Environmentalists, human rights campaigners and animals are all against it. It makes up a multi-billion-dollar-a-year industry and you can find it in food as well as beauty products and cosmetics.
Yet despite being such a common, everyday ingredient, palm oil is facing increasing opposition due to the widespread deforestation it has led to, particularly in Indonesia and Malaysia.

A vegetable oil made from oil palm trees, its cultivation has grown rapidly and seen rainforests razed in order to grow it. It is estimated that an area equivalent to 300 football fields of virgin rainforest is cleared each hour to plant the palm.

Greenhouse gas emissions are produced when clearing forests. The lack of forest then also leads to less carbon dioxide being removed from the atmosphere, making the practice doubly problematic.

Much of Indonesia’s forest grows in deep, swampy peat which stores huge quantities of carbon.
For a healthy oil palm plantation, dry land is needed, yet draining the peat – as is the practice – leaves the peat highly flammable. Huge forest fires have broken out as a result, causing major health problems for those living downwind.

Palm oil cultivation is estimated to be responsible for 10% of all greenhouse gas emissions globally. People and animals indigenous to the forest are also displaced and many animals will not survive outside of their natural habitat. Added to which, plantation workers in Indonesia consider orangutans a pest and are believed to have killed as many as 1,500 orangutans in a single year.

Having seen first-hand the implications of palm oil production while living in Bali, Preyanka Clark Prakash felt compelled to find alternatives. This led to her and her husband setting up Bloomtown, an ethical beauty brand which uses no palm oil.

“Those who argue that palm oil is necessary because it’s a high yield crop don’t seem to understand that no crop can be high-yield enough to justify such widespread deforestation and species annihilation,” said Preyanka.

Lower-yield crops planted in less ecologically sensitive regions would be far more preferable. “They do exist, they’re just not as cheap.”

In 2004, the Roundtable on Sustainable Palm Oil (RSPO) was set up to reassure consumers that palm oil didn’t have to be a no-no. Members include Unilever, Cadbury and L’Oreal. Around 19% of the world’s palm oil is now RSPO-certified, but not everyone is convinced it’s the solution.

“Sustainable palm oil really just means using already cleared land, and because the global demand for palm oil is ever increasing, we need to prevent more virgin forest from being cleared by reducing overall demand,” said Preyanka. “Reasonably priced, palm oil-free alternatives are a necessary part of the sustainability equation.”

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The benefits of taking on extracurricular interests are numerous. Participation helps with social skills, confidence, and can also improve the academic work students are working on.

Studies point to an increase in concentration skills, focus and time management found among those who follow pursuits outside of school, college and university.

For some, it’s a case of wanting to build on what they are already studying. Gifted chemistry students may feel held back by the pace of lessons in school and so will thrive in a club filled with similarly enthusiastic scientists. 

They can also fill in gaps in learning. Institutions can only offer a finite amount of subjects on their curriculum, so for those who want to study more niche pursuits, say trapeze skills or Russian philosophy, these are often more easily found outside of mainstream education offers.

And of course, these kinds of groups can be vital support for those who feel they need a little more understanding or a different approach in order to master some areas.

When applying for further or higher education or joining the job market, evidence of an advanced or broader experience base can only work in the applicant’s favour.

Not only is the extra knowledge and understanding a bonus, but it also shows initiative and resourcefulness to pursue them for oneself. On an emotional and mental level, sports and arts clubs can be particularly beneficial in providing a space for learners to switch off from more academic pressures.

In the same way, stress stemming from cerebral subjects such as maths or languages can often be tempered by spending time doing something more practical or creative, such as gardening or pottery, for example.

For those feeling the pressure on the sports pitch or in the arts studio, however, it could be a chess or debating club that provides that time out from the norm.

Shared-interest clubs can also provide support and understanding to people who feel they are alone in their peer group in caring about a certain issue. 

