MUNICIPIAL BUDGET EDUCATIONAL INSTITUTION GYMNASIUM №9 NAMED AFTER S. GORSHKOV
“The Model of Universal Secondary School” Project work by students of 11-B form gymnasium №9 Wodzinskaya Natalie, Paramonova Paulina 11.03.2014
This research work was carried out in order to compare several kinds of systems of secondary education (the British, Japanese and Russian) and to create an improved model of universal secondary school.
Contents Aim setting...................................................................................................................................................................... 2 Introduction .................................................................................................................................................................... 3 History of secondary school ........................................................................................................................................ 3 Research part. Surveys. .................................................................................................................................................. 4 System of education in secondary school. ...................................................................................................................... 4 Students. ..................................................................................................................................................................... 4 School campus. ........................................................................................................................................................... 9 The model of the universal secondary school............................................................................................................... 11 Problems and solutions. ........................................................................................................................................... 11 The model of universal secondary school ................................................................................................................. 13 Analysis. ........................................................................................................................................................................ 14 Sources ......................................................................................................................................................................... 15
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Aim setting. Aim: To create the model of secondary school that would be effective for Educational system of all countries and mainly in the Russian Federation.
Tasks: 1. To learn the history of Russian, British and Japanese secondary schools and compare their structures. 2. To make some surveys in order to find out how modern students, parents and teachers feel about secondary education. 3. To analyse the answers, find out some strong points of secondary schools and compare them. 4. To summarize the results of the surveys, create the model of the universal secondary school.
Research methods:
Search for information. Analyzing the information. Translation from Russian into English.
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Introduction Secondary school is one of the most important stages of a person’s life. This is the time when the influence of parents and teachers on a child lessens. A child begins to create his personality by himself. We suppose that modern secondary schools in the RF do not form the student’s personality properly. We looked through “The Model of the Basic Programme for secondary schools” (Prosveshenie, 2011) and pointed out about the main aims and tasks. Its aim is to carry out the Standard requirements. The tasks are to form some personal characteristics in students:
Individual and social, Mental and physical, Civil, cultural and moral.
At the end of secondary education the students should be able to set and achieve their aims, cooperate with people and society. Successful forming of a personality in secondary school depends on:
Teaching children to be ambitious, Cooperating with people, socializing children, Individual psycho-pedagogical approach for each student, Creating comfortable conditions for self-realization of every student, Developing children’s skills through the system of clubs and sections, Organization of creative competitions, scientific, project and research work for students.
We have stressed the most important points about learning in school. However, we found out that the majority of these points are not carried out in Russian secondary schools. Firstly, students do not know how to set their aims and analyse the work they have done. They are not taught how to do it at school. Students are not interested in school life and learning. Some of them attend classes because their parents make them to. Secondly, there are not enough opportunities for students to do their utmost (there are hardly any clubs or festivals). Moreover, most of the events such as extracurricular lessons are organised by teachers and the students are made to attend them. In comparison to foreign students, the Russian ones do not want to study at school. Summarizing this information we see that Russian schools must be reorganized. That is why we have decided to create this project – the model of universal secondary school. We conducted some surveys among people of different ages and countries in order to find out how they imagine an ideal secondary school. We decided to create the model based on the secondary schools of the UK, RF and Japan. Educational system of the United Kingdom of Great Britain and Northern Ireland is one of the oldest and best. The level of literacy in Japan is nearly 100% and secondary school plays the main part in becoming literate.
History of secondary school The past is the key for understanding the present. We studied the history of secondary education in different countries in order to understand why they were created.
Russia The first secondary schools in Russia were founded in the XVIII century. These schools were separate for boys and girls. There were a few types – gymnasiums, law schools, lyceums, corps of pages and cadets, Institute for Noble Maidens. Only nobles could study there. There were also some schools for the children of the clergy such as seminary. In 1917 schools were reformed by the Soviets. Primary and secondary education became obligatory for everyone. The main aim of these schools was to reduce the level of illiterate population. After the Second World War a new system of education was introduced. It included 3 stages: primary (1-3 forms), secondary incomplete (4-7 forms), secondary complete (4-10forms). The distinguishing feature was pioneer units. 3
The UK In the VI century primary schools were set up in churches. Later Grammar ones also appeared. In the Middle ages the teaching of Latin Grammar was introduced. A reformed system of “Free Grammar schools” was established during the reign of Edward VI of England. In the XIX century the Church of England was mainly responsible for education. In 1864 nine elite schools for men were first mentioned. Only nobility could get education. The industrial revolution which started in the XIX century made the government create the system of education because skilled specialists were needed. The obligatory primary and secondary education was set up in 1944.
