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Table

Band 6+: The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.

Image for topic: The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.
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The image contains a table with data from 2005 and 2015 comparing the percentage of children with different educational problems in two primary schools, A and B. Problem areas listed include Reading ability, Handwriting, Spelling, Listening skills, Verbal expression of ideas, Concentration in lessons, and Following instructions. In 2005, School A percentages: Reading ability 22, Handwriting 28, Spelling 30, Listening skills 35, Verbal expression of ideas 35, Concentration in lessons 40, Following instructions 42. School B percentages: Reading ability 8, Handwriting 7, Spelling 5, Listening skills 11, Verbal expression of ideas 14, Concentration in lessons 15, Following instructions 6. In 2015, School A percentages: Reading ability 23, Handwriting 28, Spelling 25, Listening skills 20, Verbal expression of ideas 21, Concentration in lessons 18, Following instructions 18. School B percentages: Reading ability 9, Handwriting 7, Spelling 10, Listening skills 12, Verbal expression of ideas 15, Concentration in lessons 15, Following instructions 12.
Given the complexity of the image, the above description may not be entirely accurate.
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The table provides information about the percentage of children having different educational issues in two primary schools between 2005 and 2015.

Overall. there was a larger proportion of children in school B who faced educational problems after this decade-long period; whereas, a lot of improvements were witnessed regarding students in school A. Notably, the rate of children having educational issues in school A was higher than the figure for school B in the whole period.

In 2005, listening skills, verbal expression of ideas and concentration in lessons were the most three common educational issues that children in both schools experienced, ranging form 35% to 40% in school A and 11% to 15% in school B. While the rate of students having problems in following instructions was highest with nearly a half of all students in school A , the figure for B was only 6%. Moreover, children with reading , handwriting and spelling issues were smaller, with a range of 22% to 30% in school A and under 10% of students in school B.

In 2015, there was a considerable reduction in the figure for pupils facing such educational difficulties in school A, while the figure for school B was remained unchanged. Specifically, the numbers of children with spelling, listening, verbal expressing, lesson focussing issues and the lack of ability to follow instructions in school A were alleviated significantly, ranging from 18% to 25%.

Word Count: 234

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The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.

The table provides information about seven different educational problems faced by children in two primary schools, labelled School A and School B. The data is given for two separate years, 2005 and 2015, and is shown as percentages of children experiencing each difficulty. Overall, the most noticeable trend is that School A saw a significant […]

The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.

The given table represents the percentage of children with different educational problems in two primary schools in 2005 and 2015. In general, it is apparently seen that the pupils in School A faced more educational issues when compared to School B. In 2005, the most common issues in School A were following instructions (42%) and […]

The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.

In this table there are information about difficult educational problems of two primary school in 2005 and 2015. in 2005 kids of school A had the highest percentage of between following instructions and concentration in classes , the lowest was reading ability having 22 percentage.However at school B the number was lower than the first […]

The shown table demonstrates data about difficulties that were confronted by children in two different primary schools in 2005 and 2015.

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