哪位高人有用英文介绍英国的教育体系的文章

英国教育体系 英文版~

In the vast majority of cases, pupils progress from primary to secondary levels at age 11; in some areas either or both of the primary and secondary levels are further subdivided. A few areas have three-tier education systems with an intermediate middle level from age 9 to 13. State-funded nursery education is available from the age of 3, and may be full-time or part-time. If registered with a state school attendance is compulsory beginning with the term following the child's fifth birthday. Children can be enrolled in the reception year in September of that school year thus beginning school at age 4 or 4.5. Unless the student chooses to stay within the education system school attendance ends on the last Friday in June during the academic year in which a student attains the age of 16.[9] Under the National Curriculum system, all pupils undergo Standard Assessment Tests (SATs) towards the ends of Key Stage 2 in core subjects, but not foundation subjects, where teacher assessment is used. They normally take GCSE exams in the last two years of Key Stage 4, but may take other Level 2 qualifications, such as GNVQ. Former tests at the end of Key Stage 3 were abandoned after the 2008 tests, when severe problems emerged concerning the marking procedures. Now at Key Stages 1 and 3, assessment is by teacher assessment against the National Curriculum Attainment Targets for all subjects. Tests results for schools are published, and are an important measure of their performance.[10][11] Shrewsbury Sixth Form College in Shropshire.Historically, years 7 to 12/13 used to be known as 'first form' to 'lower/upper sixth form'. There now exists a common parallel terminology for sixth form only: 'year 12/lower 6th' and 'year 13/upper 6th'. The use of the term 'sixth form' reflects its distinct, voluntary nature and situation as the A-level years. Even more historically, this arose from the system in public schools, where all forms were divided into Lower, Upper, and sometimes Middle sections. Year 7 is equivalent to 'Upper Third Form', Year 8 would have been known as 'Lower Fourth', and so on. In some private schools such as Withington Girls' School, this way of counting the years (Lower fourth, Upper fourth, Lower Fifth etc) is still used 希望你还来得及用

满意请采纳

1,英国式幽默的介绍
Humor
It is difficult to make generalizations about humor during the Renaissance because the kinds of things that provoked laughter varied by country, language, and social class. In all parts of Europe, however, laughter was considered an important—even essential—part of life. Scholars often quoted the words of the ancient Greek philosopher ARISTOTLE, who described man as a being capable of laughter. Scholars of drama, medicine, and rhetoric* discussed the nature of humor and laughter. In the fields of drama and fiction, the Renaissance produced some of the greatest comic writers ever.


Humor on the Stage. Comedy played a major role in both formal and informal performances throughout the Renaissance. Renaissance festivals often featured comic performances that made a mockery of the established social order. The most important of these festivals was Carnival, a period of revelry before the sober days of Lent (the 40 weekdays leading up to Easter). Carnival festivities in all parts of Europe included comic plays. French celebrations involved "fools' plays," known as sotties, while Polish events included crude comedies in a realistic style. Songs with mocking or obscene lyrics also formed a part of some Carnival events.

Some early plays featured political humor. The French king Louis XII encouraged political comedies because they helped him to learn what was going on in the state. Other comedies based their humor on stock characters and themes, such as a cheating wife deceiving her dim-witted husband. Although most of these early farces* were penned by unnamed authors, a few well-known poets wrote in this style in France and England. In Italy, a kind of farce called COMMEDIA DELL'ARTE developed in the 1500s. Commedia dell'arte also involved standard character types caught in typical situations. This style of drama featured physical action and broad comedy, with plots ranging from the fairly realistic to the wildly fantastic. Humanist* comedies provided a more intellectual alternative to farce. Humanists of the Renaissance imitated the comedies of the ancient Roman playwrights Plautus and Terence. This classical* style of comedy arose in Italy and spread across Europe. The Italian statesman and author Niccolò MACHIAVELLI produced an obscene comedy called The Mandrake Root that is widely viewed as a masterpiece. Another brilliant work in this style is Ralph Roister Doister, by the English playwright Nicolas Udall.

