Sentences with phrase «areas of the school ground»

Not exact matches

Because of the money this could net, don't be surprised if a middle ground ends up being the solution and the schools that want to adopt the measures get their way while abstainers get to keep their games dry in non-premium areas.

I've always felt that a high school coach who installs a different system every year to take advantage of his talent runs the risk of spending so much time teaching the new system that he loses ground in other areas.

«The mayor's job approval hits a new low and he's lost a lot of ground on his handling of crime and the schools, two key areas of any mayor,» he added.

These include: commissioning an independent evaluation of how CfE is being implemented «on the ground»; improving the quality of information available on the aspects of CfE that matter, not those that are most «readily measurable»; simplifying and clarifying core guidance on the CfE; giving local authorities a more central role in implementing the curriculum; and creating «stimulating and challenging learning environments» in secondary schools in areas of deprivation.

Edith Borthwick School, an all ‑ age school in Braintree, is the beneficiary of # 9.1 million worth of PSBP funding, which has seen the school's old buildings replaced with a new two - storey facility which includes break - out rooms, spacious hall space and external areas for each of the ground floor classSchool, an all ‑ age school in Braintree, is the beneficiary of # 9.1 million worth of PSBP funding, which has seen the school's old buildings replaced with a new two - storey facility which includes break - out rooms, spacious hall space and external areas for each of the ground floor classschool in Braintree, is the beneficiary of # 9.1 million worth of PSBP funding, which has seen the school's old buildings replaced with a new two - storey facility which includes break - out rooms, spacious hall space and external areas for each of the ground floor classschool's old buildings replaced with a new two - storey facility which includes break - out rooms, spacious hall space and external areas for each of the ground floor classrooms.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

School grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proSchool grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance probareas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance probareas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proschool; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance probAreas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance problems.

However, states and the U.S. Department of Education must together confront substantial implementation problems in this area, because the new requirements are fraught with technical complications, will lead to dramatic increases in the number of schools identified as failing, set improvement targets that many see as unrealistic, and are no more grounded in research or experience than the standards set by most states under the old law.

«We are proud of our school board members, students, and faculty in Rochester City and Hillsborough County for the unprecedented and ground breaking work they continue to do in this area,» stated Van Henri White, City of Rochester School Board President, Chairman of CUBE Steering Committee and Member of NSBA Board of Direschool board members, students, and faculty in Rochester City and Hillsborough County for the unprecedented and ground breaking work they continue to do in this area,» stated Van Henri White, City of Rochester School Board President, Chairman of CUBE Steering Committee and Member of NSBA Board of DireSchool Board President, Chairman of CUBE Steering Committee and Member of NSBA Board of Directors.

Rural South Fulton Charter School Opens With Environmental Focus Chattahoochee Hills Charter School, serving grades K - 5, breaks new ground in the Palmetto area with an experiential, project - based approach that takes advantage of the school's rural seSchool Opens With Environmental Focus Chattahoochee Hills Charter School, serving grades K - 5, breaks new ground in the Palmetto area with an experiential, project - based approach that takes advantage of the school's rural seSchool, serving grades K - 5, breaks new ground in the Palmetto area with an experiential, project - based approach that takes advantage of the school's rural seschool's rural setting.

I teach classes in the areas of educational leadership, organizational change, and school improvement using pedagogical approaches grounded in action research, team - based inquiry, and active learning.

It said Caputo - Pearl and his new team of officers are «hitting the ground running» on policy initiatives, which include «organizing members school - by - school, neighborhood - by - neighborhood, and area - by - area to a place where we can strike if we feel it is necessary» to achieve other gains, such as smaller classes, pay increases, additional school staffing and elimination of «gotcha» evaluations and «teacher jail.»

As promised, herein lies the beginning stages of my first Maker project grounded in critical pedagogy guided by the Oakland Unified School District's (OUSD) Ethnic Studies framework and the Critical Friends Protocol (CFP) with members of the Radical STEMM Educators of the Bay Area.

Principal Robby Chisholm and his Instructional Leadership Team (ILT), a group of teachers from across grades and content areas, met in August to ground themselves in the school's mission and map out a plan for the year.

Grounded in a sociocultural perspective, the figure reflects the many layers that influence and shape a students» literacy development, from family and community values and practices to those of the school; from the specific school curricula and related areas of emphases to those of the literacy curriculum.

Long before legislation was put into place in Connecticut allowing for public charter schools, the founders of Common Ground High School had been running a host of incredible programs in the greater New Haven area aimed at connecting young people to the resources within their own communities.

Elastic Ground In conjunction with The School of Design Strategies at Parsons The New School for Design, this exhibition presents alternatives to standard commercial ideas for the ground floor of the urban development area dubbed Ground In conjunction with The School of Design Strategies at Parsons The New School for Design, this exhibition presents alternatives to standard commercial ideas for the ground floor of the urban development area dubbed ground floor of the urban development area dubbed SPURA.

While the two schools of abstract expressionist painting shared certain characteristics ---- large scale; bold, gestural brushwork; emphasis on the materiality of paint; figure and ground equal or collapsed into overall, non-hierarchical compositions ---- Bay area artists, influenced by Asian cultures and the expansiveness of the western landscape, in addition to European painting, invited landscape references into their work whereas New York painters resisted such associations.

The paintings in Bay Area Abstraction share in the signature formal traits of the New York School's Action Painting: largescale formats of bold, primordial shapes or pictographic figures rendered with scabrous gestural brushstrokes merging figure and ground into holistic compositions — variously expansive, allusive, monumental, and sublime.

These are essential skills and areas of knowledge that may have formerly been learned on the job as a young associate, but now that so many recent graduates are hanging out their own shingles immediately after graduation and firms are seeking young lawyers who need less training and can hit the ground running, law schools need to pick up the slack and provide this education.

The contact info for your court can be found in the member's area of the website upon completing the registration process for the Battle Ground Washington online traffic school course.

Creating and implementing syllabus for ground - school classes to teach students the basics of flying aircraft, and to assist them in preparing for written aviation tests, are areas that my strengths are most profound in.

An NTMSC assessment team focused on three specific areas of concern for Seville: two brownfields at the edge of downtown; empty ground - floor retail spaces in the downtown core; and the closing of a 68,000 - square - foot school built in 1916.

I have some friends from school who could be my feet on the ground and may be interested in being the property management part of the business, but I would still be able to get out to the area and get my feet on the ground as well.

I've grown up here in Colorado from like growing just for over 45 years literally going to school from kindergarten through college, so you know growing up here you could say I've got a real good knowledge of Denver and the surrounding areas, I have come from a professionals, most of my adult life I've been in professional sales background, so it was the perfect training ground and segue into real estate, working large financial technical transactions has really prepared me to help my clients in buying and selling of real estate.