Over the last couple of years the regular half a million or so teenagers who nervously open their GCSE results witnessed a change in the grading system that has typically left their parents confused (and possibly them too). Today’s parental generations would have known the traditional A* to U grades, these have been replaced with a numbering system from 1 to 9 for English and maths exams, all other subjects are being phased into this new system. By 2019 most other exams will follow, the Department for Education has said. Level Being 9, who will attain this level of excellence? Unfortunately, just a tiny amount of pupils are expected to achieve a grade 9 and people fear that the examinations authorities have made it too hard for students to gain top marks. In maths it is guessed that only just 3% of students will achieve level 9, a standard of excellence that is said to be equivalent or even beyond the former A*, and only 2% of pupils are expected to achieve this in English. Are these predictions a reflection of our national excellence or a strategic capping by the Department of Education of the top level award so as to build in its premium value. Grades 9, 8 and 7 are close to the current top grades of A* and A. Grade 6 is the equivalent of a B while grade C is split between a “strong pass” at grade 5 and a “standard pass” at grade 4. The Department for Education has claimed that the new system cannot be directly compared to the lettered marking system. However, the current grade C and the bottom of grade 4 is a key point of similarity between the two. What about the bottom end of the scale? Grades D, E and F correspond to grades 1 and 2. The lowest current grade G equals to the bottom of a grade 1. How will schools be ranked? Schools will be assessed on the number of pupils achieving a grade 4 or above. They will also be measured on those getting a grade 5 and above. If significant amounts of a school’s student body are achieving less than the national average this factor could induce inspections from the government so all schools also have institutional pressures pushing them to try their best to push their students to get the best results and rankings perceived possible. The flaws in Attainment 8 – Part 1: page: 20 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 https://www.futuriststeam.co.uk/doclinks/201807-0001.html | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018
Are the exams harder? The Department for Education actually called on exam boards to make the tests more “challenging” and the way in which maths questions were set out is now notably different to previous years. The Association of School and College Leaders (ASCL) said that reformed GCSEs would leave pupils sitting more exams within a six-week summer exams season. ASCL general secretary Geoff Barton, said: "The new GCSEs are more challenging, and there are more papers, and this is putting severe pressure on young people”. Seeing these red light warnings our Trust carried out a review of how these reforms were being received community wide, we found that many teachers and school leaders felt ill prepared for the new system. [ CLICK to VIEW ] in 2015 we prepared this mind map to give insight to the UK’s then upcoming educational reform The flaws in Attainment 8 – Part 1: page: 21 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 https://www.futuriststeam.co.uk/doclinks/201807-0001.html | View the digital version online | Get all the helpful links and extra resources | [ v1.0 ] 10 th Aug 2018
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The Futurist (Haringey) All things STEAM’d uP news ● articles ● events ● recruitment ● empowerment. Content - StART building on Zero Waste. pg4 - Triple Darkness Space Probe; creative science learning. pg5 - Attainment 8, Progress 8 ??? A guide to the monitoring of children’s progress in schools. pg6 - A Our oily waterways ! : “Industrial scale release of oil”. pg8 - Tayfun highlights his value of mathematics and his Turkish heritage. pg8 - Event Listings. pg8 - Time for a short story from a master story teller… pg9 - Our Home-School Knowledge Exchange vision, get involved. pg11 - Volunteer Recruitment - Get Involved. pg12
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