In addition to staged performances, humor had a regular place at royal and noble courts in the person of the fool, or jester. Dressed in a costume that featured a cap with bells on it, the fool was the one person at the court allowed to ridicule everyone and everything. Fools appeared often as characters in literary works, such as the plays of William SHAKESPEARE. However, the fool's function was not always strictly comical. In many works, he served more to instruct than to amuse.


Humor on the Page. Like the drama of the period, literature of the 1400s and 1500s was largely comic. Renaissance humanists frequently gathered humorous material from classical Greek and Roman literature. They particularly enjoyed collecting short Latin works called facetiae, which could be jokes, serious stories, riddles, or moral fables. Humanists usually did not explain why they chose particular stories for their joke collections. Some, including the Italian poet PETRARCH, drew heavily on the ideas of the ancient Roman writer CICERO about what was funny.

Humanists also enjoyed creating their own humor—especially for the purpose of satire*. The Dutch scholar Desiderius ERASMUS was particularly good at using humor in his satire. One of his funniest works, "The Abbot* and the Learned Lady," ends with the laughter of the witty, educated lady who has outsmarted the rude, ignorant churchman. German and French humanists of the 1500s produced some extremely funny works of satire by writing mock letters in deliberately bad Latin.


Other Renaissance writers turned to verse for their comedy. One of the Italian comic writers' favorite forms was the mock epic*, a takeoff on a highly respected literary form. The famous poem Orlando Furioso (Mad Roland), by the Italian poet Ludovico ARIOSTO, contains elements of the mock epic style. Another well-known mock epic is The Chess Game by Jan Kochanowski, Poland's most famous Renaissance poet. Poets in England or France do not appear to have used this style, but they did mock the conventions* of other poetic forms. For example, Petrarch had set certain standards for love poetry that involved praising the beloved in extravagant terms. Later writers made fun of Petrarch's style, as in Shakespeare's well-known sonnet "My mistress' eyes are nothing like the sun."

Humor appeared in both long and short fiction works during the Renaissance. Miguel de CERVANTES of Spain and François RABELAIS of France incorporated humor in novels that are still widely read today. Most French comic authors wrote shorter stories, often inspired by Italian sources. For example, MARGARET OF NAVARRE based several comic stories in her Heptameron on the famous Decameron (1353) by Italian author Giovanni BOCCACCIO. Some French stories, such as the collection How to Succeed, by Béroalde de Verville (written around 1612), were highly obscene.

In England one popular form of humor was the "jest," a very short story with a punch line (much like a modern joke). Writers collected these comic stories into jestbooks, which were similar to the Italian collections of facetiae. Jestbooks also became popular in Germany in the late 1500s, and some examples appeared in Spain and Italy.


Humor in the Visual Arts. The comic elements found in Renaissance literature also appeared in the art of the period. Art often used humor to deliver moral or religious messages. During the Protestant Reformation*, Protestant leaders put out illustrated pamphlets that portrayed their enemies as animals or showed the devil playing a Catholic monk like a musical instrument. However, not all humorous art had a moral message. In the late 1520s artist Giulio Romano painted a room at a palace in Mantua with lifelike figures of giants who appear to be pulling down the walls and pillars of the room. This witty style of illusion, known as trompe l'oeil (fool the eye), was very popular at the time.

In the early 1500s, artists began painting in a style known as grotesque, based on ancient Roman wall paintings. Grotesques often portray humans and animals in a fantastic manner, with leaves, flowers, and curly lines where arms and legs should be. The famous Italian artist MICHELANGELO BUONARROTI created several works in this style. Many grotesques still exist on the walls of museums and Italian palaces. Humor also found its way into Renaissance sculpture. The Boboli Gardens of Florence, Italy, built in the 1500s, contain such comic statues as a fat dwarf sitting on a turtle.

