The education system has to be fair for all so the country doesn’t miss out on some excellent students due to an unfair algorithm.

For somebody from a deprived area to attain an A* in an exam takes more effort and ability then someone who has all the advantages handed to them.

Because our children’s lives matter: our young people have already suffered enough from coronavirus & interruption to their education. They are in despair over the awards process which has given generally poorer results awards today than predicted, & don't deserve to have their whole lifetime ruined. We must stand together to show them we believe in them, & use the weight of our support to get this right for them. This is too serious for delay: pupils are likely to lose their university places if they have to wait til next week to know how to appeal, make the appeal, & wait again while the thousands of appeals are processed. Pupils across the board stand to lose out for their whole lifetime if this is not put right IMMEDIATELY by accepting teacher predicted grades as Scotland has recognised & done. Our country will lose the contribution these talented young people can make to us in recovery & rebuilding, already our brightest pupils hoping to go into medicine science & IT are considering applications to foreign universities to study the subject & follow the career of their choice - they may never return to work here. Others will make decisions which may not make the most of their talents. Frustration, disappointment, mental health issues are likely to bring far reaching personal consequences if this failure in the grades awards process is not put right now.

Thousands of school students have had their final results unfairly downgraded. Many received a mark lower than what their teacher predicted - even though no-one sat an exam this year! The algorithm is biased against students who over perform versus their school average.

Students teachers know them best and to play statistical games with the futures of our young generation would damage confidence in the education system. Covid-19 is enough of a drawback and must not be compounded by Ofqual playing statistical games. So pass qualifications might be higher than ‘normal’ but better imperfect teacher assessments than flawed statistical algorithms. Have some compassion and reverse the downgrading.

KCC have not provided the bus service to school so we should be given a refund for the months that the school children didn't use the bus.

Due to the cancellation of End Module Assessments and End Module Exams students were informed their current Overall Continuous Assessment Scores would be used to calculate end module results. The Open University have also used the previous 3 years student results from the same module to calculate average difference between assignments and EMA/Exam scores and applied this blanket approach to all students. In reality what this means is students have had between a 7%-10% reduction on their final weighted assessment scores. With the OU class boundaries being so close at 15% (40-54)(55-69)(70-84)(85+) the majority of students will have slipped down one grade boundary, in some cases affecting the highest achievable overall grade for their entire degree. This process of using aggregate figures from previous students has not treated these students fairly and needs to be reviewed immediately.

Scotland must own up to it's contribution to the slave trade. It also has a duty to ensure that the public are aware of it's part in the colonisation of countries around the world.

A comprehensive understanding of Britain's own influence in colonial rule should be at the epicentre of the social understanding of current and essential issues such as racism. Britain’s role in colonialism and the effects this continually has globally, as well as upholding white privilege and institutionalised racism, are subjects that, if taught to teenagers, would do so much for deconstructing racism in our current society and in British culture as we know it. This is especially important in an area like Burghfield Common, where over 93% of the population is white. Although this is a subject that should be taught in schools across the UK, the homogeneous population in Burghfield Common and the surrounding areas means that it is particularly important that this issue is taught at The Willink School. We would like nothing better than ensuring that future generations of Willink pupils have a whole, comprehensive education at the school.

Not understanding mental health and why you feel a certain way can have a huge affect later on in life as people will bottle up their feelings without dealing with them. This can lead to people having severe mental health issues which could have been avoided if they understood their feelings better. Some statistics that demonstrate this are: 9% of men and 5% of women have no one to rely on for emotional support, 50% of men and 40% of women feel uncomfortable talking about emotion and 52% of men and 42% of women are uncomfortable opening up.

The no detriment policy has been implemented because of the pandemic and yet it will not apply to this assignment, despite the fact that we are studying a third year module in our second year and trying to learn through an online platform. The TLAN sessions include a lot less time than we would have had in 'normal circumstances.' They lack structure and do not provide enough support to fully understand the units and therefore the content required for the assignment. By setting the deadline for the assignment a day after the policy ends, UWE is not supporting it's students to attain the highest grade they are capable of achieving, ironic for a module about teaching and learning. Sign this petition if you feel that the grade for this assignment should not be counted towards your final degree, which can only happen by changing the deadline so it is within the no detriment policy.

The word 'potential' creates the idea of expectation, and a feeling of failiure, as this expectation is an unreachable goal. No teacher ever writes 'fullfilled potential'. This is very damaging for many children, as it contributes to the very common belief of 'not being good enough', that so prominently found in adulthood. Help us get rid of this toxic word once and for all. For the children.