Example sentences of "[noun sg] of [art] schools [noun] " in BNC.

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1 This report stemmed from the recommendation of the Schools Council in the early 1970s that the dual examination systems of GCE and CSE should be replaced by a single system at 16 plus .
2 He had won it convincingly , as the judges ' 60–56 , 60–56 , 60–57 scores proved , but such is the tension of the schools finals second only in most young boxers ' eyes to the senior ABA finals that he felt he needed a bit more help .
3 One of the most exciting suggestions to emerge from the research of the Schools Council History project , and in later research into primary history teaching methods , has been the idea that certain , concept-based methods of History teaching can lead to pupils reaching certain levels of historical understanding at a rather earlier stage than had previously been thought possible .
4 In October 1981 , the government 's review of the Schools Council , conducted by Nancy Trenaman , concluded that , although the Council had been ‘ too political , too complicated and was over-stretched ’ , it should nevertheless continue in existence , albeit in a slimmer form .
5 So if you 're going to plan ahead , now , which I think is the only thing you can do in the circumstances … what I suggest is a with-profits endowment policy linked to a seven-year maturity date with yearly incrementals — optional , if you like , or you can build them in , it depends how optimistic you are about your career , ha ha — leaving a little bit of the schools fees to pay at the time , but there will be a big chunk taken out , that 's for sure … and do it off monthly standing orders of around … let's say … five hundred a month ?
6 As we insisted during the period of the Schools Council Resource Centre Project , there are many possible patterns of organization within and without a school , and what is experimented with or decided upon must relate to the local situation and to the needs of the school as its staff see them .
7 This latter institution developed rapidly in the 19605 , with the particular blessing of the Schools Council , which recognized its value as an agency of teacher involvement in curriculum development .
8 It was they , with the largest of the teachers ' unions , the NUT , who were largely responsible for the establishment of the Schools Council , to advise and experiment in respect of curricular content .
9 Although born mainly out of an attempt by the British government to gain control of the curriculum , the 1960s also saw the establishment of the Schools Council , a quango whose role was to advise the government on curriculum and examinations .
10 It is possible to identify the start of the present professional development era in the early 1960s with the establishment of the Schools Council and with the Nuffield Foundation 's involvement with curriculum developments in science and mathematics .
11 Although the need for one organization of policy-making for curriculum and examinations had been recognized as long ago as the mid-1960s ( through the establishment of the Schools Council ) , it had been abandoned in the early 1980s in favour of centralized curriculum-making and a blanket acceptance that the assessment of individual pupils ' achievement would lead to greater improvements in the system than the development of logically connected public examinations and national qualifications .
12 Frank Whitehead , Director of the Schools Council London Project on Children 's reading , published Children and their Books ( 1977 ) and maintained a programme of research and publications in this area until his retirement in 1982 .
13 Robert Newman , director of the schools department for the archdiocese of Liverpool , said there is a thorough consultation process before a final decision is taken .
14 Lord Griffiths , head of the Schools Examinations and Assessment Council .
15 erm Professor Lacey , a colleague who is at the moment erm the research advisor of the Schools Council , has a project based here which is looking at the impact erm of these Schools Councils projects over the years , which ones have made an impact , which have fallen away , why some have succeeded , why others have fallen off .
16 Others , however , objected to the replacement of the Schools Council by two unelected bodies ; they saw dangers in the minister ‘ surrounding himself by people of one opinion ’ , and in the ‘ centralized patronage ’ which was said to characterize the new arrangements , and they detected the eclipse of the values of curriculum pluralism for which the Schools Council had stood .
17 The replacement of the Schools Council ( abolished 1981 ) with two centrally appointed committees : the Schools Curriculum Development Committee ( SCDC ) and the Secondary Examinations Council ( SEC ) .
18 Though the reputation of schools is mainly established by personal recommendations positive reinforcement of the schools image can be achieved through regular exposure in the press or TV and radio .
19 Indeed , one commentator has maintained that the very success of the Schools Council may have hastened its downfall .
20 During the 1950s the view was gaining ground that a more systematic and determined effort should be made towards teachers ' professional development and this was to become the justification of the Schools Council 's existence .
21 The Demise of the Schools Council
22 The process was supported by the enactment of the Schools Information Regulations in 1981 requiring all schools and colleges to publish annual descriptions of their curriculum and organizational arrangements .
23 Hers was a significant part of the testimony of the schools inquiry ( Taunton ) commission , whose reports proposed the establishment of schools for girls under public authority , curricular reform , and women 's access to higher education .
24 The ILEA had made a commitment to schools/industry curriculum development and had been one of the five pilot authorities in the first phase of the Schools Council Industry Project , now the Schools Curriculum Industry Partnership ( SCIP ) .
25 The Conservative party has no mandate for the Bill , which will undermine standards in schools , demoralise the teaching profession and , through the privatisation of the schools inspectorate , deny parents independent information about the education of their children .
26 Writing about the future development of education following abolition of the Schools Council , which had had curriculum development and examination monitoring functions and which had managed to stem temporarily the growth of DES curricular involvement , Plaskow commented that without the achievement of consensus within a workable framework , there would be central direction , with ‘ prescription through authority ’ .
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