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essay代写-Britain's new diploma system

2019-01-10 | 来源:51due教员组 | 类别:Essay代写范文

本篇essay代写- Britain's new diploma system讨论了英国的新文凭体系。英国新文凭的主要实施对象是1419岁年龄段的学生。由于在1419岁阶段后的学生分流,一部分学生会进入高等院校进行深造,一部分学生会参加工作,但无论学生如何选择,对于学校或社会来说,他们是否有扎实的知识、熟练的技能、卓越的能力是至关重要的。在新文凭体系中,ASL课程的选择范围非常宽广,没有像主要学习和通用学习中将各级别、各专业的具体课程列出,在ASL的选择列表中只有几条限制条件。学习者可以根据自己的兴趣爱好,选择自己感兴趣的部分进行学习。本篇essay代写51due代写平台整理,供大家参考阅读。

new diploma system,英国新文凭体系,essay代写,代写,paper代写

The main target of the new British diploma is students between the ages of 14 and 19. Due to the diversion of students after the age of 14 to 19, some students will enter institutions of higher learning for further study, while some will take part in work. However, no matter how students choose, whether they have solid knowledge, skilled skills and excellent ability is crucial for the school or society. Therefore, the education problem of students aged between 14 and 19 has always been the most concerned topic among British people.

In today's society, international competition is becoming increasingly fierce. On the one hand, science and technology play an irreplaceable role in social progress and economic development. On the other hand, the quality of citizens also determines the future development of a country. Therefore, education, as the main output means of scientific and technological progress and talent training, naturally also shoulders great responsibility. Faced with unprecedented pressure and international challenges, the British government hopes its citizens can adapt to and achieve development independently in the current international environment, and make preparations for their future life and work, so as to maintain Britain's international status and competitiveness.

Prior to the implementation of the new diploma system, the 14 to 19 modules were integrated. It includes the third stage, the fourth stage and the sixth level in the traditional classification. In the traditional process of entering a higher school, the first diversion occurs at the age of 14. However, it is difficult for 14-year-old students to have a clear concept of their ability level, future life and career planning. Therefore, the premature implementation of the diversion is not responsible for the students, has long been questioned and opposed by the public.

Education in the UK attaches great importance to the diversified development of students. Therefore, in the traditional learning planning, there are various exams and courses for students to choose freely, such as GCSE, a-level and other professional exams. In the face of such scattered and diversified certificates, it is self-evident that students are under great learning pressure.

The British diploma is a new measure that aims to provide students with a range of personalised courses and learning experiences that will allow them to enter their desired fields of development. In order to achieve this goal, the diploma ensures that students can learn what they are really interested in through practical learning. At the same time, the diploma also has more open and further choices. When a student finishes his/her diploma study, he/she can go on to the next stage of diploma study in the school or college. Enter higher education for further study; enter the apprenticeship system; To receive training in the workplace, and participate in the work.

There are three levels of diploma: foundation diploma, intermediate diploma and higher diploma. Extension, together with professional learning, basic learning and general learning, forms the component of diploma.

In addition, there is a development diploma, which is a subset of the highest level diplomas, including foundation and general curriculum learning, but not extension and professional curriculum learning.

Develop and apply knowledge or skills in specific disciplines, such as creative and media studies, or hairdressing and beauty studies.

It is to help learners develop and apply the broad knowledge necessary for learning, work and personal development. It includes three basic core skills: English, mathematics and ICT, working experience and personal learning and thinking skills. All of this is to prepare students for entry into job training, apprenticeship or continued involvement in higher education.

The ASL allows students to choose from a variety of qualifications or subjects to complete the diploma program, which means that learners can tailor their learning plans to their personal interests by increasing the breadth and depth of high-quality learning.

At the same time, ASL courses should be considered as part of the diploma, and the learning and progress of diploma learners should be supported, consistent with the future learning plans of learners, whether they want to participate in job training, apprenticeship, or continue to receive higher education.

The new diploma system includes 17 types of diplomas covering 17 fields, each with a variety of learning content and directions. Intermediate level diplomas in areas such as health and social care are designed to teach learners about child services, health, social equity and adult social security.

In the new diploma system, the choice of ASL courses is very broad, and there are only a few restrictions in the choice list of ASL courses, instead of listing specific courses at all levels and majors in the major and general learning. For example, it is necessary to ensure that the class time, the content of selected subjects and the overlapping parts of the main courses cannot exceed 30%. All courses that meet the above requirements are available for learners to choose. Therefore, learners can choose the parts they are interested in according to their own interests and hobbies.

