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Education system in UK – Cause & Effect

Introduction Education in the UK is devolved with each of the smaller countries within the UK. This means there are governments in England, Wales, Scotland and Northern Ireland that deal with education their own way. There are five stages of education in the UK, which include early years teaching, primary school, secondary school, Further Education (FE) and Higher Education (HE). In my cause and effect essay, I show the effect of school rules and rankings and graduation rates in the UK. Cause The UK is traditionally one of the highest ranked countries when it comes to education, but over recent years, their ranking against the world has stagnated a little, especially when it comes to PISA tests (Program for International Student Assessment).

Effect The UK education system is still good and ranked highly, but it has caused more people to consider teaching their children at home. There are a growing number of parents that are teaching their children at home in the UK. The numbers are still small in comparison to the number of children that attend school. Part of the reason that there are more children being taught at home is because there are now free and easy-to-use tools on the Internet that parents can use to teach their child a little easier than before. Cause It is compulsory for children to attend school from the age of four in Northern Ireland and five in the rest of the UK, and children are not allowed to leave school until the age of 16. The only way to avoid going to school is via home schooling, but a child must still complete a curriculum that is overseen by a tutor upon occasion. Effect It has become more difficult for students to miss school, and many have to attend school no matter what. However, thanks to the Internet, students are discovering that if they behave badly then they can be expelled. If they are not accepted into other schools, then their parents are forced to teach them from home. Cause The University and college system in the UK is truly top class, with many of the Universities and colleges having notoriety and esteem around the world. Graduation rates within UK colleges and Universities are very high, and any student in the UK can find funding in order to attend University apart from in special circumstances. Effect The UK stands in second place across Europe and in sixth place worldwide when higher education from Universities and colleges is counted in with the figures whilst ranking. There are so many students attending college and so many graduating that the UK world ranking and European ranking is very high. If graduation rates from colleges and Universities were not counted, then the UK is no longer second place in Europe when it comes to education rankings.

Conclusion The UK education system is clearly very good and of a very high standard, though some of their high rankings on the world stage are backed up by their very strong college system and even stronger University system, with the college system giving A-level qualifications and Universities giving degrees.

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Free Schools – Arguments and Evidence For and Against

Table of Contents

Last Updated on May 11, 2020 by Karl Thompson

This is relevant to the educational policy aspect of the education topic within the sociology of education. It should be especially useful for evaluating coalition, or new ‘New Right’ policies.

What Are Free Schools?

A Free School in England is a type of Academy, a non-profit-making, state-funded school which is free to attend. Free schools are not controlled by a Local Authority (LA) but instead governed by anon-profit charitable trust.

To set up a Free School, founding groups submit applications to the Department for Education. Groups include those run by parents, education charities and religious groups. Ongoing funding is on an equivalent basis with other locally controlled state maintained schools, although additional start-up grants to establish the schools are also paid.

Similarities between Local Authority schools and Free Schools

Differences between free schools and regular state schools.


Must follow the National Curriculum	Don’t have to follow the National Curriculum
Funding controlled by Local Authority	Funding comes straight from government
‘standard’ school day and term times	Free to set school days and term times
Teachers must be qualified	Teachers don’t have to be qualified

A brief history and overview of types of Free School

Free Schools were introduced by the Coalition government in 2010 general election as part of the Big Society initiative. The first 24 Free Schools opened in autumn 2011.

Since 2011, any Local Authority in need of a new school must seek proposals for an Academy or Free School, with a traditional Local Authority school only being allowed if no suitable Free School or academy is proposed. Since July 2015 the government is regarded all new academies as Free Schools – hence if there’s demand to establish them, any new school being established will be a free school.

There are currently over 500 Free Schools operating in England and Wales. In 2019 the government announced a new wave of them and there are around another 220 currently in the process of being established. (Source: EPI )

Studio school – A small free school, usually with around 300 pupils, using project-based learning.

Free Schools in England Report 2019

They found mixed results depending on whether the schools were primary or secondary, but some of the key findings are as follows (NB be sure to go check the link out!)

Arguments for Free Schools

Supporters claim that:

Arguments against Free Schools

Critics argue that…

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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

Writing essays in science subjects
Brief video guides to support essay planning and writing
Writing extended essays and dissertations
Planning your dissertation writing time

Structuring your dissertation

Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions.

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline.

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

Approaching different types of essay questions
Structuring your essay
Writing an introduction
Making use of evidence in your essay writing
Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

The background information to - and context for - your research. This often takes the form of a literature review.
Explanation of the focus of your work.
Explanation of the value of this work to scholarship on the topic.
List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources.

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work .

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UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply?

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However, you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. Pure Maths has also enabled me to better understand how 3D modelling works with the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

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An essay is a piece of academic writing which makes an evidenced argument in response to a question or series of questions. Some essays aim to prove something by developing a case, by reasoning, using examples and by taking a position. Essays may also involve providing clear explanations about a topic and allow you to demonstrate your understanding. In many cases, writing essays will involve gathering examples and evidence, and involves carrying out some initial research and reading.

Sometimes you will be assigned an essay question; in other cases, you will be given a topic and it is up to you to identify the possible questions you will seek to address in your essay.

At university, you will therefore usually be expected to read more widely and support your essay argument by referring to a more diverse range of sources and evidence. Good essays will still need to meet important criteria that you have probably encountered at school and college: essays should be appropriately presented, clearly structured, and should demonstrate they have been proofread to check for clarity of expression and to minimise errors. However, you will also be expected to follow academic conventions on how to reference existing research from books and journals as well as other appropriate sources. You will need to engage critically with what has been written on the subject so that you explain the significance and importance of issues and examples. You may also need to discuss the consequences and purposes of theories, methods and analyses presented by existing scholarship beyond identifying what has been said or done.

For many students, writing essays at university may be difficult to begin with and it is very important to pay attention and try and respond to any feedback you receive.

Starting an essay

The first thing you should do is to read any guidance your school has provided and make sure you understand how your essay will be assessed. Pay particular attention to any assessment criteria or marking sheets, as well as any feedback you've been given previously.