Japan From the VI to the XII centuries the education in Japan developed under the influence of China and Korea. In the XIII-XIV it failed. During the Edo period (XVII-XIX centuries) there was a rebirth of education: schools for officials of the shogunate were created. It was connected with the unstable economy and military policy of the government. The population was forced to learn how to deal with money and study martial arts. A system of French-type state education was introduced in the second half of XIX century. It lasted for seven years. The obligatory primary education was adopted after it. The aim of the government was to create a strong nation and developed country. Before the WWII the West-type system of education with a strong military influence was established. After the War a new American-type system appeared. Some state school opened. The length of the study was 7-9 years. The main purpose of education in a secondary Japanese school is to acquire the qualities necessary for a future job and to support the prestige of the country.
Research part. Surveys. The aims of different schools are the same: to bring up literate people who will be able to find their way and be useful for the country. We have conducted the survey among the British, Russian and Japanese. We succeeded in getting answers from the Russian a lot. All in all we have asked more than 300 people. We have divided the respondents into three groups:
Students (11-15 years old): Graduates (16-25 years old): Teachers and parents (older than 26 years old).
This division is aimed at objective view of modern schools of different categories of people. We gave some answers for the test part: Yes; No; Does not matter. The last answer was mentioned only in Russian survey because more and more people (mainly young) are becoming less interested in social life of our country and do not take an active life position.
System of education in secondary school. Students. 1. Is the education in Russian secondary school effective? Only the Russian answered this question. We can see that nearly half of them think that modern secondary education is effective. This survey confirmed our hypothesis that the school needs to be reorganized. Moreover, we found out the number of students who are indifferent to their school life and country. If the methods of education 4
are changed, the students will be interested in studying at school more. Indifferent attitude to school leads to apathetic life position. Those who support the passive position in life cannot become personalities and patriots. This point contradicts school and life demands. We also asked the respondents’ opinion what they would love to change in schools. The answers are in the table below. 11-15 years To improve the discipline; To have more festivals and school holidays; To study subjects that student really needs; To have less stressful timetable.
Is the education in Russian secondary school effective? Yes 54%
16-25 years To change the assessment system; To lessen PE lessons from 3 to 2; To cut down the secondary education; To organise more interesting lessons.
31% 15%
Students
No 55%
Does not matter 32%
13%
Graduates
57% 43% 0% Teachers and parents
Older 26 To improve the timetable; To adapt the volume of information for higher school; To improve good skills in writing (to express the thoughts clearly), reading (to read fast and get the information), counting; To simplify the programme so that the students were not afraid of the subject; To cancel lessons on Saturday; To lessen the burden of homework on students; To improve (pre-) profile system of education.
Moreover, the question of online-survey about practical works refers to this subject too. We should mention that practical works mean not only some experiments in Chemistry or Physics, but also some activities that differ from the usual ones (like doing written exercises from the student’s book). We decided to ask this question because practical exercises at lessons are extremely interesting and useful. The ideal number of such tasks is one in two weeks.