Learners can choose the course content relevant to their current field of study for the purpose of deepening their knowledge in this field. If a learner wants to move from a junior diploma to an intermediate diploma, he or she will choose an ASL that is relevant to the field and is intended to penetrate the field. If a student's goal at this stage is to obtain an advanced diploma in information technology, the next step is to obtain information

Technical apprenticeship diploma, then what he has to do is to choose some more practical and applied courses in ASL to enhance his practical ability.

The learning plan consists of three different parts, namely, primary learning, general learning, and ASL. ASL is crucial to ensuring consistency in learning plans. ASL through some practical courses can provide different practical background for the application of knowledge, thus deepening the understanding of knowledge. For example, the mathematical skills to be learned in the fourth stage of the course can be well exercised and developed in job-related situations or in practical work. Through the interconnection of these three parts, a practical approach to the application and deepening of knowledge, skills and understanding can be created. Extension and features of specialized courses

Traditional education and professional education inevitably have some limitations in providing open choices for learners. Learners cannot choose the fields they are interested in according to their own hobbies and abilities. Although the process of acquiring a diploma is also focused on a particular area of study, it requires a combination of disciplines and does not mean that the student must later pursue a chosen discipline or profession. Then the extension and specialized courses provide convenience for keeping learners' learning choices. Learners can maintain this possibility of future participation by choosing courses in different fields as ASL. This characteristic allows the diploma to be recognised not only in the continuing education and higher education, but also in the workplace.

This is one of the core characteristics of ASL curriculum, ASL curriculum by providing learners interested in the choice of the content of curriculum, make learners learn they are eager to learn knowledge or skills, make learners feel during the learning process is the master of learning, to responsible for their own learning and their own future, so as to improve the quality of learning.

The extended and specialized curriculum includes not only theoretical learning, but also applied learning, a learning process that both provides knowledge and teaches skills for applying knowledge to the real world and different environments. In the process of obtaining a diploma, teaching helps learners acquire knowledge by means of practical, background-based ASL courses, focusing on hands-on experiments, and realizing the application and understanding of relevant skills similar to the actual situation in the whole learning process.

All optional ASL programs are designed and developed by schools, school representatives, continuing education and higher education institutions, employer groups, and certificate-granting organizations, with partners covering all areas of life, study, and work for young people aged 14 to 19. The design and development of ASL should be based on the students' personal interests as well as the knowledge and skills required for their future college or job training.

Learning curriculum is determined by learners' own interests and hobbies, rather than imposed on individuals, to promote flexible learning; Learning progress is determined by students according to their own learning level and requirements; Learners can either deepen their learning in their own diploma subject areas or explore other subject areas according to their interests and wishes.

To provide such a wide range of ASL courses, it is necessary to provide convenient and operable personalized course implementation plan, namely, course implementation method. There are many ways to achieve this, but all of them must be based on the deep cooperation of learning arrangement in the learning interval. The implementation of other aspects should also emphasize the establishment of deep cooperation between different schools.

Making personalized learning plans must be based on understanding the needs and interests of learners. Applications of electronic tools such as ICARD and IPLAN, as well as review sessions in the ninth grade, can facilitate the identification of students' interests and needs. At the same time, when teachers, mentors and career mentors provide advice to students, they should be clear about the requirements of ASL course classification and content, so as to ensure that students can truly find out their interests and hobbies within a wide range of choices and choose courses suitable for learners' own abilities.

The department for education is implementing the new diploma system in a phased manner, with 17 diploma options available since the first five were introduced in September 2008 and all fields to be completed by 2013. Therefore, in the implementation of the increasingly diverse types of diplomas and certificates, the cooperation between academic departments is inevitable. Therefore, to fully leverage the role of ASL courses in personalized diploma learning programs and at the same time make full use of available resources, it is necessary to have strong school district cooperation as the support.

With the further strengthening of learning cooperation, a series of policies have emerged to fully exert the personalized nature of diplomas. However, whether the schedule is flexible and feasible determines the implementation effect of ASL courses to a certain extent. Flexible schedules allow more people to participate in the course of study. Schools and other course providers have formed a network in which all members work together to develop subjects and schedule time. They are open not only to students in the school district, but also to all students in need outside the district.

Although there is a flexible and flexible curriculum, the specific ASL courses selected by a small number of students are not readily available, and new ways of learning can make this gap a reality. For example, with the development of a country or region, digital learning can be applied to impart some specific courses that are not easily available to solve the above problems. Blended learning can be applied, mainly by sharing learning experiences with other learners, communicating with teachers online and occasionally having face-to-face discussions to complete the course learning. Of course, this also requires more experience and effort on the part of the learners, but it is certainly an approach worth advocating for diploma courses.

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