Identify the question(s) to be addressed
Develop your thinking and reading to note down some initial ideas and thoughts
Don't become fixed in your early ideas: remain open minded, as you may wish to change your perspective as you read more
Consider the arguments against your view - how could you defend or rebut alternative positions
Begin to think of the structure of your essay and the sequence you wish to introduce points. Work towards sketching out an outline of how these points can be linked together
Start writing - some students find they can refine their ideas by trying to express them in written form
Be prepared to re-draft your work before final submission
Where possible, give yourself time to put the essay aside for a day or two and come back to it during the drafting phases. Seeing it with fresh eyes will be particularly useful when re-considering the structure and placing of paragraphs.
Try asking friends to read your draft work. It can be very difficult after repeated reading to see your own mistakes. Alternatively, use text-speech software such as TextHelp Read&Write (available on the UoN network) to read the text aloud to you.
When you have a fairly complete and well-organised draft, revise sentences, with special attention to transitions, checking that a reader will be able to follow the sequences of ideas within and between sentences and between paragraphs.

Points to remember

Check that when you are starting work on your essay and reading materials and sources, make a clear note of the bibliographic details (e.g. author, date, title, publisher etc.) as you will need this information to accurately complete any citation of references and list of sources or bibliography. Harvard is often used in many schools, but check and follow the recommended system of the School or department offering the module.

Before submission, proofread the final copy checking for grammar and spelling mistakes. You might find it helpful to print out your essay and make notes on the hard copy.

Structuring your essay

Your structure should embody a basic plan necessary to write an essay relevant to the title.

It will need an introduction, a main body and a conclusion (or summing up at the end). However beyond this basic structure, it is likely that your school can provide more detailed guidance.

Introductions

Introductions are like an itinerary or road-map for your reader. They will usually identify what specific questions or issues you are tackling in the essay (the focus) and indicate how you will work through answering the question/title you are writing about (the method or theory applied).

It can help to think of the introduction to an essay being around 10% of the total word count. For a short essay of 1500 words, it may be just a single paragraph of approximately 150 words. For longer essays, you may need to set the scene of the topic first, so it may be two or three paragraphs in length.

The paragraphs in the main body develop your argument or response to the essay title, using examples to explore the different aspects of the question. Think about how each paragraph builds up the argument and use connecting words and phrases to link together the paragraphs. In some departments, you may be encouraged to use headings for the different sections, but check this with your assignment guidelines or tutors.

Conclusions

The conclusion will indicate the overall themes and summarise the key points you have raised in the essay, identifying how this has addressed the question. It can help to think of the conclusion as being around 5-10% of the total word count. For a short essay of 1500 words, it may be a single paragraph of approximately 100-150 words. For longer essays, the conclusion may be a couple of paragraphs long. The conclusion is where you summarise and synthesize the significance or importance of the key evidence and examples you have discussed.

Remember to not include any new ideas or information in your conclusion.

Proofreading

Many students find it easier to proofread from the printed page rather than a computer screen, but do think about using technology to support your proofreading process. Text-to-speech software such as TextHelp Read&Write can read text aloud to you, highlighting each word as it reads, and can help identify homophones along with a range of other proofreading support strategies. Read&Write is available on the UoN network.

Check paragraphing for length, transitional links, and internal coherence
Check word choice - use a dictionary to check accurate meanings
Review your style and check for clarity - reading aloud can often help
incomplete sentences
missing or mis-used punctuation
possessives (The dog's bone or the two dogs' bone)
matching verbs and subjects (plural or singular).
Check spelling and typing for possible errors. Run a spell checker, but remember if your mis-spelling actually spells another real word it often won't identify these.

Evaluating your essay

When finishing an essay you should check it against the marking criteria provided by your school. Here are some useful questions to ask yourself:

Did you give a brief introduction that provides any indication of the overall flow of your essay?
Did you use a logical progression of concepts and information using subheadings, if appropriate, for the main body?
Did you include too little information? You will need detail, or specifics and examples.
Did you include too much? You often don't need more than one or two examples to make a point; you need to make theories, issues or arguments clear, but not verbose. Make sure you keep within the word limit set for the essay.
If appropriate to your discipline, did you use clearly labelled diagrams, figures, or images that are referred to in the body of the text? (Diagrams are not free-standing items and are of benefit only when they highlight key points or mechanisms.)
Did you write clearly and unambiguously? Keep your sentence construction simple, and avoid overlong sentences. Punctuate correctly.
Did you give a brief concluding paragraph to round off your essay?
Did you acknowledge your sources using the appropriate referencing system?

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Types of School in the UK: Which is Best For Your Child?

January 18, 2022

How many types of school are there in the UK?

What are the different types of school in the uk.

Independent schools
Boarding schools

Forest schools

Waldorf schools
Sudbury schools

Schools for talented and gifted

Montessori schools, grammar schools, private schools.

Which type of school to choose for your child

There are 10 main types of school systems in the UK. Some of them have similar approaches to teaching while others vary wildly. There are paid options and also free schools.

It’s great that there is so much variety because all kids learn differently and there is no one right answer or one-size-fits-all when it comes to education. You, as the parent, get to choose which types of school would benefit your child over others. 🥰

The reason there are different types of schools and learning methods being run across the UK is the way the education system is set up. Leaders in Scotland , Northern Ireland , and Wales can make their own rules rather than following the same as England.

Even within the same countries, you will see a wide range of choices available in terms of schooling for both fee-paying and free options. Let’s see what the schools are and what each of them offers.

The 10 main types of school in the UK are:

Independent schools

A common misconception is that independent and private schools are the same types of school in the UK. While they share many similarities, Independent schools are always overseen by a board of governors or trustees. Independent schools require tuition fees to be paid by parents as they are not funded by the state.

There are distinct categories of Independent schools, including:

Pre-Preparatory and Preparatory School
Senior School And Sixth Form
Curriculum Oriented
Faith Schools

The main benefits of attending an Independent school are:

Customised learning
To boost digital skills
High-quality extracurricular infrastructure
Better qualified teachers

Boarding schools

Boarding schools are said to be a British invention and have been in place since the middle ages. These days, boarding schools in the UK are also known as residential schools, where students live and study throughout the school year. You can find boarding schools for kids from the ages of four to 18.

Obviously, boarding school fees are going to be higher since kids get accommodation, food, activities, and their education included. There are plenty of pros and cons when it comes to boarding school and ultimately it will come down to your situation as a family and whether you think this option could be a good fit for your child.

Forest schools offer an alternative way of learning that is largely focused on the outdoors. They follow six principles:

Being a long-term process of regular sessions
Learning occurs in a woodland or natural environment
Using learner-centred processes
Promoting holistic development of everyone involved
Offering the opportunity to take supported risks
Are run by qualified Forest school practitioners Waldorf schools

Waldorf Schools

Waldorf schools are also known as Steiner schools because they are based on the teachings of Rudolf Steiner. Waldorf schools are the most popular types of schools using an independent educational structure and growing fast.

