16, that means that
education is a compulsory from age 5 to 16 /11 years in whole/. There's no law which provides
for education on the underfives. In England about 47% of three- & four-year-olds receive

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education in nursery schools or classes. In addition many children attend informal pre-school
play groups organized by parents and voluntary bodies. In 1944 The NationalCurriculum was
introduced. It sets out in detail the subjects that children should study and the levels of
achievement they should reach by the ages of 7, 11, 14 & 16, when they are tested.The tests
are designed to be easier for teachers to manage than they were in the past.Most pupils will
also be entered for GCSEs/General Sertificate of the Secondary Education/ or other public
examinations, including vocational qualifications if they are 16. Until that year headmasters and
headmistresses of schools were given a great deal of freedom in deciding what sybjects to
teach and how to do it in their schools so that there was really no central control at all over
individual schools. The National Curriculum does not apply in Scotland, where each school
decides what subject it will teach.The child is taught the subjects he or she must study under
the National Curriculum. These are English, Maths, Science/the core subjects/, Technology, a
foreign language in secondary school, as it was mentioned, PE, History, Geography, Art, Music/
foundation subjects/. The last 4 ones are not compulsory after the age of 14. But the child must
be given religious education unless the parents decide otherwise. Each subject has a set

programme of study and attaining levels for each subject covering the years from 5 to 16.
There're 10 levels. The full requirements of the National Curriculum are being introduced
gradually. All the pupils will be following it in full by September 1997. According to The National
Curriculum schools are allowed to introduce a fast stream for bright children. Actually after
young people reach 16 they have 4 main 'roads' of their next life: they can leave the school,
stay at school, move to a college as a full time student, combine part-time study with a job,
perhaps through the Youth Training programme.School-leavers without jobs get no money
from the government unless they join a youth training scheme , which provides a living
allowance during 2 years of work experience. But a growing number of school students are
staying on at school, some until 18 or 19, the age of entry into higher education or universities,
Polytechnics or colleges. Schools in Britain provide careers guidance. A specially trained person
called careers advisor, or careers officer helps school students to decide what job they want to
do and how they can achieve that. Since 1988, most sixteen-year-old have taken the GCSE in
5,10 of even 15 subjects. Pupils going on to higher education or professional training usually

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take 'A' level examinations in two or three subjects. These require two more years of study
after GSCE, either in the sixth form of a secondary school, or in a separate 6-form college.

UK Education System
In the United Kingdom independent schools have an excellent reputation for high
standards of teaching and learning and almost all pupils go on to prestigious
universities when they leave.
The education system in the UK is divided into four main parts, primary
education, secondary education, further education and higher education. Children
in the UK have to legally attend primary and secondary education which runs
from about 5 years old until the student is 16 years old.

 The education system in the UK is also split into "key stages" which breaks
down as follows:

 Key Stage 1: 5 to 7 years old

 Key Stage 2: 7 to 11 years old
 Key Stage 3: 11 to 14 years old
 Key Stage 4: 14 to 16 years old

Generally key stages 1 and 2 will be undertaken at primary school and at 11 years
old a student will move onto secondary school and finish key stages 3 and 4.
Students are assessed at the end of each stage. The most important assessment
occurs at age 16 when students pursue their GCSE's or General Certificate of
Secondary Education. Once students complete their GCSE's they have the
choice to go onto further education and then potential higher
education, or finish school and go into the working world.

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The overview of the education system in the UK is divided into five main sections:

Primary Education
Primary education begins in the UK at age 5 and continues until age 11, comprising key stages
one and two under the UK educational system.

Secondary Education
From age 11 to 16, students will enter secondary school for key stages three and four and to
start their move towards taking the GCSE's - learn more about secondary education in the UK
and what it will involve. Primary and secondary education is mandatory in the UK; after age 16,
education is optional.

Further Education
Once a student finishes secondary education they have the option to extend into further
education to take their A-Levels, GNVQ's, BTEC's or other such qualifications. UK students
planning to go to college or university must complete further education.

Higher Education
Probably the most important subject is about the higher education system in the UK and how it
works for international students. Most international students will enter directly into the UK
higher education system, after completing their home country’s equivalent to the UK’s “further
education.”

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Entry Requirements
Each level of education in the UK has varying requirements which must be satisfied in order to gain entry
at that level.

