School should teach children the academic subjects which have a close relationship with their future careers, so other subjects like music and sports are not important. To what extend do you agree or disagree.
Answer
It is argued that the performance of students in their future career is strongly influenced by the academic subjects they were taught at school and so that, sports and music should not be incorporated in school’s curriculum. While I accept the importance of academic subjects, I totally disagree with the idea that irrelevant subjects should be got rid of the program.
On the one hand, there are two primary reasons why I think school children should pay much attention to academic subjects which related to their future job. Firstly, these subjects create a solid foundation on which practical skills gained from experience are further developed. For instance, it will be very hard for a teacher to explain how to fix home appliances if students are not well-equipped with fundamentals of electricity which just could be found in physics lessons. Secondly, in order to be admitted to top-tier universities or colleges, high school students must have adequate performances. They cannot turn their university dream into reality without great emphasis on academic subjects.
On the other hand, the importance of non-academic subjects should not be underestimated. The first reason is that, by playing group sports, students may improve their ability to work and communicate with others effectively. These are desirable characteristics that are highly valued by employers in today’s business environment. Furthermore, the participation in sports or music affords the children a balanced school live and the pleasure which is not available in academic subjects.
In conclusion, for the reasons I have mentioned above, while there is no doubt that school children benefit from academic subjects in terms of future pathway, non-academic subjects are also essential for the development of children in both physical and psychological aspects.
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