The Waldorf educational system focuses on three developmental stages:

First stage - sensory-rich, play-based activities (for children up until the age of seven)
Second stage - artistic expression and social skills are promoted (for children aged seven to 14)
Third stage - students are given much more independence and expected to think more critically (for students aged 14-21) Sudbury schools

Of all the types of school, a Sudbury school places the strongest emphasis on student-focused learning . There is no set syllabus and students are expected to learn through experience rather than coursework and are responsible for their own time. Sudbury schools are run as a democracy where students and staff are equals.

These schools require that students are self-motivated and children are free to study what they find interesting. Another big difference compared to regular schooling is that students aren’t separated into age groups so they can mingle and learn with kids older and younger than themselves.

Academies in the UK are run by an academy trust and receive funding from the government. They are still inspected by Ofsted and follow the same rules as other state schools. However, academies have more control over their school’s workings including setting term times and curriculum.

You will find schools across the UK that have programmes for talented and gifted students .

There are also schools for talented and gifted kids that specialise in a particular area, or a couple e.g. music or sports.

Another concept, known as the “curriculum collapse” is sometimes practised too. This is when a normal week’s classes at school are replaced with a single theme so students can come together to demonstrate their talents and gifts.

Montessori schools started out in the early 1900s and facilitated a much more liberal way of learning, allowing children to work autonomously. Some of the teaching methods that Montessori education follows are:

Students choose what they learn
Mixed-age classes
No homework or assessment
Open classes so that free movement is permitted

The premise is that when kids are allowed to play and learn for extended periods of time on something they find engaging they concentrate deeply and become self-motivated. The teacher’s role is as a facilitator who oversees an environment where students become independent in a safe space.

Grammar schools are secondary schools funded by the state that admit students who do well in their 11+ exam . To be selected, potential pupils have to complete the corresponding 11+ exams for their chosen institution at the end of primary school. The exams vary by region and school and can include the following elements: Maths, Verbal Reasoning , Non-Verbal Reasoning , and English.

The entrance criteria will depend on the school but usually consists of one or more of the following:

Ranking of a student’s 11+ exam results
The distance a student lives from the school
Whether or not a student’s sibling already attends the school

The entrance exams for grammar schools (and independent schools) are more challenging than regular content students have been taught. This is to clearly identify the higher-performing pupils. If your kid needs to sit an 11+ entrance exam, we have professional tutors who can help by guiding your child on what to study depending on the school and exams they will be sitting. ✨

As we mentioned earlier, private schools are very similar to independent schools in the UK. While all independent schools are essentially “private” schools, a private school can be run by a sole owner, whereas independent schools have a governing body. Private schools are also regarded as being more selective .

Private schools require that parents pay the fees. You may wish to send your kid to a private school because they will have access to greater resources and facilities. Private schools will usually offer more subjects and have fewer students in each class too.

Which types of school to choose for your child

With such a wide array of options, you may still be wondering which route to go down. First of all, you should rule out any of the types of school systems listed you don’t prefer. You’ll probably still be left with several on your list. From there, look at the practicalities of sending your kid to a particular school. Some of the factors to take into consideration include:

Location - some of these schools are highly specialised and you won’t find them in every town. Is there a school you like that you can get your child to that fits around all of your other responsibilities and day-to-day commitments?
Expense - could you reasonably afford a particular school or could your child be considered for a scholarship?

A great site for sorting through schools in the UK is The Good Schools Guide . It has a search tool where you can enter your town or postcode and view a list of nearby schools. If you live in a larger city you can still get thousands of search results but you can narrow these down by filtering on distance and other parameters such as mixed-gender schools, boarding, etc. 🔎

We hope this has helped you realise the extent of the types of school systems available in the UK, while at the same time identifying the best options for your child. No matter what stage in your kid’s education journey they are in, we wish them the best of luck. If they need to take an entrance exam as part of the admission process, we have experts here to help.

Every school has its own guidelines and knowing how to prepare for an unknown exam is daunting. That’s why at GoStudent, we have thousands of different tutors who specialise in their own subjects and level exams. If your child doesn’t know where to start in their preparation for any exam , let one of our tutors support them through the process.

They will be able to provide advice, motivation, and coaching so your kid gets the best results possible. If you’d like to schedule a session , your first class will be free.

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Schools in England and Wales

Filed Under: Essays Tagged With: Miscellaneous

 Britain still has a strong independent school system, and 7-8 per cent of the youngsters go to independent schools.  Big changes in the schools of England and Wales occurred in the 1980s and early 1990s, most were the work of the Conservative Government, until 1991, by Margaret Thatcher.  The Government decided that parents must be able to choose between local schools, so they could send their children to the one they liked best.  The Government decided that schools should publish exam results so that parents could find out which schools were best.  The normal local school in Britain for pupils aged over 12 is the comprehensive school. These schools are supposed to take in pupils of every sort of ability.  The most important test in England and Wales is taken by pupils when they are about 16. The test is called the General Certificate of Secondary Education.  If pupils stay in school after the GCSE they can take the Advanced level exams when they are about 18.  Scotland and Northern Ireland have their own schools systems, separate from England and Wales.  You have to have good a level results if you want to get into university.  From the 1980s the Government in London took more and more educational decisions.

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Essay – examples & model answers | B2 First (FCE)

FCE Essay Examples: Topic (Environment)

Example exam task:.

In your English class you have been talking about the environment. Write an essay using all the notes and give reasons for your point of view.

Example Answer (Grade: 3)

Example answer:.

I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.

So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.

I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.

So, the best idea is look around and try to do something good for our planet and for us and our children.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:.


	3	All content is relevant to the task but the target reader is on the whole informed rather than fully informed as, the central question as to whether or not the problems can be solved has not really been addressed. The candidate discusses the environmental impact of transport and the cleanliness of rivers, and provides one suggested solution for the problem of transport (They don’t go anywhere by car one day a month). The writer’s opinion is clear in I think it could be very good if we had a tradition like that. No solutions are discussed for rivers and seas, and no third aspect of environmental damage is provided.
	3	The conventions of essay writing are used; there is an opening statement and a development of the subject matter, with a conclusion at the end. The register is suitably neutral for the most part, although the use of a colloquial yeah is not consistent with the rest of the essay. The essay is written for the most part in an objective way, but there is use of personal, subjective examples (Once I saw the river; I can’t make a sigh), which lessen the impact of the bigger problems. The target reader’s attention is held and straightforward ideas are communicated
	3	The text is generally well organised and coherent. It is separated into paragraphs and the punctuation is generally used effectively, although there are some long sentences (And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road). There is a variety of linking words (because; and; So; because of that) and some cohesive devices such as referencing pronouns, relative clauses and rhetorical questions to connect the ideas within the text.
	3	There is a range of everyday vocabulary used appropriately, and although there are errors, they do not impede communication (atmospeer; bycicle; sigh). There is a range of simple and some more complex grammatical forms: past and present verb forms are used with a good degree of control.