PRESCHOOL
In preschool, children learn about the world through play. Subject areas aren’t separate in their
minds or in the classroom. The objects preschoolers find on a nature walk, like feathers, rocks
and leaves, might help them figure out math concepts like “big, bigger, and biggest” or
motivate them to visit the book corner to find out more about birds. Teachers may introduce
children to basic concepts such as shapes, letters, and colors, but preschool is about learning
much more than what a circle looks like. It’s where children first develop a relationship with
learning.

How Kids Learn in Preschool

 Becoming Learners
In preschool, children first learn “how to learn.” They begin to form their attitudes
toward school and to see themselves as learners. Strong preschool experiences will help
a child think, “I am a good learner. I can find problems to solve. I can master a difficult
task.” These experiences show preschool children the power that learning holds.

 Learning through Play

If you want to know how your preschooler learns at school, just think about the way she
learns at home. When your child helps you measure ingredients for her favorite cookie
recipe, she’s getting a math lesson. When he makes sand castles at the beach and then
watches the wave wash them away, he’s learning earth science — although he’s
probably not ready to understand the term “erosion.”

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 In school, preschoolers learn through play in the same ways, with the guidance of their
teachers. They experiment with the properties of matter at the sand and water tables.
They learn phonics when they sing songs together. They master important physics
concepts like balance and stability as they build blocks at the block center.

 One Skill at a Time

Most preschoolers are not developmentally ready to keep more than one concept in
their heads at a time. Take counting, for example. At first, numbers that a child counts in
a sing-song manner are just a sequence of words. Then all of a sudden the words
become useful as the child learns to match them to an amount by counting fingers. The
numbers have now been matched to a meaning.

 Forming Pictures in their Heads

Preschoolers also learn about their world by forming visual pictures — or little movies in
their heads. Each thought they’re thinking is like a frame of the movie. They construct
these visual movies in their minds as they play. One movie could be about how to make
the blocks fit together, another about how to make the blocks into something else.
More movies might be about how to work with other kids to create what they want to
do and how to solve the problems that can arise. These mental movies help them get
familiar with a process and figure out a situation.

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Most kindergarteners want to learn all about the world and how it works. Kindergarten teachers often
build on this enthusiasm by offering projects that encourage children to delve deeper into the areas that
interest them. Children may make life-size tracings of themselves as they learn about the human body,
or study animal habitats by researching information about the class pet.
Many kindergarten classrooms offer more formal learning and traditional school experiences than
preschool. But kindergarten is still intended to stimulate children’s curiosity to learn more about the
world around them. It’s the job of the kindergarten teacher to help children become comfortable
working in a classroom setting and to introduce some basic literacy and math-related skills in the midst
of their important discoveries.

How Kids Learn in Kindergarten

Growing & Changing
Kindergarteners have grown a lot since their preschool days. They’ve grown bigger and are becoming
more graceful and coordinated. They’ve grown intellectually and can focus on tasks for longer periods of
time. They’ve grown socially and have a better handle on the skills needed to make friends and work in a
group. They’ve become complex thinkers and are better able to understand detailed answers to the
many “why” questions they have about the world.

A Sense of Wonde
Kindergarteners learn best by active, hands-on exploration and discovery. They make sense of the world
by experiencing it physically.This sense of wonder allows kindergarteners to become absorbed in the
puzzles that surround them. They attempt to figure out those puzzles by exploring, constructing
explanations, and asking more questions.

Follow & Focus

Kindergarten children often wonder about complex abstract concepts that they may not be ready to
fully comprehend. They may look at a globe and wonder why people don’t fall off the bottom of the
Earth, because they aren’t able to really understand gravity. They may imagine that it’s possible to stand
on a cloud, even though they know that it’s made up of water droplets.
Children in kindergarten are becoming more mature in both their thoughts and actions. Your
kindergartener can usually follow directions from his teacher and focus on tasks. While a preschool
teacher may have let children play freely at the block center, a kindergarten teacher knows that she can
ask children to complete a related assignment, such as recreating on paper a pattern that they’ve begun
with blocks. Experiences like this help kindergarten children gain basic skills. They’ll use these basic skills
later in their school life when they’re asked to solve a math problem, conduct a science experiment,
read a book, or write a story.