2. Are you satisfied with the list of school subjects?
Are you satisfied with the list of school subjects? (Russia) Yes 47% 41% 12% Students
No
Does not matter 54%
52% 43%
36% 5%
Graduates
0% Teachers and parents
A lot of Russian students mentioned that they would love to get rid of World Art Culture (or Art), the second foreign language. The majority of graduates, parents and teachers claimed, that Life Safety, the third PE lesson in a week are not needed, because children lose their time and cannot concentrate on really important subjects such as Russian and Mathematics. The results of the survey, which you can see on the diagram, show that the list of school subjects should be Were you satisfied renewed. It is important to provide with the subjects, more time for basic subjects by which you study at the secondary school? reducing unnecessary subjects or (Japan)
increasing the length/amount of lessons. We also asked this question to Japanese students. You can see the results on the diagram. The students are satisfied with the subjects they study at school. The half of the Japanese respondents mentioned, that English in schools is studied at a very low level. This is a very actual problem in Russia too. It is very important to know English well because it is an international language. Unfortunately we can hardly see the opinion of British students because only one student from Northern Ireland answered our questions. 5
Yes
No
22% 78%
Do we really need 5 years to get secondary education? Yes
No
Does not matter
64% 22%14%
68% 24% 8%
54% 28% 8%
Students
Graduates
Teachers and parents
However she said that she really likes the school subjects. We also should mention that the British can choose the subjects they want to study in secondary school (except the basic, such as the Native language, Mathematics and Science). We suppose this is the reason why nearly every British student would answer the same.
3. Do we really need 5 years (5-9 forms) to get secondary education?
We should pay attention to the period of secondary education. Nearly 30% of teachers and parents do not agree that we need five years to get secondary education. Some of them mentioned that this amount should be cut down. Do you think school uniform is very important? (Russia)
4. Do you think school uniform is very important?
Our next question refers to the obligatory school uniform. Although most of the students and graduates are against it, school 35%47%18% cannot exist without a uniform. A student should be concentrated on the learning process during the lesson. Bright and flashy clothes do not contribute to the learning Students GraduatesTeachers and parents process. Moreover, some Do you think school “trendies” are always late to school because they are not able to choose the attire. uniform is very We know exactly that a school uniform is obligatory in the UK and Japan. We asked important? (Japan) the same question to foreign students. Our only British respondent said “I think Yes No wearing a uniform is very important because it helps people identify what school you attend and also you don’t have to worry about what you are going to wear 44% every day!” There is a rather strange situation in Japan at this point. One half of the 56% respondents is “for” and the other is “against” the obligatory uniform. However, nearly every student who is against, mentioned that he/she likes the uniform. We also got some comments like “Of course, because we wear the same clothes whether poor or rich. If we wear clothes what we want, it becomes the reason for bulling. We can see who's poor.” We decided to ask the Russian students which type of school uniform How should the school they like most of all. We mentioned four variants of answers (Russian type, uniform like? English type, Japanese type, it is not needed/your variant). We found out a rather interesting fact – the amount of respondents who chose the variant Russian type English type “it is not needed” is lower three or two times in comparison to the answer Japanese type It is not needed “Japanese type”. There are two variants of Japanese uniform. The first one is called sailor fuku (sailor outfits). It is modelled on British type naval uniform of the XIX 22% 24% century. The girls’ variant usually consists of pleated skirt, a blouse with a 33% sailor-style collar and the ribbon, which is tied under the collar. The length 21% of the blouse sleeves depends on the season (short for summer, long for winter). The boys’ uniform is called gakuran. It consists of straight leg trousers, a shirt and a jacket with a standing collar and buttoned up to the top. The buttons are decorated with the school emblem. Sometimes there are special collar pins representing the school, class and rank. The second variant of Japanese school uniform is western type, which looks very much the same as the English one. It consists of pleated matched skirt (for girls) or straight legged trousers (for boys), a blouse or a shirt, a jacket or a vest. The uniform is decorated with the school emblem. The half-hose and shoes are sometimes included in the uniform. The British uniform consists of the same clothes, though the skirt is not usually pleated and matched. The colours for the uniform are usually chosen by schools. Yes
No
Does not matter 88% 55% 33% 12% 4% 8%
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5. Quarters or semesters?
Which system is better? Quarters 63% 36%
Semesters 54% 37%
1% Students
Does not matter 76% 24%
9%
Graduates
0%
Teachers and parents
Students and graduates did not agree with each other. Graduates like semesters more because they experienced this system in higher institutions. They prefer it because students have more time for studying and improving their marks. However, we must pay attention to children’s psychology. It is very hard for children under 13-14 to study for 5 weeks without stopping. It would be rather reasonable to use quarter system for 5-7 forms
and semester system for 8-9 forms.