Example Answer (Grade: 3-4)

To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.

First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.

In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.

Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.


	4	All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed. Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused (harmful exhaust; factories which pour off their waste to ponds) and some limited mention of solutions. No tangible 3rd aspect of environmental damage is discussed. While the writer does conclude with a strong statement of opinion (every person can and must) the reader is not fully informed on the solutions proposed (Doing a little steps for protection our environment every day we will be able to save our Earth)
	3	The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using more formal language to introduce the ideas within the text (To begin with; First of all; It’s a fact of common knowledge). There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the writer’s point of view. Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are sometimes not as successful (Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents).
	3	The text is generally well organised and coherent, using a variety of linking words and cohesive devices, particularly to introduce the ideas throughout the text (To begin with; In addition to this; Needless to say; Apart from this). The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the followup examples are not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then offer a solution which would help ocean residents
	3	There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis (a global ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving). There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not impede communication (a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger situation).

Model Answer (Grade: 5)

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!


	5	All content is relevant to the task and the target reader is fully informed. Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to achieve this …). Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The writer’s opinion is clear in the choice of modal should. A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If, when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!).
	5	The conventions of the essay format are used effectively to hold the target reader’s attention. There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in more concrete terms, what we, the readers can do to help. The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing on electrical transport; If a country decided. Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against these actions).
	4	The essay is well organised and coherent, using a variety of cohesive devices. The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the paragraphs, to make them less independent, but the overall effect is of a cohesive text.
	5	There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy). There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey certain ideas succinctly. There are minimal errors which do not impede communication.

FCE Essay Examples: Topic (Fashion)

In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view.

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.


	5	All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made.
	2	Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed.
	2	The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases.
	2	There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the third person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined.

Example Answer (Grade: 4)

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.


	5	All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes)
	3	The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention.
	4	The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition. There are a variety of appropriate linking words and cohesive devices (many people who; According to them; this industry; thanks to that; On the other hand; In addition; In my opinion).
	3	A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion). A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be). There are some repeated errors with prepositions and third person verbs, but these do not impede communication.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.


	5	All content is relevant to the task and the target reader is fully informed. The candidate presents a balanced argument, discussing their own idea first that the fashion industry is important as it provides jobs and income for a huge number of people. The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion.
	5	The conventions of essay writing are used effectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry affects people, communities and wider society (the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority).
	5	The essay is well organised and coherent. There is a clear overall structure and the ideas are linked effectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profitable business is also believed; Nevertheless, for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good effect, for example links are made between fashion and industry, fashion and finance and fashion and society throughout the text, making clear connections between the separate aspects.
	5	There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to). A range of simple and complex grammatical forms is used with control and flexibility to express more complex ideas. Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication.

FCE Essay Examples: Topic (Languages)

In your English class, you have been talking about learning languages. Now your English teacher has asked you to write an essay for homework.

Write an essay using the notes and giving reasons for your point of view.

“There are more reasons to learn a foreign language than to pass a test”

Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.

Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.

Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.

To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.


	5	All of the content is relevant to the task. The candidate has discussed pleasure, personal challenge and travel as different motivations for learning a language, so the target reader is fully informed.
	5	The conventions of the essay genre have been used effectively to hold the target reader’s attention. Straightforward and complex ideas have been communicated:
	4	The text is well organised and coherent, using a variety of linking words and cohesive devices:
	4	A range of vocabulary, including less common lexis, is used appropriately: A range of simple and some complex grammatical forms has been used with control and some fexibility: The errors do not impede communication: …

Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.

I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.

Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.


	3	There is some minor irrelevance here, since the focus of the discussion seems to be the candidate’s personal experience and motivation, and the points about learning for pleasure and personal challenge are only incidentally addressed. The target reader is on the whole informed.
	4	The conventions of the essay genre have been used to hold the target reader’s attention. Straightforward and some complex ideas have been communicated:
	3	The text is generally well organised and coherent, using a variety of linking words and cohesive devices:
	4	A range of vocabulary, including less common lexis, has been used appropriately: A range of simple and complex grammatical forms has been used with a good degree of control: The errors do not impede communication:

FCE Essay Example: Topic (History)

In your English class you have been talking about learning history at school. Now, your English teacher has asked you to write an essay.

Write an essay using all the notes and giving reasons for your point of view.

A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.

However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.

In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.

All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity


	5	All content is relevant to the task and the target reader is fully informed. The first two points have been discussed together in detail and a third point, about origins and identity, has been included.
	5	The conventions of essay writing have been used effectively to discuss the issues in an informed manner. Straightforward and some more complex ideas, for example the point about the Ancient Greeks and the closing statement, are communicated using an engaging tone which is suitable for a wide audience and which holds the reader’s attention throughout.
	5	The text is well organised and coherent and makes effective use of a variety of cohesive devices to skilfully connect ideas both within and across sentences and paragraphs. Some organisational patterns are used to good effect, for example the parallel short statements ending the third and fourth paragraphs.
	5	There is a range of vocabulary, including less common lexis (numerous politicians; shape democracy and our constitution; our origins, our identity; your ethnicity) used appropriately. There is a range of simple and complex grammatical forms used with control and flexibility. Errors, mainly related to less common lexis, are minimal.

What is your level of English?

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Essays on England

The importance of writing an essay on england.

Writing an essay on England is important for several reasons. Firstly, England has a rich history and a significant impact on the world, making it a fascinating topic to explore. By researching and writing about England, students can gain a deeper understanding of its culture, politics, and society.

Furthermore, writing an essay on England provides an opportunity for students to develop their critical thinking and analytical skills. They can analyze historical events, political movements, and cultural developments to form well-supported arguments and s.

Additionally, writing about England allows students to practice their writing skills, including structuring an essay, using evidence to support their points, and presenting their ideas clearly and coherently.

Writing Tips for an Essay on England

Choose a specific topic: England has a vast and diverse history, so it's essential to narrow down your focus to a specific aspect of English culture, history, or society.
Research thoroughly: Use reliable sources to gather information and evidence to support your arguments. This may include books, academic journals, historical documents, and reputable websites.
Organize your thoughts: Create an outline to structure your essay and ensure that your arguments flow logically and coherently.
Use critical analysis: When discussing historical events or cultural phenomena, critically evaluate the information and provide your interpretation and analysis.
Cite your sources: Properly cite any sources you use in your essay to avoid plagiarism and give credit to the original authors.
Revise and edit: After writing your essay, revise and edit it to ensure that it is well-written, coherent, and free of grammatical and spelling errors.