Finding like-minded people can boost self-esteem and where a common cause is involved, such as animal rights or environmental matters, can help lessen anxiety around feeling powerless in the face of such huge issues.

Of course, life is about more than just educational and career success. At the heart of it, any extracurricular activities should be based at least on some interest in, if not passion for, the subject.

Life skills such as making new friends, having conversations with people of different ages and backgrounds, and learning to de-stress after a busy day are all fundamental to good social, mental, and emotional health. If you can’t find an established one that appeals to you, start your own!

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Going through lockdown led many people to reconsider their lives and careers. Reassessing a work-life balance, getting used to working from home or being made redundant are just some of the factors that may have prompted a rethink. 

A survey of more than 5,000 people found that nearly 9 in ten of us were looking for a new job and career security is a big concern for many. Jobs board Totaljobs, which carried out the research, found that more than a third of UK workers were looking for a fresh start and 52% are keen to relocate within Britain. Around 30% of people are estimated to have picked up new skills or qualifications during the lockdowns of the last 18 months but even if you didn’t, there’s plenty you can do to find a new career.

Adzuna, another job site, found that men are more likely to be looking for a career change, with 10.4% claiming they were actively seeking out new opportunities, compared with 4% for women.

That may be linked to the fact that sectors predominantly staffed by women, such as charity, voluntary, hospitality and catering, have seen a reverse in recruitment since Covid hit.

Changing careers can be life-changing and it is important to be prepared in advance. Make time to research to see if you’ll need to retrain, gain new qualifications or move location. And you’ll no doubt need to make long-term plans if a significant drop in salary is likely.

“Career change takes time, and big journeys are much easier with a team of supporters,” advised Natasha Stanley, Careershifters head coach.

“Surrounding yourself with other career changers, trusted family and friends, experts and mentors can inspire you, help you find solutions to obstacles and stay accountable.”

Some online career quizzes – even the jokey ones – can get you thinking about different directions you might want to consider.

Many skills are transferable between different sectors even if you don’t have much hands-on experience. Managing staff, controlling budgets or training junior colleagues, for example, are all valuable achievements worth highlighting, regardless of whether they were officially in your job description.

Think about all the different skills involved in the roles you have had and how they could apply to other roles. Also, accept that things may have changed since you were last actively seeking work.

If you’ve been settled for some time you may not have an online professional profile. There’s plenty of help online to help you put together something effective.

Even if you are already on all the job and careers sites, make sure you update them with relevant skills and experience and let employers know what you’re looking for.

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1. Reed

Jobs and recruitment company Reed have tens of thousands of courses available to help you improve your employment opportunities. There is a mixture of free courses; discount courses and university courses listed on the site. Subjects include food hygiene, child psychology, digital marketing and job interview masterclasses.

Find out more at reed.co.uk/courses

2. Degreed

Degreed is an online upskilling platform that consolidates all learning, formal and informal, into one place so you can track everything that you’ve learned.

It covers everything from coding and data science, to leadership and communicating with others. Because it can consolidate existing learning resources online, new courses and learning pathways can be set up quickly – for example, when the first lockdown happened, pathways on remote working and mental health were set up within days.

Find out more at degreed.com

3. Google Analytics Academy

A range of free online courses are run by the tech giant’s academy. Get to grips with the fundamentals with Google Analytics for Beginners, then move on to Advanced Google Analytics, which teaches learners to customise, segment and leverage data. This resource aims to equip learners to be ready for digital graduate jobs and also offers recognised qualifications.

Find out more at analytics.google.com

4. The Skills Network

The Skills Network is the UK’s largest online learning provider, having supported over 1.6 million individuals reach their training and development goals. With more than 100 online courses on offer – many of them fully funded – individuals can choose when and where to study, achieving new qualifications with the support of an assigned tutor and a learner support advisor. Subject areas include accounting and finance, children and education, retail and hospitality and health and fitness.

