The pie charts compare the expenditure of a school in the UK in three different years over a 20- year period.

 It is clear that teachers salaries made up the largest proportion of the schools spending in all three years (1981, 1991 and 2001).

 By contrast, insurance was the smallest cost in each year.

In 1981, 40% of the school’s budget went on teachers salaries.

This figure rose to 50% in 1991, but fell again by 5% in 2001.

The proportion of spending on other workers wages fell steadily over the 20-year period, from 28% of the budget in 1981 to only 15% in 2001.

 Expenditure on insurance stood at only 2% of the total in 1981, but reached 8% in 2001.

Finally, the percentages for resources and furniture/equipment fluctuated.

The figure for resources was highest in 1991, at 20%, and the
proportion of spending on furniture and equipment reached its peak in 2001, at 23%.

 

Bài 2

The table compares two primary schools in terms of the proportions of their pupils who experienced seven different educational problems in the years 2005 and 2015.

It is noticeable that school A had higher proportions of children with all seven educational difficulties in both years.

However, while school A managed to reduce the incidence of most of the problems between 2005 and 2015, school B saw an overall rise in the percentage of children who were struggling.

 In 2005, 42% of school A pupils found it difficult to follow instructions, whereas only 6% of pupils in school B experienced this problem.

 Similarly, between 30 and 40 per cent of children attending school A had problems in the areas of spelling, listening, verbal expression and concentration in lessons, while the equivalent figures for school B stood at between 5 and 15 per cent.

In 2015, the difference between the two schools was less pronounced.

Notably, the proportion of children who struggled to follow instructions fell by 24% in school A, and this school also saw falls of 22%, 15%, 14% and 5% in the figures for children who had problems with concentration, listening, verbal expression and spelling.

In school B, however, the proportion of children who struggled with spelling and following instructions doubled, to 10% and 12% respectively, and there was almost no change in the incidence of listening, verbal or concentration problems.

Sample #40

It is often said that the subjects taught in schools are too academic in orientation and that it would be more useful for children to learn about practical matters such as home management, work and interpersonal skills.

To what extent do you agree or disagree?

model answer:

A criticism often heard these days is that the subjects taught in schools tend to be too academic, and contribute little to preparing a young person for the real-life tasks he or she will have to perform after graduation.

They say that academic subjects are rooted in the past, and are not useful for solving modern problems.

 I disagree with this point of view for three reasons.

My first reason is that it is the duty of parents, not teachers, to prepare their children to deal with the practical affairs of life.

The home, not the classroom, is the ideal place to learn about home management and interpersonal skills.

 As for work abilities and attitudes, they are best learned “on the job” and under the supervision of an experienced older worker.

My second reason is that academic subjects have withstood the test of time.

They represent the accumulated wisdom of our ancestors down through the ages, and, far from being impractical, they equip us with the knowledge and confidence to make sound judgements about any problems which may crop up.

In addition, academic subjects are good for training us in mental discipline, while practical subjects are weak in this regard.

My third reason is based on the saying “Man does not live by bread alone.”

Schooldays devoted solely to instruction in down-to-earth practical matters would be dull indeed!

Lessons in the best literature of the world, and the epoch-making scientific and geographical discoveries of the past enrich our lives and make us feel that we are part of the great family of mankind.

All in all, the teaching of academic subjects in schools is entirely appropriate. It is my firmly held view that practical subjects have no place in the classroom.

On the contrary, the curriculum should be more academic!