6. Would you like to take part in extracurricular sections organized by students? We have found out that in the UK and Japan there are a lot of sport sections and student clubs. In Japan they are run by the students, whereas teachers do not play very important role in these sections. The main advantages of such activities are the development of students’ personal characteristics (such as leadership), the ability to work in a group, the adaptation to their peers with the same interests and the help in development of skills in different fields, that may not be covered by the school programme. For example, students may organize a “Foreign club” where they will not just study a foreign language, but also learn the culture and traditions of the native country or establish the connection with foreign students and communication with them. The students may also create a music club. Are the students' Would you like to take part in They may teach the other council and radio extracurricular sections organized by needed? students how to play musical students? instruments, create a band, Yes No Yes No Does not matter which would take part in 76% 18% school concerts and write 50% 46% 35% 27%23% 20% 4% 19% their own songs. The indispensable condition is Students Graduates Teachers and 82% that these sections are run by parents students of 9 or 10 forms because this is the best time to form the traits of leadership and these children are more competent than younger ones. Children are able to understand each other better than teachers and they know what would be really interesting. The other examples of such sections are student council or school radio. Student government is very important for children. It adapts them for a future life. Although not every student agrees with this idea we believe everyone would be glad to be friendly met at school.
7. Does the secondary school need a library? The libraries are still important at the age of the developed information Does the secondary technologies. It is an school need a inseparable part of every library? (Japan) Does library play important role? (Russia) educational institution. Yes No Yes No Does not matter Furthermore, according to 92% modern educational 33% 71% 69% methods a student should 67% find all the information he 19% 12% 17% 12% 8% 0% needs by himself while the teacher coordinates him. Students Graduates Teachers and 68% of Japanese students agreed that libraries play a very parents
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important part in the learning process. However, some Russian and Japanese students mentioned that the libraries should play an important role, but in reality they do not.
8. Do you study only for “marks”? The majority of students responded that they study for knowledge. Did you study only for However, a lot of graduates commented their answer like they should study “marks”? (Japan) for knowledge, but sometimes they cannot do it properly because it is very Yes No important to get a good mark or they need to get a good certificate and they could not choose one of those What is more important? (Russia) answers. Some students try to 44% get good marks but sometimes 56% Marks Knowledge Does not matter they do not show the true level 91% of students’ knowledge. The 70% answers we got persuaded us that the assessment system should be reformed too. When we asked 16% 14% 7% 2% the Japanese this question their opinions divided into two parts – 56% for knowledge and personal interest and 44% for marks, who also Students Graduates mentioned that it is not good to study for marks.
9. Is it hard to start the academic year after summer holidays? More than half of the students, teachers and parents answered that it is hard to start a new academic year after three-month holidays. Children forget the majority of the knowledge they got during the previous year. Nearly one month and sometimes more is dedicated to the revision of the forgotten material. Sometimes students have to learn it again as a new material. The only way to change this situation is to use new educational methods, which would enable to cut down the revision to 12 weeks and create more hours for a new material.
Is it hard to start new academic year? Yes 44%
56%
Students
No 72%
69% 31%
28%
Graduates Teachers and parents
10. What do you go to school for? This question for Russians turned out to be the most complicated:
18% per cent could not give the answer; 7% mentioned a certain aim (they have already chosen their profession, want to become good specialists or be useful for their country); 59% do not have certain aims – they want to finish the school, get a higher education and get a well-paid job, 7% want to get a good certificate, 9% study at secondary school to get secondary education (it was difficult to understand, but we suppose these answers should be taken to the first category, because they show that children do not understand why they are studying).
Such answers let us see that children do not know how to set their aims and they cannot understand the importance of the secondary school. The schools should carry out one more task, which was not mentioned – it 8
should help the children choose what they are going to be and help to choose the right way in getting further education (vocational college or university). No attention is paid to this problem.
School campus. We conducted an online survey in order to find out the school campus should consist of. The results are in the diagrams below.
Does the size matter?