By writing an essay on England and following these tips, students can develop a deeper understanding of English history and culture, while also honing their writing and critical thinking skills.

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Essay Samples on England

Integration of immigrants and multicultural society in england.

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Stonehenge as Historic Landmark of England

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The Domain of England and Wales During Elizabethan Era

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History Of Magna Carta And Its Significance In The U.s. And England

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Reasons Why England and Wales Should Adopt Mandatory Mediation

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Magna Carta, Declaration Of Independence.

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Comparing and Contrasting the Curriculum Approaches in England and Scotland Essay

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Introduction

Comparing and contrasting curriculum approaches in england and scotland, the national curriculum in england: key stages, overview of the curriculum used in scotland, differences, similarities.

Education and care among children has proved to be a big challenge for curriculum developers. From one perspective, there is a need to guide the personnel in early childhood centers, especially if they have low qualification or insufficient training.

A curriculum aids in ascertaining that staffs cover crucial learning areas, espouse a pedagogical approach, and accomplish a certain measure of quality in various groups across a country or region.

A curriculum is, too, a center for further training. On another perspective, it is broadly accepted that the aims of early childhood education and care curriculum ought to be diverse, as well as contribute to the child’s overall development and later success in school (Mac Naughton, 2003 p. 12).

These aims include health and physical development; emotional welfare and social capability; constructive paradigms to learning; communication skills; cognition and general knowledge. In addition, owing to learning patterns of young children, social-emotional and cognitive progress is learnt at the child’s own speed.

They take place through play and active methods, controlled by the child’s self-determination. All these considerations point out that caution should be taken while coming up with a comprehensive cognitive curriculum, which staff should deliver to acquiescent young children (Whitebread, 2006 p. 23).

Given the significance of this growth stage in children (pre-birth to five); many countries around the world have opted to issuing of brief guidelines on early childhood programming instead of offering a comprehensive curriculum. These guidelines are directed towards parents, educators and local administrators.

Fundamentally, these guidelines or curricular frameworks set up the value base and program principles on which this education is to be grounded. The goal is to encourage a collective sense of purpose between parents and early childhood centers; to endorse social and cultural values vital for society; to ascertain a considerable amount of unity of standards; and to inform and ease communication between staff, parents and children.

Although, many countries are still lagging behind in implementing early childhood education and care curriculums, some have already taken the big step and endorsed detailed programs. Such nations include England and Scotland. This essay compares and contrasts the curriculum approaches in both countries with close attention to children aged 0-5 years (Saracho, 2006 p. 42).

The United Kingdom comprises of four different countries, each with a command over education: England, Northern Ireland, Scotland, and Wales. The fact that the four countries were part of the Britain does not imply that they share a common curriculum in their schools although English remains the dominantly spoken language in amongst these nations.

England has its own curriculum known as National Curriculum while Scotland’s is referred to as National Guidance (Pinar, 2003 p. 27). The first part of this essay offers an overview of the two curriculums before describing their similarities and differences.

The National Curriculum offers an entitlement to a number of areas for all children in maintained schools, in spite of their background and ability. Although there is not an exact match between ages and Key Stages, children may complete Key Stages at an earlier or later age based on their progress. In addition, private schools do not a need to adhere to the National Curriculum or deliver Key Stage tests.

The National Curriculum has four Key Stages with eight levels (Cox, 2004 p. 8). The first stage is meant for children between 5 and 7 years. The National Curriculum identifies learning across a number of subjects such as history, art and information technology, though the three core subjects are English, mathematics and science.

Children are tested in reading, writing and mathematics, but these are used only to inform overall teacher assessments. The test results are not reported or collected centrally (Anning, 2001 p. 21).

The next Key Stage of the National Curriculum is meant for children aged 7-11. This is usually the end of primary education after which pupils in maintained schools proceed to secondary schools. Pupils study ten subjects assessed by teachers. They take tests in English, mathematics and science.

Key Stage 3 covers the first three years of secondary schooling. Students take twelve subjects, with teacher assessments and tests in English, mathematics and science. The fourth and last Key Stage of the National Curriculum prepares pupils towards various academic and vocational qualifications (DCSF, 2008 p. 23).

These are partly assessed through coursework. Every young person has to study English, mathematics, science, ICT, citizenship and Physical Education. Pupils must also study religious education, careers education, sex education and work-related learning. They also have access to four entitlement areas covering the arts, design and technology, languages and humanities.

The above four Key Stages point out that the Early Years Foundation Stage is deliberately not part of the National Curriculum. It, however, creates a distinct, coherent phase for all children aged 0-5.

It places an expectation on practitioners to support children’s learning and development through creative development, as well as physical development. Practitioners are expected to assess children’s progress through observation. The EYFS Profile is a tool to summarize children’s achievements at the completion of the Foundation Stage (Geva & Kelly, 2002 p. 16).

The current education curriculum in Scotland is known as Curriculum for Excellence: National Guidance on the pre-birth to three. It is a replacement of Curriculum Framework for Children aged 3-5 and the 5-14 Curriculum. The current curriculum is grounded on the solid foundations established in the critical years of pre-birth to three, which is supported by the new National Pre-Birth to Three Guidance.

It endeavors to aid every learner develop knowledge, skills and attributes for learning, life, and work, all entrenched in the four capacities. The four capacities include a successful leaner, a confident individual, a responsible citizen and an effective contributor (Bryce & Humes, 2003 p. 13).

The Curriculum for Excellence endeavors to produce successful learners with keenness and inspiration for learning, zeal to achieve, and candidness to new ideas and thinking. The successful learner should be able to use technology for learning, make logical evaluations, and use technology for learning.

The curriculum is also meant to produce responsible citizens with reverence to others, as well as a loyalty to participate dutifully in political, economic, social and cultural life. The responsible citizen should be able to make knowledgeable choices and decisions, comprehend different beliefs, and develop informed, ethical views of multifaceted issues. The Curriculum of Excellence covers eight major areas.

These include technologies, social studies, sciences, languages, health and wellbeing, expressive arts, mathematics, and religious and moral education (Clark, 2002 p. 53).

