1 year ago

Special Report: The flaws in Attainment 8 - Part 1

  • Text
  • Attainment
  • Ethnic
  • Futurist
  • Flaws
  • Accountable
  • Feature
  • Published
  • Males
  • Monitoring
  • Females
Table of Contents The flaws in Attainment 8 – Part 1: 1 New systems have been introduced, do you know about them? 3 What is Attainment 8? 5 Calculating Attainment 8 and Progress 8 6 From model theory into day to day practice. 8 Where does Progress 8 begin? 10 Let’s recap again. 13 Benchmarking the common good in society 15 How the GCSE grading system works? 16 The True Potential of the Child 19 Attainment 8 in Haringey by ethnicity and gender 20 Progress 8 in Haringey by Gender and Ethnicity 22 Male performance In Black and White: 24 Concerns, conversations to be had and solutions. 27 The value of HSKE 31

Abundance Centres (UK),

Abundance Centres (UK), the publishers of The Futurist, is an umbrella organisation for learners’ cooperatives. Our members (as organisations and individuals) know that from a cooperative perspective the future of the communities’ children depends not on the government’s monitoring of schools but really on the conscious monitoring of statutory systems by parents in civic and civil society. National and local government nationwide are encouraging this under the banner of “resilience” and “big society”, we see that true communal resilience is the pursuit of the most healthful blend of awareness development combined with progressive actions. The formation of civil society typically links into formal systems of political governance (such as councillors, MPs etc), which ideally works by open, public decision-making and collective works for the common good, protecting the general welfare of the people empowering their rights to act for justice and civil equality. Civic and civil society is about more than just a group of organisations existing, though the role of voluntary groups and organisations is central: its dynamic brings diverse bodies of people together and promotes proper values and skills development for the common good. Importantly it is defined as a space (gzat), in the public sphere, where debate and deliberation allows the negotiation of the common interest and the implementation of progressive action. A hallmark of civil society should therefore be how it shows special concern for the people who have fallen into the cracks, the inevitable ineffective parts of the system. A game of highs, lows and averages; the highest Attainment 8 score in 2016 was achieved by Henrietta Barnett School (an all girls' grammar school in Barnet, London): 78.5. The average for all schools nationally was then 48.2. The most recent 2017 average Attainment 8 score for Haringey was 45.9. Over a series of articles and special reports The Futurist will continue to explore the very interesting patterns behind such data. We are working to support communities as they build up better resilience (awareness & responsibility) in educational matters, we are encouraging a better sense of . . . Family Directed Learning; a movement seeking to reset the balance of power from statutory services more equitably towards community and family led responsibility, there by nurturing more enhanced capacities to respond to the real educational needs of family circles and communities. The flaws in Attainment 8 – Part 1: page: 12 of 39 Should schools be most accountable to the community or the government? This is a special feature report published with The Futurist (Haringey) - Episode 01 – 2018 | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018

Where does Progress 8 begin? Progress 8 measures a student's progress between Key Stage 2 (7 to 11 years old) and Key Stage 4 across eight key subjects. This is challenging as at Key Stage 2 students are not in reality doing “eight key subjects” in as clear a way as they are at the end of Key Stage 4 (15 to 16 years old). A “value-added” measuring instrument (a tool and process for statistical analysis) has been developed by the government to assist inspectors and the senior leadership teams of schools. We suspect that this value added measure may be flawed in both design and implementation. Progress 8 shows whether students have performed to expectation, based on this valueadded measure, it is considered to be a more “fair” way to study student progress and the teachers’ educative impact upon their students, rather than considering student test scores or achievement levels. Value-added measures, or growth measures, are used, though not so officially, to guess how much of a positive (or negative) effect each teacher has had on students’ learning during the course of a given school year. Our editorial team found it challenging to get to a clear view of the beginning of the assessment process. What we’ve found we feel should be concerning to most parents. In reality the actual process of applying these “value-added measures” is often reduced to bias and subjective inputs from teachers and senior management. Subjective inputs that may be highly prone to implicit and explicit bias. There appears to be no proper systemic checks or safe-guards against bias injected into the very earliest stages of the new monitoring system, why? In looking deeper into this we got the impression that parents might get the same kind of “predictions” from a crystal ball reader. In an online “Beginners guide on How to use a crystal ball” the advice was “As you gaze a mist should form. The mist forms when the connection between you, the crystal ball and your subconscious mind is made. Once the mist is present, HOLD STILL… the door is opening, keep your gaze and keep calm and if need be make a gentle inner smile. The mist will clear, as you allow your self to drift into the crystal ball, and pictures will form”. Seriously, the “mist” is the complexity of the system and particularly the lack of clarity around how it all begins. “The door is opening” and looks more and more like a trap door for some. “Allow your self to drift”, is the action of belief in the unreasonable and unacceptable, accompanied by an incomplete inner smile, trying to hide that profound discontentment and apathy. Finally, yes “pictures will form”, pictures of perpetual failure for some children. Children who were born with the same essential brilliance as their peers except they are in the murky acceptance of “their” short coming by their families, communities and broader society. The flaws in Attainment 8 – Part 1: page: 13 of 39 Should schools be most accountable to the community or the government? This is a special feature report published with The Futurist (Haringey) - Episode 01 – 2018 | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018

Episode One

The Futurist (Haringey) - Episode 01 - 2018
Special Report: The flaws in Attainment 8 - Part 1
Food Waste to Energy: An Overview of Sustainable Approaches for Food Waste Management and Nutrient Recycling (BMRI2017-2370927)
EER and CREC Summer Event 2018 - uLearn Naturally Radio - Podcast
Home-School-Knowledge-Exchange (HSKE) Icon- (the neuron key)
Parent TEAMs for Raised Attainment - Project Introduction
Black Open University (BOU) Prospectus 2019-2020
Prospectus - Level Being 9 - The Best - The highest possible level - uLearn Naturally GCSE Mathematics
The Futurist (Haringey) magazine - advert rates info


© 2018 The Futurist: a STEAM'd uP3 Magazine

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© 2018 Abundance Centres (UK)

© 2018 Peoplescience Intelligence Unit