Review Article Food Waste to Energy: An Overview of Sustainable Approaches for Food Waste Management and Nutrient Recycling Kunwar Paritosh, 1 Sandeep K. Kushwaha, 2 Monika Yadav, 1 Nidhi Pareek, 3 Aakash Chawade, 2 and Vivekanand Vivekanand 1 1 Centre for Energy and Environment, Malaviya National Institute of Technology, Jaipur, Rajasthan 302017, India Department of Plant Breeding, Swedish University of Agricultural Sciences, P.O. Box 101, 230 53 Alnarp, Sweden 3 Department of Microbiology, School of Life Sciences, Central University of Rajasthan Bandarsindri, Kishangarh, Ajmer, Rajasthan 305801, India 2 Correspondence should be addressed to Vivekanand Vivekanand; vivekanand.cee@mnit.ac.in Received 14 November 2016; Revised 29 December 2016; Accepted 12 January 2017; Published 14 February 2017 Academic Editor: José L. Campos Copyright © 2017 Kunwar Paritosh et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Food wastage and its accumulation are becoming a critical problem around the globe due to continuous increase of the world population. The exponential growth in food waste is imposing serious threats to our society like environmental pollution, health risk, and scarcity of dumping land. There is an urgent need to take appropriate measures to reduce food waste burden by adopting standard management practices. Currently, various kinds of approaches are investigated in waste food processing and management for societal benefits and applications. Anaerobic digestion approach has appeared as one of the most ecofriendly and promising solutions for food wastes management, energy, and nutrient production, which can contribute to world’s ever-increasing energy requirements. Here, we have briefly described and explored the different aspects of anaerobic biodegrading approaches for food waste, effects of cosubstrates, effect of environmental factors, contribution of microbial population, and available computational resources for food waste management researches.
uLearn Naturally Radio : The Recycling Show – TRS0001: EER and CREC – Environment and Community Safety Summer Cookout 2018 – (http://broadcast.ulearnnaturally.org/podspace/?p=501) Estates Elite Recycling and the CREC crew hosted a wonderful day of Environment and Community Safety through their first Summer Cookout 2018. In this podcast hear how the power of African storytelling (by Olusola) brought it all alive in the deepest way.
Home-School-Knowledge-Exchange; a key to our project’s organisation at Abundance Centres (UK).
Parent TEAMs for Raising Attainment is a flagship project of Abundance Centres (Haringey) Development Trust. We are a new learners’ cooperative focused on raising educational well-being amongst local families. We are a Member Trust of Abundance Centres (UK). Across London and the UK parents are growing in concern about the many issues around Black child and youth development. Are you one of them? Issues like under achievement, diminished natural brilliance, institutional / societal racism and poor networking amongst families grows deep frustrations amongst parents. This introductory guidance shares our our co-operative objectives. Real solutions for our real concerns. Get involved NOW.
Black Open University (BOU) Prospectus 2019-2020 learner – family – community Centred Education የጥምር ፡ ዕውቀት ። Unifiedknowledge Courses 2019-2020 for families, children, parents, adults & professionals in education STEAM’d uP learning: ● Science ● Technology ● Engineering ● the Arts ● Maths blackopenuniversity.eu abundancecentres.org - - - - - - - - - Contents: Principal message: ሐሺማ Small Group – Face to Face Courses Educating with Unifiedknowledge: Foundation Course One Hair Structure Science & the Alpha Helix Design Level Being 9 - uLearn Naturally GCSE: Preparations for Mastery Level Being 9 - uLearn Naturally GCSE: Mastery Level Being 9 - Fee Plan A & B Dankira Tehwagi - African Warrior Dance Special Projects & Cooperatives Go Deep Short eCourses Overstanding Basic Arithmetic Fear - a key for transforming it: Fear is the Mind Killer Abit's Secret: Overstanding the Warrior's Province (space) Abit and the Point of Origin: What is Number? Ngd Zehde TaJaBa Guidance: help with wholistic business/venture planning abunDANCE in Schools: Workshops for Primary and Secondary schools
uLearn Naturally GCSE Mathematics Learnt in the context of STEAM: Science, Technology, Engineering, the Arts, Mathematics For learners from 8-19y. Using the Unifiedknowledge approach to Education we teach the Classical and Big Ideas of mathematics through creative liberal arts education from an African place of being. Working to the UK’s AQA national curricular standards we will only aim for Level Being 9: the best. http://www.abundancecentre.org/levelbeing9
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