1. Does the size of the school matter? Is it important for a building
Our first question was about Big to be modern and neat? the school building. The answers building 46% Yes No Does not matter were a) the big building with big 54% Small amount of students and b) small building 21% building with small number of students. The majority of 11% respondents liked the first answer. However, we cannot agree with this 68% point of view. Of course it is fun to be in company of students, but it is very hard for teachers to work with big classes. Moreover, small school needs fewer resources than the big one. Does the interior have an influence on the 2. Is it important for a building to be modern and neat? learning process? Yes
No
24%
76%
One of the respondents commented his choice: “It is important for the hall and classrooms to combine modern and classical styles.” As we understood it means that the school must be comfortably equipped and designed, neither too bright nor grey and boring. The building itself shows the school’s reputation and its popularity. The majority of the respondents believe that the building plays a great role.
3. Does the design and interior play a role? We asked if the exhibitions of children’s creativity should be organized. The results are shown in the diagram below. The respondents believe that it is important. So do we. Such exhibitions have a good effect on students and their outlook.
4. Does the interior have an influence on the learning process? Yes, it does! Some of the respondents mentioned that “ability to work rises in comfortable conditions” and “I will not be able to learn in the collapsing building”. Our commentaries are unnecessary. Who should look after 5. Should the schoolyard the school territory? Staff
Staff and students
41% 59%
Should the schoolyard be greened and improved?
Yes
No
Does not matter
12% 5%
83%
be greened and improved? This question is a bit the same like the last one, but it is about the outdoor territory. We believe that a schoolyard is as an important part of school as its other components. It is a great idea to put some trees and plants in the school yard. The green colour in psychology is associated with creativity, peace, loyalty and awakening. The greenery around the school would have a positive 9
influence on teachers and students. Nearly 90% agrees with this opinion. We also asked the students, who should look after the school yard. More than half of the students suppose that it should be done by a special staff. However, we cannot agree with this point of view. To our minds both the students and the staff should look after the school territory. We should make an accent on Japanese schools: there is no staffs like guards, cleaners or gardeners. Students do the cleaning in the classrooms by themselves. The greenery outside the building is looked after by the gardening club. We believe that it would be a very nice practice for Russian students do the cleaning by themselves, but they are sometimes too lazy. That is why we think that all these functions should be done both by students and staff. If the students keep their school clean and tidy, they will also be accustomed to neatness. The duties that used to be in our schools a few years ago should be re-established.
6. What should the stadium consist of? What should the stadium consist of? Running track
Swimming pool
Play ground
Horizontal bars
Other 6%
21%
24%
Too main components of the sports ground are running tracks and playgrounds. Though all the components that we mentioned (swimming pool, running tracks, horizontal bars and playground) are all important. Some respondents also would like to have skiing tracks and a skating rink in the winter variant.
7. What about students’ lockers?
Are the students’ lockers needed?
Yes No Almost all respondents mentioned 9% that they would like to have lockers at 25% school. First we saw the lockers in American films, and later found out that Japanese students have lockers too. There are small lockers for school shoes on the ground floor of the school and 91% personal lockers in students’ classrooms. It would be great for Russian schools to set some lockers on the ground floor, where the students would be able to leave their clothes, street shoes or some personal things. We should not forget that some student books are rather big and heavy. Who should be responsible for a 8. Who should be responsible for a classroom? classroom? 24%
Most of the respondents would prefer the modern system when teachers are responsible for their classrooms which means that children have to go to from one classroom to another for different lessons. We are of the same opinion. Passing from one classroom to another disciplines the students and develops their navigation skills.
9. Does the technical equipment matter?
Does the technical equipment matter? Yes
No
Teacher
Students
15%
85%
A bit more than a half of the respondents think that the technical equipment in school is important. We can often hear our governments talking about the latest technical equipment at school. We believe that at least there should be a computer connected to the Internet, a printer, a projector and a projection screen in every classroom.
41% 59%
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The model of the universal secondary school. Problems and solutions. Aspect The assessment system.
Learning time distribution.
Problem Many students do not understand the real purpose of the marks. They do not have any wish or motivation to gain knowledge. However they claim to understand its importance. The quarter system has some disadvantages such as students do not have enough time for studying or correcting their marks at the end of the quarter. However, it is rather hard for young students to devote so much time to school.
Educational methods.
The newest educational methods are still not in use all over Russia that is why we cannot say that the education is effective. Japanese schools use lectures. Japanese students study very hard and have difficult tests at the end of every semester. This system cannot be appropriate in Russia.