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 PRIMARY SCHOOL
Elementary schools in England and Wales were publicly funded schools which provided a basic
standard of education for children aged from six to 14 between 1870 and 1944. These were set up to
enable children to receive manual training and elementary instruction and provided a restricted
curriculum with the emphasis on reading, writing and arithmetic. The schools operated on a
'monitorial' system, whereby one teacher supervised a large class with the assistance of a team of
monitors, who were quite often older pupils. Elementary school teachers were paid by results. Their
pupils were expected to achieve precise standards in reading, writing and arithmetic such as reading
a short paragraph in a newspaper, writing from dictation, and working out sums and fractions.
Before 1944 around 80 per cent of the school population attended elementary schools through to
the age of 14. The remainder transferred either to secondary school or junior technical school at age
11. The school system was changed with the introduction of the Education Act 1944. Education was
restructured into three progressive stages which were known as primary education, secondary
education and further education.

In the UK, schools providing primary education are now known as primary schools. They generally
cater for children aged from four to eleven. Primary schools are often subdivided into infant
schools for children from four to seven and junior schools for ages seven to 11. In the (diminishing)
minority of areas where there is a "three-tier" system, children go to lower school or "first school"
until about 9, then middle school until about 13, then upper school; in these places, the term
"primary school" is not usually used.In the UK schools providing primary education in the state sector
are known as primary schools. They generally cater for children aged from four to eleven

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In areas that adopted a three-tier system, the term primary school is often used as an alternative
to First School, taking in ages up to 9 or 10 years old, although for education planning purposes, the
term "primary education" in these areas will still cover the age groups as in a two-tier system.

SECONDARY SCHOOL
In the private sector, fee-paying schools which provide primary education are known as preparatory
schools, and they often cater for children up to the age of thirteen. As their name suggests,
preparatory schools are designed to prepare pupils for entrance examinations for fee-
paying independent schools.

Secondary education is in most

countries the phase in the
education continuum
responsible for the
development of the young
during their adolescence,
the most rapid phase of
their physical, mental and
emotional growth. It is at
this very education level,
particularly in its first
cycle, where values and
attitudes formed at primary
school are more firmly ingrained alongside the
acquisition of knowledge and skills.
Since 1989 education has been seen as a basic human right for a child, article 28, of
the Convention on the Rights of the Child states that: primary education should be free and
compulsory while different forms of secondary education, including general and vocational
education, should be available and accessible to every child. The terminology has proved
difficult, and there was no universal definition before ISCED divided the period between
primary education and university into junior secondary education and (upper) secondary
education.
In classical and mediaeval times secondary education was provided by the church for the sons
of nobility and to boys preparing for universities and the priesthood. As trade required

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navigational and scientific skills the church reluctantly expanded the curriculum and widened
the intake. As late as 1868, secondary schools were organised to satisfy the needs of different
social classes with the labouring classes getting 4 years, the merchant class 5 years and the elite
getting 7 years. Only then did it become accepted that girls could be sent to school. The rights
to a secondary education were codified after 1945, and countries are still working to achieve
the goal of mandatory and free secondary education for all youngsters under 19.

Secondary education covers two phases on the International Standard Classification of

Education scale. Level 2 or lower secondary education (less common junior secondary
education) is considered the second and final phase of basic education, and level 3 (upper)
secondary education is the stage before tertiary education. Every country aims to provide basic
education, but the systems and terminology remain unique to them. Secondary education
typically takes place after six years of primary education and is followed by higher
education, vocational education or employment.[1] Like primary education, in most countries
secondary education is compulsory, at least until the age of 16. Children typically enter the
lower secondary phase around age 11. Compulsory education sometimes extends to age 19.

The start of lower secondary education is characterised by the transition from the single class-
teacher delivering all the content to a cohort of pupils, to one where content is delivered by a
series of subject specialist. The educational aim is to complete provision of basic education,
completing the delivery of basic skills and to lay the foundations for lifelong learning.

