Sentence examples for development of pupils from inspiring English sources

The school was found to "severely restrict the spiritual, moral, social and cultural development of pupils" and prevent them from "developing a wider, deeper understanding of different faiths, communities, cultures and lifestyles, including those of England".

Academic qualifications, good teaching and well managed behaviour matter hugely, and good levels of literacy and numeracy are particularly significant, but so too is the social and emotional development of pupils, their wellbeing and the opportunities to develop according to their specific personal or special needs.

She said she would provide further advice to schools on how they should "improve the social, moral, spiritual and cultural development of pupils".

So, is this the time to recapture Butler's aspiration for the physical development of pupils and inject more of the "physical" into physical education?

Kenneth Baker's 1988 Education Reform Act spoke more inspiringly of promoting "the spiritual, moral, cultural, mental and physical development of pupils at the school and of society".

Liz Byrne Letchworth, Hertfordshire The great strength of the 1988 Educational Reform Act which introduced the national curriculum was the emphasis on spiritual and moral development of pupils and of society.

"It left a huge gap in the intellectual development of the pupils," Mr. Federowicz said.

All state schools are required to provide a daily religious service (though some fail to do so), to teach religious studies and to promote the spiritual and moral development of their pupils.

Using games and visual aids, we have managed to slowly bring this under control and now she can say many words.' Natia's pride was abundantly clear regarding the development of her pupils.

Bullying, exclusions, behaviour management, the personal development and happiness of pupils, the views of other parents and even the CVs and qualification of heads and teachers were mentioned.

Such experiences have a bearing on the moral development of conflict-affected pupils whose values are potentially 'distorted' following dehumanising incidences witnessed or experienced during social violence (Boyden and Ryder 1996).