Subjects.
Students lose a lot of time and energy for nothing. Some subjects in secondary school are uninteresting and useless. The list of school subjects should be changed, as we have already proved.
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Solution The marks are needed mainly for teachers and parents because they confirm them in students’ activity at the lessons. The assessment system should be made the most objective and used mainly for a school report. We suppose that secondary school should be divided into two stages as in the British and Japanese schools. We have already mentioned that there was incomplete and complete secondary school in the USSR. In connection with people’s disagreement about the length of learning in secondary school we believe, that the school should be divided into junior secondary (5-7 forms) and senior secondary (8-10 forms) school. According to this model junior secondary school may use the quarter system of education and the senior secondary may use semesters. One of the most effective forms of education is believed to be the use of visual means and electronic information, different kinds of cooperation and communication between students and teachers (discussions, debates, group work). Students should be aimed at getting knowledge by themselves that is self-education. According to these conditions students need some additional sources of information. They need a big library with a wide variety of books and technical sources such as computers. This kind of education would help to form some students’ personality, develop their independence. We should cancel some subjects like: Painting (children are not taught how to paint at these lessons and just do nothing. For those who love painting some art schools and clubs are organized); Life Safety (children get the main points of life safety at the primary school, the information of this course is similar to Social Studies programme.); World Art (culture is usually studied at History and Geography lessons); Music (another lesson in which children do not get any knowledge or skills); Physical education (2 hours per week is enough, moreover there is no lack of sport clubs). Some subjects should be introduced: Aim setting (mini-class hour is a real need in school because class teachers do not have enough time to give some organizational
School uniform.
In some Russian secondary schools a uniform is still not obligatory or students do not wear it even though they have to. Some people do not think that a uniform is so important in learning process and does not influence the mental abilities. Some Japanese students think the same, but they wear a school uniform which is obligatory for them and they also like it.
Additional education.
Additional education is aimed to develop students’ creative thinking, skills and talents, which are not taught in school. There are extra lessons and sport sections in some schools, but children do not like to attend them. The reason against them is that these sections are run by teachers who cannot wake up students’ interest and wish to work. Modern education cannot cope with this task.
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points. Moreover students cannot set their aims properly. They should have some time in the morning to understand what they came to school for. This ability is very important at work nowadays, because aimless labour is useless); Rhetoric (modern people do not know Russian very well and they are more likely to be illiterate. They are unable to express their thoughts properly); Etiquette (modern people do not know how to behave and it does not allow to create a civilized society like European’s); Science (some subjects like Biology, Chemistry and Physics should be united. If a person starts a profile level he/she studies these subjects separately if he/she needs). Almost all parents and teachers are “for” the uniform and more than half of students and graduates are “against”. Although a uniform does not influence children’s abilities, it helps to keep up the discipline and school atmosphere. Moreover this also helps children to adapt to future work, because many organizations demand formal clothes. A school uniform does not infringe a person’s right for self-expression. It is a way of teaching the student to be accurate and keep the rules of social behaviour. We believe students would not protest against the uniform if it is comfortable and pretty. We believe that this problem can be solved by creating some clubs and sections that would be run by students. Students should create the club programme; mention their aim; how they are going to realize these tasks. The teacher has to check this programme and organize any help students ask for. These clubs take place after the main school lessons. Children can set up a club that is not very much connected with school programme, but it should be useful for children. The aim of such clubs is to develop students’ specific skills, to help the students find people with the same interests, to become more socialized, to learn how to organize the work. Moreover, students should present the results of their activities. Festivals are the perfect solution to this problem. Students should have a week in the middle of the third quarter to present the results of the club activity (they may organize master classes, exhibitions, concerts or anything else if they have creative ideas). These festivals should also be attended by parents and students from other schools and some other organizations. Such festivals are aimed at creating contacts between school and parents or other institutions.
Olympiads are also considered to be a kind of additional education and mainly represented with some test (British Bulldog, Russian Bear), school and university Olympiads. Unfortunately, they can hardly give an objective assessment to students’ knowledge and institute Olympiads are held for the school-leavers.
Organization of school campus.