(Upper) secondary education starts on the completion of basic education, which also is defined
as completion of lower secondary education and its completion will provide the entry
requirements to level 5 tertiary education, the entry requirements to technical or vocational
education (Level 5- non tertiary course, or direct entry into the workplace. More subjects may
be dropped, and increased specialism occurs. The educational focus is varied according to
future direction of the student, and their interests. Education at this level is usually voluntary
(Upper) secondary education is likely to show these criteria-

 entry after some 9 years of basic education

 exit to level 5 or level 4 courses or direct employment
 the typical entry age will be between 14 and 16 years
 all teachers will had level 5 qualifications in the subject they are teaching.
 Secondary schools may be called high schools, academies, gymnasiums, lyceums, middle
schools, upper schools, colleges, sixth-form
colleges, vocational schools, or preparatory schools, and the
exact meaning of any of these varies among the countries

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 A university is
an institution of higher (or tertiary) education and research which
awards academic degrees in various academic disciplines. Universities
typically provide undergraduate education and postgraduate education.
The UK's universities want to provide students with a world-class education so that
they can achieve their full potential.
UK universities enrol over 2 million students each year from the UK and around world,
who study nearly 1,200 different subjects.. UK universities also consistently outperform
their overseas counterparts in the International Student Barometer survey.

Top 10 Universities in UK

 University of Oxford
 University of Cambridge
 University of St Andrews
 Imperial College London
 University of Edinburgh
 University of Manchester
 UCL (University College London)
 King's College London (KCL)

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  School of Economics and Political Science (LSE)
 Lancaster University

Teaching
As a graduate student at Oxford you
will belong to an academic department
Reputation and
which provides your teaching and
quality
supervision and exceptional resources to
The University of Oxford has an
support your studies.
outstanding worldwide reputation for its
International
teaching, research and contributions to community
society. Oxford is almost unique globally in Oxford's international profile rivals
its ability to combine the benefits of its that of any university in the world,
great history and tradition with the highlighted by the breadth and depth of its
innovative and forward-thinking approach research collaborations and a truly global
of a modern University. student body and academic staff.

The University of Cambridge is institutions which include 31 constituent

a collegiate public research colleges and over 100 academic
university in Cambridge, England Cambridge departments organised into six schools. The
is the second-oldest university in University of Cambridge is also very
the English-speaking world and the competitive in a number of specialisms and
world's fourth-oldest surviving university. ranks among the top three universities in
Cambridge is formed from a variety of the world for English language and

15
literature, geography, history, modern The
languages, mechanical engineering, the university
natural sciences and many others. was reorganised from its nine faculties into
three "colleges". While technically not
a collegiate university, it now comprises the
Colleges of Humanities and Social Sciences
(HSS), Science & Engineering (SCE) and
The University of Edinburgh , Medicine & Vet Medicine (MVM). Within
founded in 1582, is the sixth oldest these colleges are "schools" – roughly
university in the English-speaking world and equivalent to the departments they
one of Scotland's ancient universities. The succeeded; individual schools have a good
university is deeply embedded in the fabric degree of autonomy regarding their
of the city of Edinburgh, with many of the finances and internal organisation. This has
buildings in the historic Old Town belonging brought a certain degree of uniformity (in
to the university.Edinburgh receives terms of administration at least) across the
approximately 50,000 applications every university.
year, making it the fourth most popular
university in the UK by volume of
applicants.

The main campus is south of

The University of Manchester is Manchester city centre on Oxford Road. The
a public research university in Manchester, university had a consolidated income of
England, formed in 2004 by the merger of £987.2 million in 2015–16, of which £273.5
the University of Manchester Institute of million was from research grants and
Science and Technology and the Victoria contracts. It has the third largest
University of Manchester.The University of endowment of any university in England,
Manchester is a red brick university, a after the universities
product of the civic university movement of of Cambridge and Oxford.
the late-19th century.

16
The uniform

17
A typical day of primary school

The Students Arrive

The students start arriving on our upper playground from about 8:45 am.
Most of our children walk from near by housing estates but some travel
to school by car.
The children wear a school uniform and carry their homework and
packed lunch in a school bag.

The Start
School begins at 8:55 am. The duty teacher blows a whistle and the children line up in their
class groups. They wait quietly for the teacher to send them to their classrooms.
On arriving in their classrooms, the children empty their bags and put their homework in the
marking trays/boxes. They hang their bags and coats on the pegs in the cloakrooms (each class
has their own cloakroom). The children then go back into their classrooms.

Registration
The children do their early morning work whilst their class teacher takes the attendance
register. The attendance of every child attending school each morning and afternoon is
recorded in a special book.
The teacher reads out each child’s name in turn. On hearing his/her name, the child replies 'yes
Mrs. (teacher's name)' and the teacher notes down in the book whether the child is in school or
not.
Students primary schools are usually taught by the same teacher for all subjects.

