Example sentences of "of pupils ' [noun sg] " in BNC.
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| 1 | The next most highly rated questions , in terms of pupils ' experience , were on computation or number concepts . |
| 2 | It is probably true to say that the likely arrangements for assessment and recording of pupils ' achievement have provoked more concern among the teaching profession than almost any other area of the National Curriculum . |
| 3 | As many aspects of pupils ' achievement as possible are represented in the profile , in contrast with a test for which a single grade or mark may be awarded . |
| 4 | The level of pupils ' performance in most tasks rose fairly sharply from the bottom to the top third of attainment in the sample . |
| 5 | 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 . |
| 6 | Despite the fact that attainment targets may be grouped into ‘ profile components ’ for the purposes of reporting achievements , teachers are expected to ‘ keep a record of pupils ' progress in relation to each attainment target ’ , a particularly onerous requirement . |
| 7 | Teachers are required to plan and prepare lessons , assess and keep records of pupils ' progress , and maintain discipline . |
| 8 | I agree also that it is absurd to suggest that there is anything wrong with national testing of pupils ' progress at certain ages , both to inform parents and to inform localities about the performance of their schools . |
| 9 | This study involves the secondary analysis of data collected as part of a major longitudinal study of pupils ' progress and development and the effects of primary schools in the inner London area during the 1980s . |
| 10 | 1.25 In our first Report , we included an appendix with samples of pupils ' work which illustrated some early stages in the development of writing . |
| 11 | We do however , consider , illustration to be essential , and recommend that the National Curriculum Council ( NCC ) in conjunction with the Curriculum Council for Wales ( CCW ) and , as appropriate , with SEAC , commission the compilation of an extensive collection of pupils ' work in relation to the statements of attainment we have recommended . |
| 12 | Do n't forget simple ideas like having exhibitions of pupils ' work in local shops and libraries ; estate agents and building societies will sometimes do this too . |
| 13 | It is also undoubtedly useful for teachers to be able to refer to features of pupils ' work when they are correcting it or trying to help pupils in some way . |
| 14 | It was also seen as a way of raising standards of attainment : the specification of targets and the systematic assessment of pupils ' work on a national basis were thought to constitute a challenge to schools and teachers to raise their expectations , and to channel their efforts to bring about enhanced standards in pupils in the key areas represented by the national curriculum . |
| 15 | Wandsworth had accused union members of acting in breach of their employment contracts and of a statutory duty to carry out continuous assessment of pupils ' work . |
| 16 | ( g ) Discussions with pupils and collections of pupils ' work |
| 17 | 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 . |
| 18 | The following samples of pupils ' work , written to explain their answers to the task , indicate the generalization strategies they used to find out how many squares were needed . |
| 19 | The quality and quantity of pupils ' work was questioned at the fourth meeting . |
| 20 | 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 . |
| 21 | For example a curriculum leader in a small primary school leads a small group to scrutinise a selection of pupils ' work from different year groups to examine progression and continuity and their relation to the National Curriculum a department in a secondary school reviews its curricular provision ; assesses the implications of the National Curriculum for that subject ; analyses policies and practice on pupil assessment ; analyses examination/test results ; reviews pupils ' written work to check on progression and continuity a team considers relations with parents and the wider community the head , a deputy or a senior teacher leads a working party on topics such as cross-curricular issues , curriculum provision as a whole , pupil attendance , school documentation the staff development or INSET co-ordinator leads a working party to review staff development , INSET provision and dissemination , teacher appraisal , care of probationer teachers ( DES 1989e:8 ) . |
| 22 | 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 ) . |
| 23 | This does not suggest that schools would need to amass great quantities of pupils ' work for an audit . |
| 24 | self-chosen evidence of pupils ' thought and action in written , visual and taped form designed to be a self-selected commentary on the pupils ' character . |
| 25 | If this is done , then the work of individual teachers within the school contributes to the general pattern of pupils ' development , rather than being wasted because it is not adequately prepared for , or followed up by other teachers . |
| 26 | Though the majority of teachers reported grading reading requirements according to pupils ' abilities , the general practice did not include close supervision of pupils ' reading , and it appeared that frequently the interested and able pupils read widely on a topic while the poorest readers did little other than copy short statements or cut out pictures . |
| 27 | The steady and purposeful development of pupils ' language and of their skill in its use should be a constant aim of education at all stages and levels . |
| 28 | In the fourth and fifth years of secondary education , they suggested , the foundation subjects might account for some 75–85% of pupils ' time ( 30–40% of that devoted to the core subjects ) , leaving some 15–25% of time for other subjects , at the discretion of the school ( DES/Welsh Office , 1987 ) . |
| 29 | The percentages of pupils ' time recommended by Munn for the various subjects are shown in Figure 10.3 . |
| 30 | Profiles of Development presupposes a common developmental path , and thus encourages the control of pupils ' learning experience so that it conforms to that path . |