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and this 'primary stage' was followed by a specific education which would end at the age of 16. It is because of the national curriculum that today's pupils go to school at the age of 5 and leave when they turn 11. The author also claims that there is a minor quantity of educational centres which accept children from the age of 8 to 12 called 'deemed middle' in his words, while others referred to as 'first' accept 5-8 or 9 year-old pupils.

Today's British primary education's structure could not be analysed without bearing in mind what is in my opinion the main strength of the British system: the variety of schools offered to parents and British pupils. On the Department of Education's webpage, some of the main types of schools can be found, establishing a division in three groups: 'mainstream state schools, state schools with particular characteristics and specialist schools' in the first group. 'Trust and Voluntary controlled/aided schools' in the second. Faith schools, academies and grammar schools also belong to the second group. In the third group the Department includes 'Independent schools'. This last kind, as its name shows, is governed by an independent body which according to the Department of Education have their own 'curriculum and admission policies'.

Since we are living in a society ruled by the information technologies, another valuable aspect to be analysed is the use of information and communication technologies in British primary schools. The British Department of Education claims that the adoption of the information and communication technologies (ICT) to today's primary schools 'raises the educative centre's standards' It was in the year 2002, when the Education and Training inspectorate wrote a report in which some of the main strengths of integrating the ICTs in the UK schools were highlighted. In most schools, both the student's learning and the quality of teaching were shown to be 'satisfactory'. Most of them used a great number of applications such as developing web pages, using social networks for educational purposes, sending electronic mails and using web-cams, to mention but a few of them. This report also indicates that the introduction of the ICTs in primary school's classrooms and lessons notably increases the pupil's motivation and enthusiasm to learn. The Department of Education also claims that the information and communicationtechnologies have been adapted to the curriculum of several schools in the UK for the past 5 years, including ICT as acompulsory subject. In my opinion, the main advantage of the ICTs probably relies on its positive effects on children's attention and interest, and this is one of the reasons why there are an even higher number of centers which are incorporating them.

While looking for information on this matter, I found two relevant articles in two different newspapers which show a clear example of how these technologies are being adapted to education. The first article was written by the journalist Sophie Borland and published in the newspaper 'The Daily Mail'. It talks about a school in the UK which bought a couple of Wiis in order to 'boost pupil's enthusiasm for sport' using the new Wii Fit Plus. This new Wii application, the writer claims, is focused on various fitness exercises proved to be beneficial for the children's health, especially for sedentary ones. Borland also states本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。