Sentences with phrase «specific needs of pupils»

From delivering content, to catering for the specific needs of pupils, i.e dietary or medical requirements, to ensuring best in class health and safety, every aspect is taken care of.

Schools signing up will be able to access the results for their own school as well as the national statistics once the survey is completed, providing school leaders with a comparison and allowing teachers to identify the specific needs of their pupils.

Not exact matches

«According to a Freedom of Information (FOI) request carried out in March 2011 by the NUT and National Association of Language Development in the Curriculum (NALDIC) almost a third (29.3 per cent) of Local Authorities in England are not holding back the EMAG grant to meet the specific educational needs of minority ethnic pupils.

Pupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st cePupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st cepupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st century.

The first phase, which continues until March 2019, focuses on reducing the poor condition of school buildings and providing pupil places where needed by reducing surplus capacity, and addressing specific Welsh medium and Faith based provision needs.

This detailed and high quality unit includes: * 15 lesson plans (with 13 differentiation strategies) * 93 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (21 sheets) Unit's lessons include: * Introduction to the AQA GCSE Media Studies course requirements * Introduction to the four key concepts * Activity focused on pupils» own consumption of media texts * Detailed research into the history of the media - creating a timeline of people, technology and institutions * Applying Maslow's Hierarchy of Needs to film media * Introduction of camera shots, angles and movement * Film terminology «speed - dating» to introuce key media language * Analysing a mise - en - scene * Analysing a film trailer: genre conventions and audience appeal * Creating genre - specific typography and writing a commentary * Analysing logos and slogans * Exploring stereotypes in the media * Music industry terminology and genre features * Analysing a CD album sleeve: genre conventions and audience appeal * The history ofvideo gaming * Video gaming genres and gratifications * Analysing a video game cover: genre conventions and audience appeal

Created around specific school needs, and recognising Brentfield's high percentage of pupils with English as an additional language, the partnership also provides the school with cutting - edge digital resources, helping teachers to meet the learning needs of each individual child.

Both the assessments and subsequent reports allow monitoring of student learning at a level of detail never before practical, so teachers can focus activities much more directly to the specific needs of a single pupil or group of students.

We'll explore Discovery Education Espresso resources, online tools and share tips from the Discovery Education Community to help identify areas which need further support or revision, develop a deeper understanding of key concepts, and practice specific techniques — making SATs revision engaging, fun and meaningful for pupils.

Teachers can also look across these records to get an overview of the areas that pupils are enjoying or struggling with, and identify specific pupil needs.

The LSAs work for the majority of their day in classes, supporting groups of pupils who have been identified as having a specific learning or health need.

The government will either need to increase funding for the programme as word of mouth causes more schools to show interest, or will have to target it to more specific groups of pupils.

Pupils not able to engage in subject - specific learning — such as those with the most severe needs or degenerative conditions — will initially be assessed through seven areas of «engagement», including curiosity or persistence.

According to Anna Trethewey of the LKMCo think - tank, Ofsted inspectors will need «very careful training» on why pupils had been entered into subject or non-subject specific learning, and how these decisions differed between schools.

It is specific to the needs of pupils at Key Stage 1 and emphasises the need for a balanced and engaging approach to developing reading, which integrates both decoding and comprehension skills.

I want all schools to have a formal identification system for siblings of children with SEND, with this specific question on intake forms for parents / carers: «Does this pupil have a brother or sister who is disabled or who has special educational needs or a serious long - term illness or condition?»

Some caution in interpreting the headline finding is needed as the majority of the meta - analyses of behaviour interventions focus on pupils diagnosed with specific emotional or behavioural disorders, not on low - level classroom disruption.

An ongoing challenge for the EEF is to develop the next evidence - led practical steps that take teachers from the general messages outlined in the Toolkit to the specific actions needed to improve the learning of their most disadvantaged pupils.

For pupils not doing subject - specific learning, often those with the most severe needs, the DfE will pilot the Rochford Review's alternative suggestions of using seven areas of cognition and learning: responsiveness, curiosity, discovery, anticipation, persistence, initiation and investigation.

They are school specific — which makes it harder for Ofsted to do their job — so Governors and school leaders really do need to be able to articulate the rationale that underpins them and why they are successful in driving the quality of teaching and educational outcomes for pupils.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Subject matter experts such as school psychologists, pupil personnel workers, and placement specialists work directly with students and their families to address the specific needs of students.

Last Monday in the Connecticut Post, Katie Roy of the Connecticut School Finance Project said when discussing Bridgeport School District's drastically low per - pupil spending, «Policymakers need to hear specific examples about what is happening in the districts.

Additionally, although private schools are not required to follow the procedures set out in the Education Act and accompanying regulations for exceptional pupils, they are required to follow the Ontario Human Rights Code and so can not discriminate against students and must accommodate special needs to the point of «undue hardship» — unless the contract with parents requires the school to provide specific accommodations.

The aim of this book is to highlight some of the many ways in which Information Communication Technology (ICT) can be made accessible to all pupils, and to outline specific ICT solutions that will engage and facilitate the learning of those with special educational needs.

Short - term planning should reflect the Support Plan targets and should break down the development of skills and content into small incremental steps to address each pupil's specific needs on a weekly basis.