2,英国街头文化
Hip hop is a cultural movement that developed in New York City in the 1970s primarily among Black Americans and Latino Americans. It was DJ Afrika Bambaataa that outlined the five pillars of hip-hop culture: MCing, DJing, breaking, graffiti writing, and knowledge。Other elements include beatboxing, hip hop fashion, and slang. Since first emerging in the Bronx, the lifestyle of hip hop culture has spread around the world。 When hip hop music began to emerge, it was based around disc jockeys who created rhythmic beats by looping breaks (small portions of songs emphasizing a percussive pattern) on two turntables. This was later accompanied by "rapping" (a rhythmic style of chanting) and beatboxing, a vocal technique mainly used to imitate percussive elements of the music and various technical effects of hip hop DJs. An original form of dancing and particular styles of dress arose among followers of this new music. These elements experienced considerable refinement and development over the course of the history of the culture.
Musicologists often identify the following characteristics as typical of the pop music genre:

a focus on the individual song or singles, rather than on extended works or albums

an aim of appealing to a general audience, rather than to a particular sub-culture or ideology

an emphasis on craftsmanship rather than formal "artistic" qualities

an emphasis on recording, production, and technology, over live performance

a tendency to reflect existing trends rather than progressive developments

The main medium of pop music is the song, often between two and a half and three and a half minutes in length, generally marked by a consistent and noticeable rhythmic element, a mainstream style and a simple traditional structure. Common variants include the verse-chorus form and the thirty-two-bar form, with a focus on melodies and catchy hooks, and a chorus that contrasts melodically, rhythmically and harmonically with the verse.The beat and the melodies tend to be simple, with limited harmonic accompaniment.The lyrics of modern pop songs typically focus on simple themes – often love and romantic relationships – although there are notable exceptions.


Pop music is a music genre that developed from the mid-1950s as a softer alternative to rock 'n' roll and later to rock music. It has a focus on commercial recording, often orientated towards a youth market, usually through the medium of relatively short and simple love songs. While these basic elements of the genre have remained fairly constant, pop music has absorbed influences from most other forms of popular music, particularly borrowing from the development of rock music, and utilizing key technological innovations to produce new variations on existing themes.


3,英国古典文化
哥特式
Gothicismus, Gothism, or Gothicism (Swedish: Göticism) is the name given to what is considered to have been a cultural movement in Sweden. The founders of the movement were Nicolaus Ragvaldi, the brothers Johannes Magnus, Olaus Magnus and Olof Rudbeck d.ä.. They all held the belief that the Goths had originally lived in Sweden. This belief continued to hold power in the 17th century, when Sweden was a great power following the Thirty Years' War, but lost most of its sway in the 18th. It was revitalized by national romanticism in the early 19th century, this time with the vikings as heroic figures.

The name is derived from Jordanes's account of the Gothic urheimat in Scandinavia (Scandza), and the Gothicists in Sweden believed that the Goths had originated from Sweden. Some scholars in Denmark also attempted to identify the Goths with the Jutes, however, these ideas did not lead to the same widespread cultural movement in the Danish society as it did in the Swedish. In contrast with the Swedes, the Danes of this era did not forward claims to political legitimacy based on assertions that their country was the original homeland of the Goths and that the conquest of the Roman Empire was proof of their own country's military valor and power through history

The Gothicismus movement took pride in the Gothic tradition that the Ostrogoths and their king Theodoric the Great who assumed power in the Roman Empire had Scandinavian ancestry. This pride was expressed as early as the medieval chronicles, where chroniclers wrote about the Goths as the ancestors of the Scandinavians, and it permeated the writings of the Swedish writer Johannes Magnus (Historia de omnibus gothorum seonumque regibus) and his brother Olaus Magnus (Historia de gentibus septentrionalibus). Both works had a large impact on contemporary scholarship in Sweden.

