In fact, Save The Student’s National Student Accommodation Survey for 2022 found that students are looking earlier and earlier at houses and flats for the next academic year. Up to 24% of the respondents said they began looking for places before and during November, with the number of people looking getting lower the closer it gets to spring/summer. This will be to save themselves the stress of looking during exam season and to make the transition between accommodations easier.

It doesn’t have to be an anxiety-inducing experience though. There are plenty of things you can do to make the move a relatively stress-free experience. This article will look at some of the best things you can do.

Before moving out

When leaving your current property, it’s important to make sure you’re doing all you can to get your deposit back. One of the best ways to make sure of this is by cleaning the property. It doesn’t have to be a fresh coat of paint – just leaving it tidy for the landlord and the next tenants can be enough.

This might feel daunting but splitting the responsibilities between you and your housemates means you can tackle sections of the property individually and clean with more efficiency. The places that tend to need the most TLC are the bathroom and kitchen as they’re the most communally used.

Your landlord is more likely to charge you for cleaning of these which would come straight out of your deposit. A quick sweep for litter around the outside of the property could also be the difference maker.

Once you’ve secured your new location, your utilities and delivery addresses will need to change as well. Depending on if your old or new place has bills included in the price of your rent, you’ll need to either schedule for your utilities to shift to the new address or cancel them. You don’t want to be moving into new digs without hot water or electricity. Or worse, no internet!

Moving day

It’s moving day. Your stuff is in boxes and bags of varying sizes, and it’s time to shift it all to the new place. There are plenty of ways to get there, and some of you may be lucky enough to own a car. If not, and you have a licence, hourly car rental is an option too. Plus, there are always buses, taxis, and whatever other public transport is available in your city.

Another great option is the classic ‘man with a van’. Across the UK there are tonnes of freelance men with vans that act as ad-hoc removal services. When you arrive, be extra careful when moving your things in. Leaving any bags or boxes
unattended could inspire opportunistic individuals in the area to take anything that isn’t glued down.

Once you’re settled in

After you’ve chosen your rooms and put everything where it needs to be, now is the time to give the
property a quick glance over. Making sure you have a checklist of everything in the property you
may not have spotted when you first looked around is important, as you don’t want the estate
agents or landlord to think you caused them.

If you move into a property and it’s unclean or there are a lot of damages that need repairs, take pictures on your phone to send to the landlord or your estate agents. Having the photographic proof that those issues were there on moving day they can get sorted as quickly as possible.

A lot of properties will also have an inventory of what comes with it. Once you’ve run through that list and made a note of anything you can’t find or isn’t there, you can inform the owner and they can replace it if needs be. In this time, making a note of the fire escapes would also be useful, and you could introduce yourself and your housemates to the neighbours if you aren’t too tired.

When it comes to moving to a new house or flat, preparation is the key to a less stressful process. Moving while at university gives you the opportunity to experience what it’s like and feel that independence for yourself. There’s plenty to do, but breaking it down into steps will help the process. Once you’ve got yourself settled, do a thorough check of the property and make a note of any damages or anything missing from the inventory. Letting the owner know as soon as possible can prevent any confusion and get a replacement to you quickly.

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University courses are extremely competitive. For those who have already applied for university, we can all agree on how stressful the application process was. Writing and re-writing the personal statement many times, re-reading over everything and checking over any grammatical errors. 

Whichever course you wish to apply to, you should start thinking about how you can demonstrate your enthusiasm in the subject and make your application stand out to attract the attention of the admissions tutors. 

Try the steps below to prepare for your university application to get a head start and stand out from the throng.

Research your course

If you want to stand out to university admissions offices, you must conduct research. The content and modules of university courses vary. Business management at Surrey, for example, may provide a different experience and modules than the identical course at Edinburgh.

You’ll be submitting the same university application to all universities through UCAS, find out what the courses you’ve applied for have in common and adapt your application appropriately. This makes it applicable across the board and provides a straight response as to why you should study there. 

Volunteer 

Volunteering may be the reason you stand out over someone else, for only a few hours each week.

Volunteering in a homeless shelter or a nursing home will appear admirable on your statement since they demonstrate that you are responsible, compassionate, and not frightened of hard labour.  

It also displays strong ‘people skills,’ which admissions tutors like since it demonstrates that you can participate comfortably in talks, which helps everyone involved.

Get an award

Getting an award demonstrates to university admissions departments that you have a particular degree of competence that you have worked hard for. Having an award distinguishes you from others. The Duke of Edinburgh Award (often known as the ‘DofE’) is a fantastic milestone to strive towards in addition to your studies.