The curriculum adopts different ways of assessment, which entail gathering, reflecting on, and evaluating evidence of learning to enable staff to check on the learner’s progress and support further learning. The approaches to learning adopted by the curriculum include active learning, peer education, outdoor learning, co-operative and collaborative learning, and Reggio Emilia.

There are a number of distinctions between the early childhood education curriculum in England and Scotland. The first one is that in Scotland, unlike in England, there is no national curriculum. In England, there is a countrywide curriculum called the National Curriculum. The current curriculum in Scotland is called the Curriculum for Excellence.

Another defining difference between the curriculums in the two countries is that two countries have different policies for children below five years, usually called the Early Years Foundation Stage in England. In Scotland, the period covers children before birth to age of three.

In England, the National Curriculum covers children from birth to age of five. This implies that age for reception in primary schools is also different in the two countries, three for Scotland and Five for England (New & Cochran, 2007 p. 76).

The Birth to Five curriculum in England is also different from the Pre-birth to Three curriculum in Scotland, in their principles. The Birth to Five curriculum in England is based on the four principles of EYFS while the Pre-birth principles are based on the Early Years Framework. The first principle of the EYFS is a unique child.

This principle recognizes that every child is a skilled learner from birth, able to be flexible, capable, self-assured. Learning is focused on development, wellbeing, and health. The second principle for EYFS is positive relationships.

This principle describes how children learn to be well built and free from a foundation of friendly and safe relationships with parents or key persons. Learning is centered on respect, and co-operation with parent or key persons (Glazzard et al., 2010 p. 37).

The third principle on which the EYFS is based on is enabling environments. This principle holds that the environment plays a pivotal role in supporting and extending children’s development and learning. The commitments in learning are teaching centered on observation, evaluation and forecast, sustenance for every child, learning setting, and the wider milieu.

The latter includes transitions, continuity, and multi-agency working. The last principle of the EYFS is learning and development. This principle recognizes that children develop and learn in diverse speeds. It also posits that all areas of learning and development are equally significant and interrelated.

These principles reflect the commitment of the government to viewing Early Years education as a crucial part of the community. It recognizes the individuality of each child and the diversity of Early Years learning, and the importance of partnerships with parents and other services for better Early Years provision (Ioanna, 2009 p. 13).

The fundamentality under which the Pre-birth to three curriculum in Scotland is based is different from that of EYFS. The Pre-birth curriculum is based on four key principles. The first principle is rights of the Child. This principle is based on the United Nations Convention on the Rights of the Child. This principle states that children should be appreciated and respected at all stages.

In addition, they have the right to have their opinions heard and implemented (DCSF, 2008 p. 34). This implies that all adults and agencies should ascertain that children’s views are given prominence in harmony with age and maturity of the child. Children’s rights are defined in various ways. These include civil, cultural, economic, social and political rights.

All staffs have a crucial role of ascertaining that children’s rights are protected and aggressively endorsed. Children’s rights and respect ought not to be sidelined simply because they cannot essentially defend their own interests.

The second principle on which the Pre-birth to Three curriculum for Scotland is based is relationships. This principle holds that children are genetically bound to form relationships. This crucial important process starts even before the baby is born. Relationships begin with the care and attention that babies experiences while in the womb.

This principle is one of the defining characteristic that distinguishes the EYFS from the Pre-Birth to Three. This is because the former starts from birth to five while the latter encompasses the period before birth. The relationships principle further adds that newborn babies are skillful not only in responding to others but also in initiating interactions.

The ability to set up and uphold relationships is a lifetime process, but one that can be seen even in initial stages of life. As such, it is important that all staffs working with children are conscious of their responsibilities in ensuring and promoting optimistic relationships and the result this has in children’s future outcomes and life chances (Clark, 2002 p. 41).

The third principle on which the Pre-Birth to Three curriculum is responsive care. This refers to knowing and accepting children and recognizing that they are unique individuals. The principle entails building close relationships with children, being observant of them and meaningfully involved with them.

Establishing responsive care is important in ensuring effective and high quality provision for young children and their families. The last principle is respect. One of the most efficient means of showing respect for children and families is a case where the staffs demonstrate a real interest in them.

All staffs should ascertain that children and young people, parents and colleagues are treated with respect, fairly and justly (Saracho, 2006 p. 94).

In addition to differences in terms of principles, the curriculums in England and Scotland differ in terms of the bodies that regulate inspect the Early Years education. In the case of Scotland, two bodies do the exercise. The first one is His Majesty Inspectorate of Education (HMIE).

The second body is Social Care and Social Work Improvement Scotland (SCSWIS). HMIE inspects and reports on the quality of education in pre-school centers, schools, and other educational establishments. The body conducts regular joint inspections of pre-school centers with the Care Commission (Bryce & Humes, 2003 p. 15).

The inspection reports are published on HMIE website. In the case of England, the Office for Standards in Education (Ofsted) does the inspection. The core duties of Ofsted is to visit care centers regularly to ensure that each provider is an effective Early Years self –evaluation form that ascertains that the local standards are met.

Although the early years curriculums in England have profound differences as evident from the preceding discussions, this does not imply that they have nothing in common. In deed, they have a number of similarities given that the two countries are part of the broader United Kingdom community.

The first and already discussed phenomenon that makes the two curriculums similar is the fact that they have defining principles on which they are based. The curriculums in the two countries are based on four principles as mentioned earlier, though the wording and the philosophy of each may be different.

These principles provide guidance that is sensitive to respectful ways of interacting with children in ways that are helpful to them and their families (Pinar, 2003 p. 34).

Another similarity is that the two curriculums lay emphasis on the assessment processes. Substantial attention is paid to the ongoing assessment of children. This is perceived as an integral part of learning and development process. In both curriculums, providers ought to ascertain that practitioners are observing children and responding appropriately (Follari, 2006 p. 78).

This aids them make progress from birth towards the early learning objectives. In addition, the two curriculums consider parental involvement in learning process as very essential. Further, the curriculums hold that all adults who mingle with the child should contribute to learning process.

The role of play and active learning is also emphasized in the two curriculums. Lastly, the two curriculums require the care providers to keep a profile for each child assessment and progress purposes (Geva & Kelly, 2002 p.48).

In conclusion, this essay has explored the curriculums that exist for children in the Early Years, in both Scotland and England. In particular, the essay provided an overview of the National Curriculum in England and the Curriculum for Excellence in Scotland. The other part, which makes the bulk of the essay, is the comparison of the curriculums that cater for children in the early years, in the two countries.

Concisely, the essay found out that although the two countries are part of the United Kingdom, the curriculums offering early childhood education and care in the two countries are explicitly different.