During the 17th century, Danes and Swedes competed for the collection and publication of Iceland manuscripts, Norse sagas, and the two Eddas. In Sweden, the Icelandic manuscripts became part of an origin myth and were seen as proof that the greatness and heroism of the old Geats had been passed down through the generations to the current population. This pride culminated in the publication of Olaus Rudbeck's Atland eller Manheim (1679–1702), where he claimed that Sweden was identical to Atlantis.


维多利亚风格

Victorian fashion comprises the various fashions and trends in British culture that emerged and grew in prominence throughout the Victorian era and the reign of Victoria, a period which would last from June 1837 to January 1901. Covering nearly two thirds of the 19th century, the 63 year reign would see numerous changes in fashion. These changes would include, but not be limited to, changes in clothing, architecture, literature, and the decorative and visual arts.

Varieties of Victorian architecture：
Styles conceived in the Victorian era
British Arts and Crafts movement
Industrial architecture
Painted Ladies
Queen Anne (Stick-Eastlake)
Second Empire
Jacobethan (the precursor to the Queen Anne style)
Neo-Grec
Renaissance Revival
Romanesque Revival (includes Richardsonian Romanesque)

[edit] Other movements popularized in the period
While not uniquely Victorian, and part of revivals that began before the era, these styles are strongly associated with the Victorian era due to the large number of examples that were erected in that period

Gothic Revival
Italianate
Neoclassicism


爵位分类：

Peers are of five ranks, in descending order of hierarchy:

Duke comes from the Latin dux, leader. Created in 1337.
Marquess comes from the French marquis, which is a derivative of marche or march. This is a reference to the English borders ("marches") with Wales and Scotland, a relationship more evident in the feminine form: Marchioness. Created in 1385.
Earl comes from the Old English or Anglo-Saxon eorl, a military leader. The meaning may have been affected by the Old Norse jarl, meaning free-born warrior or nobleman, during the Danelaw, thus giving rise to the modern sense. Since there was no feminine Old English or Old Norse equivalent for the term, "Countess" is used (an Earl is analogous to the Continental count), from the Latin comes. Created circa 800-1000.
Viscount comes from the Latin vicecomes, vice-count. Created in 1440.

Baron comes from the Old Germanic baro, freeman. Created in 1066.
In Scotland, the fifth rank is called a Lord of Parliament, as Barons are holders of feudal dignities, not peers. Baronets, while holders of hereditary titles, are not peers. Knights, Dames, and holders of other non-hereditary British honors are also not peers.

For peers, the various titles are in the form of (Rank) (Name of Title) or (Rank) of (Name of Title). The name of the title can either be a place name or a surname. The precise usage depends on the rank of the peerage and on certain other general considerations. Dukes always use of. Marquesses and Earls whose titles are based on place names normally use of, while those whose titles are based on surnames normally do not. Viscounts, Barons and Lords of Parliament do not use of. However, there are several exceptions to the rule. For instance, Scottish vicecomital titles theoretically include of, though in practice it is usually dropped. (Thus, the "Viscount of Falkland" is commonly known as the "Viscount Falkland".)


4,英国概述
The United Kingdom of Great Britain and Northern Ireland (commonly known as the United Kingdom, the UK, or Britain) is a sovereign state located off the northwestern coast of continental Europe. It is an island country, spanning an archipelago including Great Britain, the northeastern part of Ireland, and many small islands. Northern Ireland is the only part of the UK with a land border, sharing it with the Republic of Ireland. Apart from this land border, the UK is surrounded by the Atlantic Ocean, the North Sea, the English Channel and the Irish Sea. The largest island, Great Britain, is linked to France by the Channel Tunnel.

The United Kingdom is a constitutional monarchy and unitary state consisting of four countries: England, Northern Ireland, Scotland and Wales.It is governed by a parliamentary system with its seat of government in London, the capital, but with three devolved national administrations in Belfast, Cardiff and Edinburgh, the capitals of Northern Ireland, Wales and Scotland respectively. The Channel Island bailiwicks of Jersey and Guernsey, and the Isle of Man are Crown Dependencies and not part of the UK.The UK has fourteen overseas territories, all remnants of the British Empire, which at its height in 1922 encompassed almost a quarter of the world's land surface, the largest empire in history. British influence can continue to be observed in the language, culture and legal systems of many of its former colonies.

