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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

Looking

Looking at previous monitoring systems as well it can easily be seen that after years of similar patterns that our standard systems of education have not fully connected progressively to Black children, it has systematically been failing to enable the potential of countless children for African heritage, some of whom are now the parents of today's cohorts of Black children. After years of research and observation it can be argued that these kinds of results are just the tip of a very problematic iceberg. Is this due to flawed design in the education system or perhaps incompetence in the teaching pedagogy (the theoretical approaches to teaching and the facilitation of education) or something else? Why is a particular segment of our children consistently predicted for poor performance and then scored below that, far below national averages? Are we not able to protect and guide these young people’s journeys in self-discovery and self-perfection? This can only be solved by the education system working hand in hand with the community to hear each others perceived experiences and create a well targeted strategy to solve the underlying issues. Typically “targeted” strategies have targeted the child and perhaps their guardians, however the new approach also needs to target the highly suspicious fault lines in the education system itself, managing carefully the challenge of standard system education being engaged to do self-inspection. Furthermore, these African heritage (“Black”) segments of the cohort who are performing worse than the general population and who have a history of being stigmatised by society as having apparently inherent “special needs” might be better off if they were treated as victims of something that has harmed them, the “support” that these children (and their families) have received is clearly not adequate, more and more looking like a failing system designed to do underdevelopment and containment. Who can truly say, show and prove that these “accountability measure” schemes are fit for a purpose communities can value and not just comply with ignorantly? Are these accountability measures primarily for monitoring or are they actually more projective, projecting subjective visions of failure forward into the future and gearing the bulky bureaucracy of standard system education towards making that come to be real? With such questions in the community mind is it any wonder that so many parents and children are feeling demoralised and disaffected with the educational system, enforcing the vicious cycle of poor results and poor learning engagement. More scrutiny, discussion and progressive actions are required. The flaws in Attainment 8 – Part 1: page: 28 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

abunDANCE in Schools is a programme of innovative workshops for schools; cross-curricular learning for children, teachers’ professional development and parent engagement: abundancecentre.org/inschools The flaws in Attainment 8 – Part 1: page: 29 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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