This was particularly evident in the differences section of the essay where major distinctions concerning principles, inspection and regulation bodies, and reception age were explored. Although the two curriculums are evidently distinct, the essay also unearthed some major similarities that exist in the two. These included the existence of guiding principles, assessment and the emphasis of the role of play.

Anning, A., 2001. A national curriculum for the early years . Buckingham: Open University Press.

Bryce, T. K., & Humes, W. M., 2003. Scottish education: post-devolution . Edinburgh: Edinburgh University Press.

Clark, M. M., 2002. Education in Scotland: policy and practice from pre-school to secondary . London: Routledge.

Cox, T., 2004. The National Curriculum and the early years: challenges and opportunities . London: Routledge, 1999

Department for Children, Schools and Families (DCSF), 2008. Statutory framework for the Early Years Foundation Stage . Nottingham: DCSF.

Follari, L., 2006. Foundation and best practices in early childhood education: history, theories and approaches to learning . London: Prentice Hall

Geva, M.B., & Kelly A. V., 2002. Assessment in early childhood education. London: SAGE.

Glazzard et al., 2010. Assessment for learning in the Early Years Foundation Stage . London: SAGE Publications Ltd.

Ioanna, P., 2009. The Early Years Foundation Stage : theory and practice. London: SAGE Publications Ltd.

Mac Naughton, G., 2003. Shaping early childhood: learners, curriculum and contexts . Maidenhead: OUP.

New, R.S., & Cochran, M., 2007. Early childhood education: an International Encyclopedia , Vol.1. Harcourt: Greenwood Publishing Group.

Pinar, W., 2003. International handbook of curriculum research . London: Taylor & Francis.

Saracho, O. N., 2006. Handbook of research on the education of young children . London: Routledge.

Whitebread, D., 2006. Teaching and learning in the early years . London: Routledge.

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1. IvyPanda . "Comparing and Contrasting the Curriculum Approaches in England and Scotland." May 15, 2019. https://ivypanda.com/essays/comparing-and-contrasting-the-curriculum-approaches-in-england-and-scotland-essay/.

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Essay on Nepotism in 850 Words in English for Students

Updated on
Jul 2, 2024

Essay on Nepotism: What is nepotism? Why is it bad? What is the relationship between nepotism and favouritism? According to the Oxford Dictionary, Nepotism is the practice of using your power or influence to favour your family, friends, or relatives in an occupation or field. In 2023, The Archies was released by Zoya Akhtar, starring Agastya Nanda, Suhana Khan, and Khushi Kapoor. You might be wondering what’s the problem with these names. There was none until a debate sparked on social media about all of these being star kids. Critics called it a ‘Nepo Kid Fest’, a sign of rotten Bollywood. Supporters, on the other hand, say it is a storm in a teacup, and marketing experts say it will only help the film industry. Today, we bring to light the reality of nepotism, why it is bad and unethical, and what its consequences are.

Table of Contents

1.1 How did Nepotism Emerge?
1.2 Why is Nepotism Bad?
1.3 Consequences of Nepotism
1.4 Conclusion
2 Nepotism Examples

Essay on Nepotism in 850 Words

Nepotism is the practice of using one’s power or influence for the benefit of their family or friends. A successful movie star, politician, or businessman is more likely to support his or her child by using their influence in the industry. The most popular example of nepotism is seen in the film industry, where actors launch their children for new movie roles, giving them an edge over others.

The charge and practice of nepotism have been around for a while now. Critics say it’s favouritism towards your loved ones. Today, the hate for nepotism has become an industry itself. One of the top hashtags on social media is #boycottnepotism and the New York magazine called the year 2022 the ‘Year of Nepo Baby’, and even had a cover published featuring Nepo kids from Hollywood.

How did Nepotism Emerge?

Nepotism finds its roots in the Catholic church. In Latin, ‘Nepos’ means ‘nephews’ . Popes would appoint their nephews to cardinal positions. They did not have their own children so nephews were the best option. It was considered the best option to continue the ‘Papal Dynasty’.

History books tell us the story of Aristotle and Plato, the Ancient Greek Philosophers. Some historians claim that Aristotle may have been a victim of nepotism. His teacher, Plato, had a leadership position in the academy, and Aristotle thought he was a prodigy and that he was the right candidate. But Plato gave it to his nephew instead.

Charles Darwin, the man who told us how we evolved, was himself a product of nepotism. A man named Erasmus Darwin wrote a theory on evolution. Even Charlie Chaplin, the man who made the whole world laugh, was too nepotistical. His parents, Hannah & Charles Chaplin Sr., were famous British comic performers. Nepotism is as old as time and is widely practiced, starting with Kings and Queens.

John F. Kennedy, the 35th American President, appointed his brother Robert F. Kennedy as the US Attorney General. His brother-in-law, Sargent Shriver, became the First Director of the US Peace Corps. By 1967, nepotism had become so prevalent that American lawmakers had to come up with a law banning federal officials from hiring close relatives. It was called the Bobby-Kennedy Law.

What’s shocking is that nepotism thrives in democracies like India as well. In India, democracy came with dynasty politics. The Gandhi-Nehru family is the prime example of nepotism in politics. They have a monopoly over one of the main political parties in India. India has more than 34 prominent political dynasties across parties, religious lines, and states.

Why is Nepotism Bad?

Nepotism is rampant in courtrooms, boardrooms, and the hallowed halls of the legislature and judiciary. Data released by an American agency stated that by age 30, about 22% of American sons will be working for the same employer as their fathers and they will be doing so at the same time as their fathers.

Nepotism Undermines Meritocracy : Nepotism often places unqualified individuals in positions of power, sidelining talented, skilled, and deserving candidates.
Affects Organisational Growth: Favouritism can suppress innovation and creativity as positions are filled based on relationships rather than fresh ideas and perspectives.
Creates Unfair Work Environment: It creates an unfair work environment, leading to resentment and low morale among employees not part of the favored circle.
Damages Reputation and Erodes Trust: Organisations favouring nepotism may suffer from a damaged reputation, affecting their ability to attract top talent and customers.
Nepotism‘s Gender Problem: It has a gender imbalance, where men tend to benefit more from it.
Long-Term Consequences: It jeopardizes the long-term sustainability of organisations by undermining the foundations of merit and competency.

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Consequences of Nepotism

Those practicing nepotism are more likely to enjoy positive consequences, but that’s not the case with those who are victims of it. Nepotism can have negative consequences for employee morale, organizational performance, and public perception.