The UK is a developed country, with the world's sixth largest economy by nominal GDP and the seventh largest by purchasing power parity。 It was the world's first industrialised country and the world's foremost power during the 19th and early 20th centuries, but the economic cost of two world wars and the decline of its empire in the latter half of the 20th century diminished its leading role in global affairs. The UK nevertheless remains a major power with strong economic, cultural, military, scientific and political influence. It is a nuclear power and has the fourth highest defence spending in the world. It is a Member State of the European Union, holds a permanent seat on the United Nations Security Council, and is a member of the Commonwealth of Nations, G8, OECD, NATO, and the World Trade Organization.


你说的每一项都写得挺少的

写不下了，也不知道够不，留一下邮箱，我可以继续补充

我有中文的：在bbc中文站上找到的：
资金来源及规章

教育与技能部（Department for Education and Skills）

英格兰地区的教育政策由英国教育大臣负责制定。英国教育与技能部的职责如下：

• 提供国家教育服务
• 培训教师
• 维护教学水平
• 监督教学大纲及学校考试

此外，英国教育与技能部还需要监督英格兰教育体制以及资金调拨架构的改革工作。

地方教育管理机构（Local Education Authorities）

英国各地方议会都有各自的地方教育管理机构，专门负责管理和划拨学校经费。但由于英国政府更倾向于让学校直接掌控教育经费，因此地方教育管理机构在学校管理中更多地扮演了战略决策者，而非具体运行者的角色。

地方教育管理机构的职责可被划分为5部分：

• 策略管理，包括资金划拨、内部审计，并支付例如生产假期等开支；
• 为减少班级规模和“新机会基金”（New Opportunities Fund）等项目批出资金，“新机会基金”是一项博采基金，用于支持专项体育或音乐的新发展；
• 调拨资金满足有特殊教育需要的学生的学习所需；
• 在学校缺乏资金的情况下帮助学校维护和更新基础设施；
• 制定地方教育体制框架，让学生依此就学。此类工作包括支付申请入学与上诉的开支、为被拒入读某校的学生家长提供咨询服务、学生接送服务、提供教育福利服务、审查免费校餐资格等。

学校教育经费

地方教育管理机构一般有两个预算，分别是学校预算和地方教育管理机构预算。

学校预算主要包括学生学习所需的开销，而LEA预算则与地方教育管理机构的职责和功能紧密挂钩。地方教育管理机构预算包含的项目包括成人教育和培训。

学校用完其学校预算后，地方教育管理机构就会向学校增拨资金。学校董事会将有权决定如何使用这些增拨资金。

事实上，虽然当地教育管理机构有能力向学校提供包括餐饮、保安、清洁以及信息技术等方面的服务，但学校有权选择其他价格更优惠、服务更好的供应商。

学校管理机构

所有公立学校都设有各自的管理委员会。委员会由校长、任课老师、家长代表、地方教育委员会指派的代表以及当地社区人士组成。委员会的主要职责范围包括：

• 教学管理
• 学校纪律
• 人事变动
• 校舍维护
• 入学管理

实际上，学校管理的具体事宜还是由各学校校长全权负责。学校管理委员会的职能则更偏重于制定宏观发展战略、贯彻实施监管报告中提出的改进意见，以及向学生家长及时汇报各项工作的进展情况等。

贫困地区学校的资金来源

所谓“教育行动区域”(Education Action Zones)是指那些位于英国相对落后地区的学校。这些学校通过与地方教育管理机构、家长、商业团体及其他社团组织开展合作，来提升学校的教学水平。此外，教育行动区域组织还能连续5年获得每年50万英镑的补助。
学校评估

英格兰独立教育标准办公室

英格兰独立教育标准办公室(Office for Standards in Education, 通常简称Ofsted)是一个由学校监督官员组成的监管机构，独立于政府教育部。其主要职能是对所有公立学校的教育质量进行定期审查，并汇总学校所取得的成果。