Find out more at theskillsnetwork.com

5. My Learning

The My Learning offering from Hays provides the latest insights into the skills in demand and career trends. 

From here, professionals have direct access to free courses that enable them to reskill and upskill – putting them on the path to secure new opportunities in a constantly evolving world of work.

Courses include change management, customer service, project management, coding and programming, and communications – all of which are highly sought after by employers.

Find out more at hays.co.uk/online-learning/skills-development

6. General Assembly

Workshops from locations all over the world teach users to upskill in a number of areas such as tech, data, design and business.

Using video tutorials and live-streamed lessons GA offers award-winning curriculums and expert instructors as well as a global, professional community of more than 40,000 full and part-time alumni.

Courses range from short-term to part-time or full-time.

Find out more at generalassemb.ly 

7. CoursesOnline

This course comparison website offers up-skilling opportunities to individuals and workforce teams who are looking to enhance their skills.

The courses cover everything from cyber security to floristry, with options for both newcomers and those who already have experience within the field. 

Each course comes with its own respective cost, which gives a user access to teaching from top educational institutions in the UK and the vast majority can be studied at the learner’s leisure from home.

Find out more at coursesonline.co.uk

8. CourseBuffet

Discover a catalogue for free online college courses from all the providers out there put in one place.

Listings include those from Massive Open Online Courses (MOOCs) such as Coursera, Udacity, edX, etc, and providers such as the OpenCourseWare consortium, Saylor, and others.

Each course is classified by subject and level, with information on video, audio or textbook learning included.

Find out more at coursebuffet.com

9. Duolingo

Check out free, bite-sized language lessons, designed to be as much fun as playing a game on your phone or computer. The website and app currently offers more than 105 different courses in 40 languages.

Users develop vocabulary and grammar through practising reading, writing, listening and speaking through a mixture of implicit and explicit learning.

More than 300 million learners are said to be picking up new languages with the platform.

Find out more at duolingo.com

10. Futurelearn

See a diverse selection of courses from leading universities and cultural institutions from around the world.

Futurelearn believes learning should be an enjoyable, social experience and so offers the opportunity to discuss what you’re learning with others as you go. Users can unlock new opportunities with unlimited access to hundreds of online short courses through a subscription, though many courses are free to join.

Find out more at futurelearn.com

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The findings from Ofcom’s research suggest it would be foolish to retreat from some of the learning methods used during the home learning of the last 18 months. Teacher Andrew Walls, assistant principal at Sidney Stringer Multi Academy Trust in Coventry, discusses how he uses video content to ignite the imagination and critical thinking of his pupils.

Andrew says: “We all know that students learn best when teachers harness social practices, and especially today our students’ preferred way of accessing and processing information is through videos, such as on YouTube, TikTok and Instagram, all of which revolve around short, snappy videos they can access on demand anywhere they go.”

These platforms are so popular partly because young people who visualise (or internalise) information are far more likely to retain it and be able to apply it in a meaningful and relevant way. Andrew often asks his students to watch short videos as part of their homework. They can be used as a springboard for broader and more in-depth discussions when they return to the classroom, as they provide students with a strong foundation for learning, or to consolidate learning already done.

Videos are effective at creating a mental connection between existing knowledge, and the knowledge being taught. They can help to bolster the teaching of almost every subject. Often the challenge is sourcing appropriate, curriculum aligned content on YouTube. 

Some video providers, such as ClickView are aligned directly with the curriculum, which means you are always assured the video content you set as homework will support and enrich your wider teaching objectives and any exams your students will be expected to take.

For example, clippings of news coverage of the vaccine can support science classes, while news segments covering recent developments in acceptance of same-sex marriage could be an interesting watch as part of religious education homework. These will help students think critically and independently about their subjects and how the world is responding to topics they’re learning.