A school yard often looks untidy. Sometimes the school yard has a green lawn. We are not sure that such surroundings have a good influence on people. It is appropriate to keep in mind “The Broken Window Theory” introduced in 1982 by social scientists James Q. Wilson and George L. Kelling. The theory says that maintaining and monitoring urban environments in a good condition may stop further vandalism which can grow into a more serious crime. This theory may be referred to schools. We can hardly imagine that clever students study in a school painted with graffiti from the top to the bottom.
We know that some schools take part in “Eidos” Olympiads, but there are not a lot of them. These Olympiads are much more interesting than any others. First of all, students know exactly why they take part in them; secondly, they really develop their creative skills while they do exercises in a chosen scientific or art field. In the end students analyse their work, find out what was wrong or hard and why, what new things they got from this Olympiad. This very activity forms the individuality. The online survey persuaded us that the school and the school yard should be neat and well-kept. The territory should be looked after both by staff and students.
The model of universal secondary school Component System and methods of education.
Description The obligatory school uniform is introduced. The secondary school is divided into two stages: Incomplete secondary school (5-7 forms, 3 years); Complete secondary school (8-10 forms, 3 years). The first stage is obligatory for everyone. During these three years students should make up their minds what they are going to be and whether he/she should continue the education. The students who want to enter the university may study at the second stage at school. The quarter system is used on the first stage and a semester system is on the second. The list of general subjects: Native language; Mathematics; Natural science; History; Social studies; English; Physical education (2 hours per week); Rhetoric; Etiquette; Aim setting. Some extra lessons for professional orientation are also needed. At them children can understand that if they want to be successful, they need to choose the profession they really like and they can become good specialists. Every day is started with a short lesson when a class teacher gives some news to students and they have the aim setting lesson. Normally there are 5-6 lessons a day. Students may have a long break between the 4 and the 5 lessons for lunch. After the 6 lesson they stay at a club. The clubs may also improve the school in any way (e.g. the release of the school 13
School campus.
Students.
newspaper every week or month). The students have one week off without any lessons for the festival that lasts 5 days (1st day – preparations, 2-4th days – festival activities, 5th day – cleaning after the festival). During the usual educational process students may take part in different Olympiads (e. g. “Eidos”, “British Bulldog”, etc.). The students’ activities are assessed by teachers. The marks just show the activity at the lesson, not the knowledge, which should be checked at the end of each term with a test. Homework is also an essential part of education. Children should learn everything they get at the lesson at home by doing some exercises that are checked by teachers and also they should be given marks. All the marks should be sent to parents, so that they could see if their children take part in school activities. The main educational methods are used according to modern standards – the teacher acts as a helper and students find out the information they need by themselves. At the end of the day students analyse the work they have done. The school building must look neat and beautiful. There must not be any litter or stray animals around the school at the distance of 500 meters. The staff and students should look after the territory. There must be a sports complex that consists of a stadium (running/skiing tracks, play grounds/skating rink, horizontal bars and a swimming pool) and a gym with all the equipment. Every classroom should be equipped with computers, printers, projectors and projection screens. The children, who may study in such a school, should have some characteristics: The forming personality that has the basics of good manners and main sciences, A patriot, who knows the traditions, culture and history of his country, A polite person who behaves himself; And skills: To set his/her aims and analyse the work, which was done, To speak the native language correctly, To speak conversational English to ease the communication with foreigners, To use the knowledge from different scientific fields if it is needed.
Analysis. We have achieved our aim. We have created the model of the secondary school. The most important part of the work is surveys. We had to communicate with the British, Japanese and Russian. It was also the most complicated work because we did not have any contacts with foreigners. However, we succeeded in conducting the survey with the help of social nets such as “Facebook” and “Vkontakte”. We also improved our skills in creating surveys, diagrams and presentations. We improved our English and found foreign friends.
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Sources Савинов Е. С., «Примерная основная образовательная программа образовательного учреждения», Просвещение, 2011 http://miuki.info/tag/obrazovanie/ http://b-bright.ru/srednee-obrazovanie/shkola/katalog/ http://www.britishschools.ru/ http://edu.glavsprav.ru/msk/ http://ru.wikipedia.org/wiki/
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