Ofsted的职责还包括对成人教育服务、地方当局的儿童服务、教师培训机构及一些私立学校进行审查和监督。自2001年起，Ofsted还承担了所有16至19岁青年的教育、婴幼儿托管的规章管理工作。

排行表

根据各学校在中学高级水平考试（A-level）、中学准高级水平考试（AS-level）以及普通中等教育证书考试（GCSE）中的表现，英国政府每年都会发表一份英格兰学校排行表，向公众介绍各学校的教学和运营状况。

学生测评

课程与考试

英格兰所有公立学校都必须按照英国资格与课程管理委员会(Qualifications and Curriculum Authority, 简称QCA)制定的全国统一教学大纲授课。该大纲的宗旨是为了保障学校教学水平、提高教学质量。

英国全国教学大纲还要求学生在特定的学习阶段，参加“关键阶段”考试。

关键阶段（Key Stages）

英国1988年教育改革法案出台后，全国教学大纲制定出四个学习关键阶段：

关键阶段1（Key Stage 1）：5至7岁
关键阶段2（Key Stage 2）：7至11岁
关键阶段3（Key Stage 3）：11至14岁
关键阶段4（Key Stage 4）：14至16岁

公立学校类别

英格兰的学校类别是根据谁雇用教师、谁管理入学，以及谁拥有校舍和土地来划分的。

四种主流学校

• 社区学校(Community schools)：社区学校的前身是郡立学校(county school)。地方教育管理机构(LEA)拥有这类学校的土地及校舍，并对学校的人事任免和入学要求有决定权。

• 基金会学校(Foundation schools)：不少这种学校的前身都是直接拨款公立学校（Grant maintained School）。学校校董会负责招聘老师及招收学生，校舍和校园则属于校董会或慈善团体。

• 受津贴民办学校(Voluntary Aided)：这类学校多为教会学校。一般来说，这类学校的校董会负责招聘老师及招收学生，而学校校舍和校园则由慈善组织拥有。

• 受监管津贴学校(Voluntary Controlled)：这些通常都是教会学校。校舍与校园由慈善团体拥有，但招聘员工和招收学生的工作由地方教育管理机构负责。

学龄前教育(Pre-school education)

2岁至5岁的英国儿童可以接受学龄前教育。英国政府实施的“稳健起步计划”(Sure Start Shceme)，向所有4岁及部分3岁儿童提供免费幼儿园教育。英国政府还与地方教育机构一道，创建更完善的婴幼儿早期教育、儿童看护及家庭健康体系。

小学教育(Primary Education)

英国儿童年满5周岁后就要开始接受小学教育。英国小学教育被分为初级(5岁-7岁)和高级(7岁-11岁)两个阶段。多数小学的管理运营，都是由校董会按照地方学校管理计划(Local Management of Schools Scheme)的规定展开的。

中学教育(Secondary Education)

英国青少年需要接受中学义务教育直至16岁。除社区学校、基金会学校、受津贴民办学校以及受监管津贴学校4种主流中学外，英国还设有不少特色学校。

专门学校(Specialist school)

任何运行正常的英格兰中学，都可以成为技术、语言、运动、艺术或某个专业领域的专门学校。这类学校在遵守全国教学大纲规定的同时，可以着重发展某个特别领域。

英国执政工党政府希望，所有中学都能在2008年发展成专门学校，专长于某一个特定项目。此外，政府还积极鼓励现有专门学校发展第二个特殊领域。

总之，专门教育的理念就是通过发展专门教学，逐步提高整体教学标准。不论选择文科或理科，都不影响其他科目的发展。

院校（Academies）

院校的前身多是教学力量薄弱、表现欠佳的学校。院校是公费资助的学校，比与普通中学更具有独立性。

院校多是由商业、宗教或慈善团体及当地社区联合创办的。因此，院校可以根据本地区实际需要，灵活调整教学大纲及授课老师。

创办院校的初衷，是希望投入大笔资金对贫困地区学校进行改造。创办院校所需经费，先由私人团体资助200万英镑，再由政府负担2000万英镑。

英国政府希望能在2010年以前，开办200家这种院校。

文法学校(Grammar Schools)