Assembly
At 9:10 am the children go to assembly in our main hall. They sit on the floor in rows with the
youngest children at the front and the older children at the back. As the children enter the hall
they listen quietly to the music playing. Each week has a different musical theme and the
children are asked to listen out for particular things.

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What happens in an Assembly?
In our assemblies the children listen to a story, sing a song and pray. The story is either taken
from the Christian Bible or is a story with a moral. The songs we sing are particularly chosen
with the children in mind. Some of our songs are sung with the English sign language.
To cater for the children of different faiths, some of our assemblies do not have a Christian
theme. These assemblies are a time for us to gather together to celebrate the achievements of
our children and of the school as a whole.
Every parent has the right to withdraw their child from a school assembly.

First Lesson
The first lesson of the day begins at 9:30 am and lasts for an hour. The
morning lessons are usually Literacy (English) or Numeracy(Mathematics).
Each of these these lessons last for an hour.

Electronic equipment in the Classrooms

Every classroom in our school has the following:

 a computer
 an overhead projector
 tape recorder / cd player

Three classrooms now have an interactive whiteboard with data projectors. We also
have 3 portable TVs with video recorders to share.

Break Time (Recess)

The children have their morning break from 10:20 - 10:35 am. Our children bring a snack from
home to eat in the playgrounds. This snack is usually a packet of crisps, fruit or a couple of
biscuits.
The children play games on either of our two playgrounds, adventure
playground or in the summer term, they play on our large playing field.
Football is a very popular game but the children also play many other
games, some of which have been around in school playgrounds for
many years.
At the end of Break Time the duty teacher blows a whistle. The
children stand still and wait to be told to line up in their class lines.

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Lesson Two
We now have an hour and fifteen minutes before lunch time. The first fifteen minutes may be
spent giving the children their weekly spelling test, times tables test or used for mental maths.
The children will then have a Literacy or Numeracy lesson before Lunch time.

Lunch Time
Lunch time is from 12 noon to 1:10 pm.

Most children bring their own packed lunch from home. A packed lunch usually
consists of sandwiches, fruit, a drink and a packet of crisps. Some children will have a
school dinner cooked in our school kitchen.

While the children are waiting to have their lunch or after they have finished eating, they play
games in the playgrounds or attend lunch time clubs.
We have Midday Supervisors who look after the children during Lunch time. Teaching staff are
also on hand to help out and supervise. Teachers take it in turns to be on duty during lunch
times.

Afternoon Lessons
Lessons resume with reading activities. This could be the whole class quietly reading or the
children undertaking various reading activities in groups.
The rest of the afternoon is spent learning one or two of our other school subjects
Afternoon lessons continue until 3:15 pm when the children go home.

20
 “two-one”). A 2.1 also puts you in good
position for employment, graduate
programmes and post graduate study. For
some institutions and for some employers,

UK Grading this is the minimum grade acceptable. Like a

first class honours, the numbers of students
achieving a 2.1 have increased significantly
in the past few years.

Scale Lower Second Class

This is the lower division of a second class
degree. It is commonly known as a 2.2 or
“Desmond” (as in Desmond “two-two”). A
First Class 2.2 is often the minimum grade required for
Commonly known as a “first”, a first class is most opportunities in employment and
the highest honours degree achievable. further education.
Although it is now usually impossible for
Third class
students to study two full undergraduate
Commonly known as a “third”, this degree
subjects, some universities award “double
is the lowest honours degree achievable.
firsts” when a student achieves a first class
Very few graduates achieve a third class
degree in two separate subjects, while
honours.
studying one joint honours degree. The
universities of Oxford, Cambridge have Pass
been known to award “double firsts”. A first In some institutions, if an honours student
class degree is achievable with very hard fails to achieve a third class by a small
work and passion for your subject. Those margin, they will be awarded an ordinary
who achieve this much desired classification degree.
are in the strongest position for
Classification Mark Equivalent
employment, graduate programmes and
grade
acceptance for post-graduate study.
First class (1st) 70%+ A

Upper Second Class Upper second class (2.1) 60-69% B

A second class degree is split into two Lower second class (2.2) 50-59% C
divisions and the higher of the two
Third class (3rd) 40-49% D
divisions is the upper second class,
commonly known as 2.1 (pronounced Fail 40-0% F