Andrew said: “I have found students respond well to videos being set as homework because they offer an opportunity to learn at their own pace. Students can pause at vital points, rewind and replay as many times as they need. Videos allow students to consider what they need to consolidate learning and offer a counter narrative to competing with their peers and trying to finish tasks as quickly as possible. The questions students ask when you discuss the video later in class are also very valuable. They reflect how well students have understood topics independently, where they need support and where learning gaps exist.”

Videos inspire students, too. For example, when teaching about rights and freedoms in subjects such as world issues, history, politics, PSHE or philosophy, you might want to set watching videos of current events as homework. This will not only help nurture the imagination of students, but also it will inspire them to critically assess their own rights and possibly act to protect them.

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There are a number of reasons that the IB is a remarkable alternative learning option for students with additional education needs. With relationship-building and development of the individual student at the core of the programme, the IB supports students’ growth into globally-minded citizens, who can recognise their place in the world and meaningfully contribute to a more peaceful world through intercultural understanding and respect.

At the Cavendish School, they are starting their IB journey with the Primary Years Programme (PYP), which provides a curriculum framework of education that can be tailored to students’ individual strengths. The learning has been established to ensure it is both contextualised and all-inclusive, removing the barriers that some young autistic people may face within education.

Stephanie Smith is deputy headteacher of the Cavendish School, she explains how the programme can help students flourish and thrive: “Our teaching will be adapted and differentiated for the needs of the individuals and the curriculum model will also allow for a wide range of activities, including Forest School, Lego therapy and life skills, all supporting the idea of what it means to be inclusive.”

Moreover, the IB offers an alternative to the implicit learning within the English national curriculum, often known as the ‘hidden curriculum’; lessons which are learned but not actively taught in a school such as the societal cues, values, and beliefs conveyed in a social environment.

Implicit learning is a consistent barrier to education for children with autism. The flexibility of the
IB enables each individual’s needs and development demands, regardless of age and key stage, to be catered for. Inter-disciplinary study allows students to make connections between subjects, and develop appropriate transferable skills, such as communication, research and independence, supporting them with successful progression with their own education and adulthood goals.

Therapies and intervention expertly complement the IB programmes to facilitate balanced and holistic learning. 

Another barrier facing autistic children is anxiety, often as a result of the lack of control they have over their environment. According to Stephanie: “We firmly believe you need to take care of yourself before you can take care of your performance, so coping strategies are taught as part of the IB Core Studies. These include controlled breathing and muscle relaxation activities, mental games and learning to leave a situation which has the potential to trigger anxious behaviour.”

As a first step for parents considering SEN learning options, all Local Education Authorities provide information on their local offer to help parents understand what is available when they are considering their choices. Look for a school that is prepared to listen and learn, that will develop its staff through training and research.

As Stephanie says: “As our knowledge of autism and other neuro-divergent behaviours increases, it is important for educators to stay abreast of the latest research so they can truly understand the benefits your child and their personal education progression will gain from different approaches.”

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Confirmation is set to come this autumn but the government has set out proposals for next year’s exams. The Department of Education and Ofqual have been seeking views from students, parents and teachers on proposed arrangements for GCSEs, AS and A-levels for summer 2022, and vocational and technical qualifications across the academic year 2021 to 2022. 

Suggested arrangements include giving students choices about the topics they will be assessed on for some subjects.

Schools and colleges may also be given information about the focus of exam content in advance.

Education secretary Gavin Williamson, said: “Exams will always be the fairest way to assess students, which is why they will take place next year, but it’s right that next summer’s arrangements take into account the disruption young people have faced over the past 18 months.”

The consultation proposes a range of measures to help mitigate the impact of disruption to students’ education, focussing on the following areas:

• Giving schools and colleges some choice about the topics or content their students will be assessed in GCSE English literature, history, ancient history and geography
• Providing advance information of the focus of exam content, to help students focus their revision
• Giving students a formulae sheet in GCSE mathematics and an expanded equations sheet in GCSE physics and combined science
• Changing requirements for practical science work and practical art and design assessments.