英格兰部分地区在开设普通中学的同时，仍然保留着一些文法学校。这些地区的学生在年满11岁时需参加11-plus考试，考试结果将决定学生是否有资格就读文法学校。

目前，英格兰共有大约150家文法学校。由于按学生能力进行筛选，文法学校在英国教育界备受争议，但政府对文法学校的做法仍持容忍态度。

城市科技学院(City technology colleges)

这类学校是由政府直接出资兴办的职业技术培训学校。学校颁发的毕业证书相当于中学高级水平考试（A-level）学历。虽然同样按照国家教学大纲授课，但学校教学更偏重于自然科学、数学及技术培训。

教会学校(Faith Schools)

教会学校是具有宗教色彩的教育机构。这类学校的新建必须得到学生家长的认可，以及当地社区和教育管理机构的批准。将近半数的教会学校是受监管津贴学校 ，但学校教学大纲的制定同样需要征求当地居民和教育机构的同意。

受津贴民办学校有权根据自己的宗教信仰，制定独立的入学政策及宗教教育课程。教会学校通常会招收与该校有相同信仰的学生，但有时也会招收其他学生。

特殊教育需求(Special Needs)

在英国，平均每5名儿童中就有1名需要不同程度的特殊教育。英国政府于2001年出台的《特殊教育需求和残疾人法案》规定，患有生理或行为障碍的儿童有权和正常儿童一起接受教育。为此，英国关闭了为残疾儿童专门设置的学校，但保留并开设了1,200家提供特殊教育需求的学校。这类学校是由慈善团体或医院资助运行的。

学生收容处(Pupil Referral Units)

学生收容处是由地方教育管理机构创建及运营的一类特殊学校。这类学校专为因辍学、早孕等特殊情况而无法接受正常教育的学生提供教育服务，以帮助学生重返校园。学生收容处设有专门的管理委员会，委员会成员由学校领导及社会服务部门的工作人员组成。
其他类别学校

独立学校

独立学校与国立学校的最大区别，就在于要收取学费。尽管独立学校并不隶属于国立学校体系，但人们却习惯将其称为“公共学校”(public schools)或“私立学校(private schools)”。

独立学校的财源不是依靠政府财政，而是依赖于特殊的信托基金。因此，独立学校不必按照国家订立的教学大纲来授课，但大部分独立学校都参加国家要求的有关考试。

独立学校提供的小学教育一般分为两个阶段。第一阶段被称为“学前预备阶段”(pre-prepatory)，主要面向2至7岁的学龄儿童。第二阶段被称为“预备阶段”(prepatory)或“低年级阶段”(junior)。学前预备阶段的主要学习目，是为了帮助学生准备独立学校的入学考试。

华德福•斯坦纳学校(Rudolf Steiner Schools)

斯坦纳学校以其出众的管理理念、授课内容和教学方法而著称。学校在抓学习的同时，还强调学生“德、智、体”全面发展。

与其他学校相比，斯坦纳学校学生正式开始学校授课教学的年龄相对较晚。学校更注重在早年培养学生的创造力和艺术天赋。这类学校多数都不设有校长，而是通过合作的方式对学校进行管理。

外语学校(Foreign Language school - Lycees)

英格兰还设有专为培养外交官后代而设置的外语学校。The French Lycee就是其中一所专门教授法语和英语的外语学校。

蒙台梭利学校(Montessori Schools)