21
 EXAMS IN UK
11+
The "11 Plus" is a selective examination, set by some state grammar schools in England as a way of determining
which children should be selected to enter their schools in Year 7. Up until the 1970's, every child in England and
Wales had to sit the 11 Plus examination to determine which type of Secondary school they would go to once
they had left their Primary school. With the coming of the Comprehensive system of Secondary education, many
towns abolished their grammar schools, turning them into comprehensive schools, where no selection test was
needed. There were some towns however, who elected to keep their grammar schools, which are still in
existence today. As places at the existing grammar schools are at a premium, the only way of securing a place is
through your child reaching a high enough mark in the selection test, which each grammar school sets. It is
estimated that approximately 100,000 children sit the 11 Plus exam each year for around 15,000 places, giving
each child a 1 in 6 chance of gaining a place.

SATs ks2

Children in Year 6 of primary school take their SATs tests in

the Summer term during the month of May. They are tested
in Reading, Writing (including handwriting), Spelling, Maths,
Mental Arithmetic and Science. The tests are sent away to be
marked externally and the results are given to the parents
before the end of the summer term. They are also passed
onto their new Secondary school. The average level for a
year 6 child nationally is level 4.

Common Entrance exam

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.

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GCSE's - ages 14/15 GCSE exams stand for HND - ages 18+ A Higher National
the General Certificate of Education and Diploma (HND) is a higher
these are usually taken in Year 11 of education qualification of the United
Secondary school, though some more able Kingdom. This qualification can be used to
children may take the exam a year early in gain entry into universities at an advanced
Year 10. Generally speaking most GCSE level, and is considered equivalent to the
courses last for two years and include a second year of a three-year university
mixture of both practical and examination degree course.
work.
Degree - ages 18+ An academic degree is a
A S Levels - ages 16/17 These take place at qualification awarded to students upon
the end of year 12 of Secondary school and successful completion of a course of study
count to the final A-level grade which is in higher education, normally at
completed the following year. Many a college or university. These institutions
students tend to take four (or even five) A S commonly offer degrees at various levels,
Levels, before dropping one or two of them typically
for the final year of their A Level course. including bachelor's, master’s and doctorate
s, often alongside other academic
A Levels - ages 17/18 These are the final
certificates, and professional degrees. The
exams that pupils take in Secondary Scools
most common undergraduate degree is the
(or at sixth form colleges) and they are used
bachelor's degree, although in some
by universities to determine which students
countries lower qualifications are titled
are accepted for University courses, or by
degrees (e.g. associate degrees in the US
potential employers who are considering
or foundation degrees in the UK) while in
employing a student. Most students tend to
others a higher-level first degree is more
take three subject based A Levels as well as
usual.
the General Studies A Level.

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 Life after you graduate: what are the best options?
-There are plenty of options available to students in their final year, from graduate -
programmes to working abroad or further study

Taking that first job

After three or four years of study, many students are happy to see the end of assignments, exams and a
diet made up of cereal and baked beans. For those, entering the world of work is the logical route and it
seems this is a good time to be a graduate looking for a job. Along with companies meeting students at
graduate fairs, they are also going into colleges to recruit. Going straight from your undergraduate
course into employment also gives you the chance to figure out your strengths and weaknesses. You will
get the chance to identify if there’s a particular part of the sector you might want to specialise in, or find
out if it’s even the right type of work for you. That’s something you can often only get with hands-on
experience. For those working there’s also the chance to continue studies with a part-time postgraduate
course, which may be funded by your work. Some people may even have their company pay for their
further education, along with getting study leave and bonuses for good performance in exams.

Moving abroad
The end of your undergrad is also an optimal time to move country or even continent, doing anything
from teaching English, to engineering to interning in law firms. It’s an opportunity to see a new
landscape, make new friends and embrace a totally different culture. It’s also a chance for many to
embellish their CVs.