Ofqual and the department are also running a consultation on arrangements for vocational, technical and other general qualifications (VTQs). This builds on the 2021 arrangements, which enabled awarding organisations to put in place adaptations such as streamlining assessments, providing revision guidance, and making changes to invigilation, including the introduction of remote invigilation and remote assessment.

Plans for VTQs in 2021 to 2022 are intended to be confirmed to enable assessments to commence early in the autumn term.

Since March 2020 awarding organisations offering VTQs have adapted qualifications where appropriate and are now well placed to take these adaptations into the next academic year.

Ofqual is proposing minimal changes to the VTQ arrangements, and is consulting on the impact of the move away from teacher assessed grades and on minor updates to regulations to take account of current circumstances.

Simon Lebus, Ofqual interim chief regulator, said: “With things slowly returning to normal we are launching a consultation so that the flexibility we are building into qualifications will future-proof them against any public health crisis.

“We want employers, collegesand universities to have the confidence in those qualifications
to allow students to move to the next stage of their lives.”

Plans for summer 2022 GCSE, mAS and A-level exams are expected to be confirmed early in the coming autumn term.

While the government intends for exams to go ahead in 2022, it will continue to work with
Ofqual on contingency plans in the event that it is not possible for exams to go ahead fairly and safely in 2022. It is believed these arrangements will not be necessary for exams in 2023.

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Victoria Hearn, principal of Impington Village College, East Anglia, explains some of the issues they were – and are – faced with.

Victoria says: “We have made a conscious effort to ensure that all students learning with us – whether they are based around the world or local to our college – felt involved and included in the learning process, especially within our sixth form, where last September, students from 13 other countries in addition to the UK joined our learning community.”

Many students are now more insecure and worried about the world around them than they were at the beginning of the pandemic, and Victoria believes it is the schools’ duty to nurture their abilities while alleviating their anxiety.

Impington Village College achieved this through a number of different approaches and continue to reflect on, and adapt, the methods and tools they use to combat the disruption and isolation their students have suffered during the past 18 months. 

One example of this is their IB Japanese Ab Initio Sixth Form group and Year 7 and 8 enrichment groups, who took part in a number of virtual exchanges and live lessons with their partner school in Morioka, Japan, to engage both sets of students with new cultures and classrooms. Victoria believes that this was important for them to do
as it allowed the students to see that, despite the pandemic, they were not cut off from their international neighbours.

Victoria continues: “These initiatives have not only helped our cohort recover from the impact of isolation, but they continue to strengthen our core ethos and culture of international-mindedness, connectivity and inclusivity.”

Technology has transformed the way education is approached.It has allowed schools to keep the essential interactions between their students, teachers and pastoral team in place, with online informal chat functionalities replacing classroom interactions.

Victoria is confident that they will continue to utilise these tools, enabling parents and students to contact their teachers at the click of a button. They also implemented virtual coffee mornings and video calls with students’ deputy head of houses to cultivate connectivity between staff, students, and their families.

According to Victoria: “Providing students with a safe space to voice concerns and worries they have to their peers, and experienced members of staff, in group and individual sessions, played a significant role in their wellbeing. After reflection on the evolution of our tutoring groups, we have made adjustments to our tutoring model.”

From September, they will be moving to a mixed model with vertical groups in Years 7 to 9 and 10 to 11, with less than 20 students per tutor group, to enable students to build robust relationships with their tutors and benefit from sharing slightly more age-appropriate content through the tutor time programme.

Victoria concludes: “By continuing to utilise technology and focus on communication and cultivating connectivity, online and offline, our new approaches to learning after lockdown will provide students with the support they need to develop into caring, inquiring individuals who will succeed in the post-pandemic landscape.”

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‘Flipped learning’ or ‘flipped classrooms’ is a model in which the conventional approach to teaching is inverted. Students are given learning to do at home prior to lessons. They then discuss, implement or do problem-solving activities based on that learning in order to embed it.