蒙台梭利学校是按照意大利著名儿童教育家——玛丽亚•蒙台梭利的教育理念创立的。蒙台梭利认为，良好的教学环境能鼓励学生获得意想不到的成果。

在蒙台梭利学校的教室里，孩子们不但可以自由选择自己喜欢的活动项目，还可以利用课余时间去探索未知领域。一旦学生们习惯了自己做主，他们自然就会找到适合自己的学习方法
以上只对英格兰有效。要知道更多请到http://www.bbc.co.uk/china/studyintheuk/index.shtml

我帮你找了几篇文章，希望能对你有用^_^
http://www.teachernet.gov.uk/educationoverview/uksystem/

http://www.britishcouncil.org/usa-education-uk-system.htm

（第一个网址比较全面）

网页链接

双语链接。希望有帮助

---

汤阴县17088916547： 哪位高人有用英文介绍英国的教育体系的文章 - ？
巧傅亿希： 我帮你找了几篇文章,希望能对你有用^_^ http://www.teachernet.gov.uk/educationoverview/uksystem/ http://www.britishcouncil.org/usa-education-uk-system.htm (第一个网址比较全面)

汤阴县17088916547： 哪位英语高手帮忙找下:中国教育体系与英国教育体系的异同?？
巧傅亿希： lz可以去这个网站上下载一个pdf文件,叫做Eric Full Text的,里面是一篇比较中英教育体系的英语文章:http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED491460&ERICExtSearch_SearchType_0=no&accno=ED491460

汤阴县17088916547： 哪位高人能用英语翻译一下啊,巨感谢! - ？
巧傅亿希： Bar as a standard model of Western wine culture was introduced to China, has gradually into people's lives, into the city's streets and alleys. And bar industry and the rise of China's red fire and the whole economic, social and cultural changes have a...

汤阴县17088916547： 哪位高人能帮我翻译下下面的英文 - ？
巧傅亿希： I graduated from Southwestern Normal University.My major subject is English Education.

汤阴县17088916547： 买的咖啡豆怎么做咖啡 - 怎么煮咖啡豆我有一包从英国带来的咖啡豆,不知怎么煮请教高人 ？
巧傅亿希： 如何泡制一杯香浓的咖啡 选购好的咖啡是制作好咖啡的第一步,正确的贮存、研磨、... 新鲜适温的水:咖啡中 97% 都是水, 只有用水质良好的水才能冲泡出咖啡原有的芳...

汤阴县17088916547： 哪位高人能帮忙翻译一下这几句英文?原文:WasSantaalie ？
巧傅亿希： Was Santa a lie? No. Carmella told herself that there had to be some truth to Santa. Whenever the holiday season came around,there was this picture of a Santa,who,instead ...

汤阴县17088916547： 哪位高人能用简单的英语把下面的故事重述一遍啊,跪求. - ？
巧傅亿希： A raven saw a swan and liked the swan's beautiful feathers very much. He himself wanted to have the same feathers. He thought the swan had the feathers becauses the swan often washed in water. So the raven left the altars, where he could eat ...

汤阴县17088916547： 哪位高人能用英语介绍下大连? - ？
巧傅亿希： Dalian is a beautiful seaside city, many of the classic is very beautiful, like a Tiger Beach Park, Sun Asia Ocean World (Asia's first aquarium, there are many marine animals, penguins, polar bears, and some other places did not see the marine life ),...

汤阴县17088916547： 哪位高人把下面这段话翻译成英文,谢谢啦! 我的学校是湖北第二师范学院,座落在美丽迷人的武汉.湖北第二 - ？
巧傅亿希： I'm a student of Hubei university of education,which is located in WuHan ,a beautiful and attacktive city.

汤阴县17088916547： 哪位英语高人能帮忙翻译以下这篇文章?很急...先谢谢了...人工翻译的哦 - ？
巧傅亿希： 布莱尔如何重新尝试定义爱国精神在20世纪60年代作为政体由Harold Wilson提出的“新英国”是一个支持工党的口号,主要关注社会和经济变更的需要.当经济形势变坏的时候,“我支持英国”这一标语就被创造,为的是鼓励消费者购买英国货物.金诺克`未完·······