Conversion courses
Of course, after three or four years of college, some students may discover they want a complete
change from where their undergraduate degree was taking them. There is a growing number of
postgraduate conversion courses in colleges around the country. They offer a second chance for
graduates to take control of their career path and go in a totally different direction. They usually last one
to two years and can, for example, take science graduates into marketing, business and arts graduates
into law and engineering students into web design. The biggest benefit of a conversion course is that it
allows you to enter an area of work that you are passionate about and truly interested in, rather than
slogging away for years in an area or profession you care nothing about.Conversion courses are usually
highly valued by employers as they often favour candidates with a
broad educational background.Your degree will give you
transferable skills that you can bring with you into your new
area, while the course itself will give you the skills
necessary for the sector you want to enter

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Postgrads
For those who are not quite ready to turn their backs on academia, the option of a
postgraduate course, either taught or research, can also offer opportunities further down the
line for graduates. he main thing is to figure out which type of postgrad will help you to fulfil
your career expectations and what structure suits you best, as both have a number of merits
employers will appreciate. A taught master’s usually has a very structured programme, similar
to an undergraduate degree, with lectures, group work and regular assignments; students are
expected to complete a major thesis or dissertation by the end. They usually equip people with
strong teamwork and communication skills, as well as upskilling students and giving them a
greater insight into their chosen area. They typically last one year and incorporate a work
placement. For research students collecting data, it can get them out of the library and making
contacts. Networking in this way can prove useful when looking for a job after the postgrad. A
research postgrad also allows the student to know more about that area than anyone else, or
indeed internationally, and so it’s also the route into academia. It can also open a lot of doors
to consultancy or being a specialist in a particular area.

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The UK education system is flexible, so the students can study in a way that suits their lifestyle
and career aspirations. When they study in the UK they meet people from different
nationalities, sharing their backgrounds and discovering new perspectives.

The benefits of studying in the UK

 The UK institutions consistently rank among the best in the world and qualifications are
internationally valued and recognised.
 The UK undertakes 5 per cent of the world’s scientific research and produces 14 per cent
of the world’s most frequently cited papers.
 UK institutions offer flexibility of choice and enable you to blend academic and vocational
courses of your choice.
 The teaching and study methodology used in the UK give you the freedom to be creative
and develop skills sets and confidence.
 As a student you get the opportunity to be taught by the world's leading academics and
experts; you also benefit from their constant academic support.
 UK degrees can be tailored to your interests and often include specialised modules.
 The UK is the home of English hence an ideal place to develop language skills and
enhance employment prospects.

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Celebrities Who Studied at UK
Universities

Kate Middleton

University: University of St
Andrews Hugh Grant
Course: History of Art
The Duchess of Cambridge studied University: University of Oxford
History of Art at the University of Course: English Literature
St Andrews in Scotland where she Hugh Grant's uni days at the
was a resident at St Salvator's Hall University of Oxford were where his
university housing acting career really excelled. His first
film, Privilidge was funded and
produced by the Oxford University
Film Foundation, and his performance
received glowing reviews.

Gerard Butler

University: Law
Course: University of Glasgow
Gerard Butler is not only handsome
but intelligent, too. When he got
good grades at school he was Tom Hiddleston
offered a place to study law at
Glasgow University. During his time University: University of Cambridge
as a student, he became President Course: Classics
of the university law society. No wonder TayTay fancied a bit of
Tom Hiddleston... he's a clever guy!
The actor studied at Pembroke College
at the University of Cambridge where
he left with a double first in Classics.

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In conclusion,we acquire education from the moment we are born and it
guides our path to death. Adolescents can be more easily accepted in
society and can adapt without worries if they receive an effective
education from their parents.Education can be regained during
adolescence even if the young person lived in a disorganized family.
Furthermore,another property of education is to help students gain
different skills in terms of their passion and to discover new knowledge.
At the same time, students may be able to contribute to changing the
perspective of their community to make it a better place to live.
Finally,I would like to end by writing a quote that motivates me every day
to keep my seven years at home:” Education is the passport to the future,
for tomorrow belongs to those who prepare for it today.” – Malcolm X

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 Bibliography
1.https://www.internationalstudent.com/study_uk/education_system/
2.http://schools.keldysh.ru/school1413/eng/egorova_ks/str6.html
3.https://en.wikipedia.org/wiki/Education
4.http://www.pbs.org/parents/education/
5.Creative Schools: The Grassroots Revolution That’s Transforming Education-Ken Robinson
6.Mindful Learning: Reduce Stress and Improve Brain Performance For Effective Learning-
Dr. Craig Hassed and Dr. Richard Chambers

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