In the more traditional teaching method, students are ‘taught’ knowledge in class, then expected to apply it during homework. The flipped aim is for a blended approach to learning in which lesson time is dedicated to practical tasks and applying concepts and ideas they have been considering beforehand.

Jenny Hinton, digital lead at Parkdale Primary, part of Transform Trust, explains how the Nottingham school has implemented the ethos. “At Parkdale, our homework across year groups is now predominantly set on our online platforms Showbie and DoJo and each year group does different tasks for this,” she said.

Parkdale Primary have been trailing a Flipped Learning project across the school which has consisted of teachers making pre-recorded teaching videos mainly to model maths concepts. These are to be accessed at home and school.

The team identified the huge benefits of video during remote learning and wanted to find a way to use the same tools which worked well remotely, as part of their blended learning.

These videos are shared on an online platform called Showbie – the children can watch these at home as a ‘pre-learn’. Each video has mini-tasks, and the aim is to develop children’s confidence, and use it as a tool to revisit concepts in the lesson as Y3 through to Y6 children have iPads in class.

The videos are also there to share with parents and show the methods taught in school.Each class has a focus group of children who the videos are targeted at, but all children can access them too.

According to Jenny: “This is a whole school project we are undertaking to support our digital journey and try new ways of supporting children in a time when group work, one-to-one support, and interventions are possibly not as easy as pre-pandemic.

“The videos are there to complement interventions in school. We are at the early stages of this implementation – it formally began with communicating the project with parents in April, though some teachers were creating these videos as an option prior to this.”

Critics of the practice have pointed out that the flipped model will not suit all learners, however. On a practical level, most will require students to have access to technology such as laptops or tablets and to have working Wi-Fi available as well as access to a suitable environment in which to study.

Some learners will struggle with motivation and self-discipline, particularly younger people, whose ability to take on responsibility for their own progress has not yet developed, and for those with certain neurodiversity.

Many educators will therefore aim for a mixed pedagogical approach, differentiating between students and methods according to their needs.

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Make a space

If you have room, a dedicated workspace is a good idea. That way you can keep it contained and you won’t be distracted by home life while working or vice versa.

Get comfortable, but unless it’s unavoidable don’t work from the sofa or your bed. Ideally, a desk and adjustable chair are the best furniture to use.

See NHS guidelines for setting up for optimum physical health and comfort. 

Keep a routine

It can be tempting to sleep in longer, work in your pyjamas and sneak a quick nap into your lunch break. While this might sometimes be just what we need, generally it’s better to try and stick to a schedule. Otherwise, you run the risk of blurring the boundaries between home and work. Rather than working from home, it becomes more like living at work.

So try to stick to normal working hours – or at least make sure you only work at set hours.
Get showered and dressed as if you were attending work in person – and take all your allotted breaks. Do not be tempted to login to work emails in your free time.

Breaks

Even at your busiest, taking time away from what you’re doing is invaluable. Regular screen breaks and periods of not being available on the phone are really important to cut down on stress and preserve some energy.

You will actually return to work more focused and better prepared to be productive. Don’t just switch to social media or television while you’re eating lunch either – try and take a walk around your neighbourhood for some fresh air and a change of scene. 

Don’t be a stranger

It can be easy to slip into reclusive habits after a while, particularly if you live alone and work alone. 

Even if you can’t go out for any reason, try to stay connected to other humans. Make phone calls rather than emailing all the time – it can feel daunting if it’s been a while, but it can make a huge difference. Your employer has a duty of care to you, so if you are really struggling, speak to your manager about how you are feeling – you should be offered advice and support.

Be realistic

Things are still very different from what we were used to before the pandemic hit. Some people may feel more anxious than ever – about their health; their job security and the emotional wellbeing of such as children or older relatives.

There is only so much you can do – try not to be pressured into taking too much on. Try to make sure you have time for yourself and your own interests as well as spending time with friends and family where possible.

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