Nepotism Reduces Employee Morale and Motivation: Employees who see others advance based on personal connections rather than merit can become demoralized.
Affects Productivity and Efficiency: Nepotism can lead to less competent individuals being placed in important roles, resulting in inefficiencies and mistakes.
Erodes Trust and Loyalty: Trust among employees and between staff and management can erode, leading to a toxic work environment.
Nepotism Destroys Organisational Leadership: The damaging practice of nepotism frequently results in unqualified individuals being placed in leadership or expert roles.

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Nepotism is not a new practice and it will exist in the future as well. Everyone wants to favour their loved ones over others, whom they consider strangers The question is not about who is qualified or not, because when it comes it nepotism, everybody wants better positions or roles just because they have connections. These connections are not good for society, as those who deserve them feel cheated.

So what do we do? Raising awareness and highlighting its negative consequences can be a good option. Then there are stringent laws, which can at least reduce the practice of favouritism. Every individual deserves an opportunity based on his or her skills and qualifications, not on connections.

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Nepotism Examples

Here are some common examples of nepotism. Beware of these examples, you might have practiced any of them.

Education: Children of wealthy and influential parents are admitted to elite schools or educational institutions, also known as ‘Legacy Admissions’.
Workplace: Donald Trump appointed his daughter Ivanka Trump and son-in-law Jared Kushner to senior advisory roles in the White House during his presidency, despite their lack of traditional political experience.
Entertainment Industry: Bollywood actors Alia Bhatt, Janvi Kapoor, Tiger Shroff, Varun Dhawan, Ranbir Kapoor, Sonakshi Sinha, Salman Khan, Sara Ali Khan, Ananya Pandey, Shraddha Kapoor, etc. are all examples of nepotism in the entertainment industry.
Political Arena: The Kennedy family in the United States, the Bhutto family in Pakistan, and the Gandhi-Nehru family in India are all examples of nepotism in politics.

Ans: Start by describing what nepotism is and add factual information or questions to hook the reader. Take for example, ‘Nepotism, which is the practice of using one’s power or influence for the benefit of their family or friends. A successful movie star, politician, or businessman is more likely to support his or her child by using their influence in the industry. The most popular example of nepotism is seen in the film industry, where actors launch their children for new movie roles, giving them an edge over others.

Ans: Nepotism is rampant in courtrooms, boardrooms, and the hallowed halls of the legislature and judiciary. Nepotism undermines meritocracy, affects organisational growth, creates an unfair work environment, damages the reputation and erodes trust, causes nepotism‘s gender problem, and has other long-term consequences.

Ans: Star kids in Bollywood and Hollywood, like Alia Bhatt, Ranbir Kapoor, Gwyneth Paltrow, Kaia Gerber, etc. are all examples of nepotism in the entertainment industry. Donald Trump appointed his daughter Ivanka Trump and son-in-law Jared Kushner to senior advisory roles in the White House during his presidency, despite their lack of traditional political experience. The Kennedy family in the United States, the Bhutto family in Pakistan, and the Gandhi-Nehru family in India are all examples of nepotism in politics.

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With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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The Life and Legacy of Robert Frost: an American Poet

This essay is about the life and legacy of Robert Frost a celebrated American poet known for his depictions of rural New England and exploration of complex themes. Born in 1874 Frost faced personal hardships including family tragedies which influenced his work. He achieved early success in England with his collections “A Boy’s Will” and “North of Boston” before gaining fame in the United States. Frost’s poetry notable for its accessible language and philosophical depth earned him multiple Pulitzer Prizes. His works like “The Road Not Taken” and “Stopping by Woods on a Snowy Evening” remain influential. Despite personal struggles Frost’s contributions to literature and culture are enduring and significant.

How it works

Robert Frost a famous American poet was born on March 26 1874 in San Francisco California. His poems are known for showing rural New England life and exploring deep social and big life themes which made him a lasting name in literature. Frost’s life had tough times and big wins that deeply shaped his work giving it a deep lasting impact on readers.

Frost’s early life had lots of family ups and downs and a strong link to nature. His dad William Prescott Frost Jr.

was a writer and into politics but died when Robert was just eleven. This led his mom Isabelle Moodie Frost to move the family to Lawrence Massachusetts. Being on the East Coast got Frost into the New England scenes that show up in much of his poetry. Even with these tough times Frost did great in school and was a top student at Lawrence High School in 1892.

He tried Dartmouth College and then Harvard but left both before getting a degree. Frost was restless and wanted a more hands-on life so he tried jobs like teaching and farming. In 1895 he married his high school love Elinor Miriam White who became a key part of his life and work. They went through a lot with several kids dying and Elinor getting sick. These hard times shaped Frost’s poems about life’s tough parts and what it means to be human.

Frost was dead set on making it as a poet so he moved his family to England in 1912 to find a crowd who’d dig his writing more. This move was huge for his career. Over in England he made friends with top poets like Edward Thomas and Ezra Pound who saw his talent and gave him props. Frost’s first two books “A Boy’s Will” (1913) and “North of Boston” (1914) got big love from critics. These books showed off his own style mixing old ways with fresh ideas.

When Frost came back to the US in 1915 his name was already big here too. His success in England made folks back home sit up and take notice and he started getting his poems published and teaching at top schools like Amherst College and the University of Michigan. Frost’s poetry with its easy-to-get words and deep thoughts hit home with a lot of people. He won four Pulitzer Prizes and got tons of other awards over his career.

Frost’s poems are famous for sounding simple but having lots of deep ideas behind them. Poems like “The Road Not Taken” “Stopping by Woods on a Snowy Evening” and “Mending Wall” talk about picking paths in life death and how people connect. He paints pictures of New England that show big truths about life letting readers find their own meaning in his words about nature and the human spirit.

Besides being a top poet Frost was a big deal at public events where he’d read his poems. One of the coolest things he did was read “The Gift Outright” at President John F. Kennedy’s inauguration in 1961. This showed how Frost’s poetry was about more than just books—it spoke to the heart of America’s culture and politics.

Even with all his public success Frost had a hard time in his personal life. He dealt with depression and the sadness from his family’s troubles. But these tough times made his poetry even stronger adding real feelings and deep thoughts that made his poems hit home.

Robert Frost’s legacy lives on not just in his poetry but in how he changed American culture and lit. His knack for showing what rural life’s really like and talking about big human stuff made his work timeless. Frost went from a rough childhood to being a top poet showing how tough he was and how much he loved his craft. His poems keep on inspiring and touching folks proving how powerful words can be in showing what it means to be human.

Remember this essay is a starting point for thinking and more learning. For help making sure your work meets all the rules think about getting help from pros at EduBirdie.

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