There are around 70,000 children in the UK care system, and their failure to succeed academically is well reported. Only 15% get more than 5 A*-C grades at GCSE level and just 7% get as far as higher education.
The fact is that as a graduate, you realise that on leaving university you are confronted with a ladder infinitely longer, more complex and scarier than the one you had to climb in education. This means that even more optimism and drive is required to tackle it.
The pressure of revision and impending tests can not only affect their waking moments but impact on sleep too. Lack of sleep can then have a detrimental effect on the brain, which can lead to lack of concentration when revising and in the exam hall - and on goes the cycle!
The AQA GCSE has changed, and now, so has the textbook. Brand new for this year, 2013 students have the competitive edge with this brilliant book, full of worked examples, and tips straight from senior examiners on how to raise your grade in the Language Exam.
Exams are about as useful as placing a number of objects on a table, closing your eyes and getting a friend to move them a bit and then trying to guess what has changed. In what profession are you going to be required to remember bits of information which are then not available to you and then required to repeat it all in a timescale of a few hours?
Michael Gove seems to think that the GCSE is too easy, and that we should wind back to the good ol' days of O Levels, and the CSEs, remember? But lets have a proper look at what the GCSE does, in comparison to O Level/CSE.
The statistic seems to have gone unnoticed. Is it that universities and colleges are not concerned about catering to the needs of those wanting to study part-time who are mainly adult learners? Or is it that the hike in tuition fees means that for many adult learners education is simply out of reach?
I have to confess that I haven't completely mastered the art of hiding my Attention Deficit as I constantly fidget and am disruptive during long lectures but I do know how I cope with getting my work done to a similar standard as my classmates.
What this proposal really shows is that the matter of achievement is associated only with the acquirement of the higher grades and not when a student is awarded with a grade that corresponds with their potential and effort.
Many commentators have observed that the proposals seem at best an impractical use of resources and at worst deeply patronising. The complications of implementing the policy seem to make it a difficult one to advocate; is a child defined as poor if they attend a poor school or come from a poor family?