Example sentences of "[art] [noun] of pupils ' " in BNC.
Next page| No | Sentence |
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| 1 | The level of pupils ' performance in most tasks rose fairly sharply from the bottom to the top third of attainment in the sample . |
| 2 | The most radical element of the examinations in science was the assessment of pupils ' practical skills and abilities by internal , school-based means . |
| 3 | The Head of Department then went through the objectives one at a time and satisfied the Deputy Head ( Curriculum ) and the Director of Studies that , with different emphases , the objectives were all subsumed in the 3 criteria for the assessment of pupils ' work . |
| 4 | Recommendations about classroom management , group work , the planning of projects , the fostering of pupils ' self-reliance , the use of resources , classroom display and a number of other topics , reinforced by the powerful visual device of a model classroom , identified the various items on the advisory team 's agenda for reforming classroom practice . |
| 5 | The examples given suggest a flexible scheme whereby criterion statements might be amended in the light of pupils ' difficulties and the identified difficulty factors might provide foci for teaching . |
| 6 | it encourages the perception of pupils ' attainments as being at one of a number of discrete ‘ levels ’ . |
| 7 | The research methodology will include the use of questionnaires to establish the range of pupils ' perceptions . |
| 8 | The philosophy and system of pastoral care were spelt out at some length and a few pages were devoted to the issue of pupils ' individual needs . |
| 9 | Each phase should share their knowledge and experience of the following : — approaches and methods used with pupils ; — the range and nature of materials used ; — the subject content covered ; — the outcome of pupils ' work ( e.g. particular levels of attainment that could be expected or anticipated ) . |
| 10 | The attainment bands were formed on the basis of pupils ' score on the GT4 test , not from the particular mathematics sets in which they do mathematics in their schools . |
| 11 | Dawe 's research demonstrating the importance of pupils ' first language competence to mathematics , as well as the need for pupils to understand mathematical ideas in English , highlights the importance of both languages for children 's progress . |
| 12 | The development of pupils ' understanding of the spoken word and the capacity to express themselves effectively , in a variety of speaking and listening activities , matching style and response to audience and purpose . |
| 13 | The development of pupils ' understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities , matching style and response to audience and purpose . |
| 14 | The development of pupils ' understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities , matching style and response to audience and purpose . |
| 15 | 1.8 The three profile components we recommend are as follows : • speaking and listening — with one attainment target : the development of pupils ' understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities , matching style and response to audience and purpose . |
| 16 | speaking and listening — with one attainment target ; the development of pupils ' understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities , matching style and response to audience and purpose ; |
| 17 | The research seeks to identify both the understanding of the nature of history which PGCE students bring to the institutions , and the extent to which institutions consider the structure of the subject and link it with a theory of the development of pupils ' thinking in history and the styles of teaching best suited to further such development . |
| 18 | Aims : To link the development of pupils ' information skills with information technology in the classroom and in the school library |
| 19 | Religious education contributes to the development of pupils ' attitudes , values and moral perception . |
| 20 | Profiles of Development presupposes a common developmental path , and thus encourages the control of pupils ' learning experience so that it conforms to that path . |
| 21 | Not based upon any consensus of content , nor the expectation that teachers will do the same thing with all the class , this takes seriously the concept of the teacher as the manager of pupils ' own learning instead of a purveyor of information and ideas . |
| 22 | Alternatively there may be no marks as such but simply a set of grades to which the quality of pupils ' work may be assigned directly . |
| 23 | It began to prove its value when the members of pupils ' own groups helped each other and came not always to rely on the initiative or instruction of the teacher-tutor . |
| 24 | These included : that the diversity of pupils ' abilities should be recognised , and a ‘ differentiated curriculum ’ and range of examination papers provided ; that the quality of the maths teaching force be improved — by the recruitment and retention of more well-qualified mathematicians through financial incentives , flexible salary structures and guarantees of employment , and through increases in in-service training and support ; that the subject should be approached by teachers in a variety of different ways , including exposition , discussion , practical work and problem solving , as well as mental and oral work ; and that curriculum materials be developed reflecting a ‘ foundation list ’ of mathematical topics identified by the committee . |
| 25 | The percentages of pupils ' time recommended by Munn for the various subjects are shown in Figure 10.3 . |
| 26 | Similarly the teacher and the knowledge itself , as well as the teacher 's religious or non-religious faith , can often get in the way of pupils ' learning . |
| 27 | The reason behind this hesitancy is again related to the grading of pupils ' performance and the fear that such grading would be taken as a value judgement on a pupil 's worth . |
| 28 | Whichever approach is adopted ( that of the SDPP or of the School Management Task Force ) the head has to decide whether it is practicable in his or her school to assume that the more that teachers are asked to do in the way of auditing , laying plans , implementing them and reviewing them , the more they will understand about the effectiveness of pupils ' learning . |
| 29 | Research into the progress of bilingual pupils has demonstrated that support for , and recognition of the value of pupils ' first languages are crucial for achievement . |
| 30 | It will 1 ) examine more fully the extent to which primary schools vary in their effects on a variety of pupils ' educational outcomes , including progress in reading and maths ; 2 ) establish whether the composition of pupil intakes is related to effectiveness ; 3 ) find out whether school vary in their effectiveness from year to year and whether their effects on pupils persist into secondary school . |