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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

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The Equality Act, which came into force on 1 October 2010 speaks to such points and is focused around the nine protected characteristics; age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; sexual orientation. In regard to gender (“sex”) the Act affirms protection for both male and female persons against discrimination on the grounds of their gender. The Act affirms protection to people against discrimination on the grounds of their “race” (beings of a given cultural heritage originating in particular kinships), which includes colour, nationality, ethnic, national origin or other deeper points of self identity. Therefore any nationally instituted monitoring system must be able to recognise, properly report on and reform any point that appears as possible equalities violations, especially as these discrepancies now appear as chronically unresolved. This is obvious. If the schools monitoring system identifies a school that is consistently underperforming there are inbuilt “monitoring” mechanisms that kick into gear to tackle that under performance. What would be the point of a monitoring system that did not connect and lead to action when problems were identified? Clearly communities need to be far more mindful of their counter-checking duties as without real community involvement powerful monitoring systems can easily be turned into powerful forecasting tools, predicting and projecting into the future and then covering up…. systemic failures of an acceptable minority (statistically acceptable), deluding their ignorant guardians. Even being ignorant is not a defence as not counter-checking amounts to counter-signing, implicit approval. Maybe it can be like ticking that agreement box at the end of a long agreement contract that you have not read, if you tick the box you’ve agreed to all the terms (and their consequences). Are these words too harsh? How hard will it be for leaders of your local schools to open up to civic civil society that data that reveals the extent of the issues, biting that rusty bullet. Awards should be given to such progressive senior leadership teams as they will be the ones who open up the way truly seeking equality and justice. The Futurist, our Trust would fully back that, actively encouraging the support and commendation of such educational leaders. The flaws in Attainment 8 – Part 1: page: 32 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

How hard will it be for parents and community leaders really interested in education to build truly robust complimentary, supplementary and alternative educational provisions, that are not clones of the standard system model or more pupil referral units under the guise of “mentoring projects”? How hard will it be for parents and community leaders to defend the common value that it was not the children who failed but actually it was the system itself that failed to nurture the child’s educative experience from a learner-centred point? How hard will it be for parents and community leaders to give the overdue respect to the cultural places of being from where children first emerged as naturally living learning beings full of potential? Parents and community leaders in the UK interested in building truly effective family directed educational provisions, will need to think way outside of the box, what they build mostly will not look like the standard system’s standard form. Who is brave enough to work through this kind of community development works? You? Perhaps there is a middle ground where progressive characters in each body of stakeholders can meet to get right down to the task of transforming these issues. This article comes to you from that place, we call this development space a home-school-knowledge-exchange. Through out this report we have asked many questions, they are real questions and we have created a way for all to share their opinions and advance the conversation. So now that you’ve reviewed most of the report do tell us; • Should schools be most accountable to the community or the government? [ ePoll ]. • How much did you know about Attainment 8 and Progress 8 before reading this report? [ ePoll ]. • Do you want more help understanding what’s going on regarding the monitoring of student performance in schools? [ ePoll ]. • Can our society create better equality in attainment and progress regarding the ethnic factor, can we remove the ethnic inequalities that exist today? [ ePoll ]. Click the [ ePoll ] links and share your opinion now. The flaws in Attainment 8 – Part 1: page: 33 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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