Example sentences of "that pupils [vb mod] [be] " in BNC.
Next page| No | Sentence |
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| 1 | discretion or it is hoped that pupils would be afforded the opportunity to make their own , if |
| 2 | Indeed he went so far as to suggest that pupils might be involved in evaluating the curriculum in the future . |
| 3 | The theory is that pupils will be so busy trying to follow the gossip in Le Retour de l'Errant ( pay attention — that 's the Rovers Return ) they will not even realise they are learning the lingo . |
| 4 | The curriculum considerations of the whole-school approach imply that pupils will be in the mainstream classes and the responsibility of the class teacher . |
| 5 | Feelings and emotions are examined in depth , and it is then that pupils can be seen struggling to come to terms with right and wrong . |
| 6 | Within this task , we suggest that pupils should be asked for three contrasting pieces of writing , for example a short narrative based on a personal experience , a poem , a list of some kind ( eg for a recipe ) , or a factual account based on observation . |
| 7 | Those who adopted the third and final position — although the arguments were rarely in practice as clear as this — went further still to argue that pupils should be brought together not only under one roof , not only studying one curriculum , but also within mixed-ability groups . |
| 8 | But it must never be forgotten that , if this happens , it happens by accident : it can be no part of the system that pupils should be entered for a test because of the age they are or the class they are part of . |
| 9 | Other teachers point out that evaluations of Shakespeare have varied from one historical point to the next , and they argue that pupils should be encouraged to think critically about his status in the canon . |
| 10 | It is not easy to achieve the recommendation of the HMI document The Curriculum from 5 to 16 , that pupils should be able to use what they learn for their own purposes , because each of us has different purposes in life , and what is relevant to one pupil will not be relevant to another . |
| 11 | Other teachers point out that evaluations of Shakespeare have varied from one historical period to the next , and they argue that pupils should be encouraged to think critically about his status in the canon . |