Show your excitement for your subject

First and foremost, research the course you have chosen to apply for. Spend time writing reasons why you’re applying to their programme. It’s a simple approach to demonstrate why you should be offered a position there.

The admissions committee will be impressed if you can demonstrate that you are interested in your topic. Universities want to see how interested you are in your chosen course, aside from your academic achievements.

If you are involved in any extracurricular activities connected to the topic you desire to study, mention this. If you want to study for a certain career, volunteer in that subject to exhibit your interest. 

Proofread everything 

Many students are undoubtedly weary of hearing about the plan, write, edit, rewrite. However, the majority of us are not good enough writers to produce perfect statements first attempt.

Your statement is really important to your application. It should not only be well-written, but it should also provide insight into your personality. Your essays should be unique, genuine, and truthful.

The personal statement is another opportunity to set yourself apart from the other students. Some admissions counsellors make first judgements about the strength and status of an application by assessing the personal statement before any other component of the application. 

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The latest Covid-19 news states more than 50,000 Covid cases have been recorded in the UK for the first time since 17 July. What does this mean for education, should schools offer more remote learning options?

As the Covid cases increase, schools have been forced to enforce mask-wearing, send whole year groups home to study online, and in some instances shut early for half-term.  Although the government’s claims of a return to normality in the classrooms, schools in high coronavirus regions say they’ve struggled to operate, with many teachers out ill and difficulty finding substitute teachers due to high demand.

Remote learning has posed several difficulties for both students and teachers ranging from the digital divide and lack of technological access to mental health issues and resources. The pandemic’s detrimental effects have been particularly severe for low-income families and pupils of colour. 

According to the office for national statistics (ONS) during the coronavirus pandemic, remote learning was only a partial replacement for in-class teaching, as students covered much less content while working from home than their counterparts in the classroom, according to teacher evaluations. 

Primary school students studying remotely covered a significantly lower proportion of the learning materials than their in-class classmates; secondary school students learning remotely covered a substantially bigger fraction of the learning materials than their in-class peers. 

The benefits of remote learning

Learning at their own pace

Students that learn faster than others benefit from remote learning since they are not held back by peers who study at a slower pace. They can concentrate on the assignment and accomplish it so they can go on to other tasks since they have work set for them. 

Improve their problem-solving abilities

In many remote learning situations, students must solve problems on their own since the teacher is not always there to answer questions. The student improves their research abilities, spends more time delving into the facts, and even comes up with their response. When a pupil can handle an issue on their own, it boosts their confidence and self-esteem. Remote learning forces students to rely on themselves to solve problems and complete tasks. 

The attention is returned 

Some children find the classroom to be a frightening environment where they feel unsafe and uneasy, and they are hesitant to speak out. Those who are overwhelmed in a traditional classroom environment may benefit from remote learning. Students who lack confidence may prefer remote learning as they are not pressured by the classroom environment. The simplified learning environment may help them to concentrate on learning in ways that they haven’t been able to previously.

Remote learning potential drawbacks

Problems with mental health 

Maintaining good mental health is one of the most difficult parts of distance learning. Many students feel lonely and unhappy whilst remote learning.  Attending school means interaction with teachers and peers. Not socialising with friends and classmates may lead to a lack of drive and bad mental health. Students must have some sense of regularity in their life, so creating rituals and openly discussing their thoughts with them will help them maintain a good outlook. 

Social activities are few

Most students engage in after-school activities, sports games, and after-school clubs. Many of these activities have been put on hold because of distant learning. Attending school keeps children busy, instead of students becoming bored merely staying around the house watching television or concentrating on schoolwork. 

It’s easy to get behind

Going into school five days a week, just like a regular 9 to 5 job, takes discipline. Children who are not inherently driven may struggle to study, or remain on top of their work, and keep motivated. This emphasises the significance of sticking to a routine and timetable, as well as developing good study habits.

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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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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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The effects of this educational upheaval on our children, will be studied for many years to come. From early years, to GCSEs and A-Levels, every child has been affected, as busy classrooms, noisy corridors, playgrounds, sports fields and lunch halls were replaced by millions of homes – in their infinite variety. For some children, online learning was actually a positive experience, but for many, it brought challenges to both their educational development and their mental health.

Internet and device access were hugely significant to individual learning experiences. According to Ofcom, around one in five children did not have consistent access to a suitable device for their online learning through the pandemic. In many cases, children were borrowing devices or having to go to friends or relatives’ houses to access the internet.  Further, a quarter of vulnerable children struggle with device access for remote learning and for 3% of school-children, the lack of access to a device prevented them from doing any schoolwork at all.

Government initiatives through the lockdowns went some way to addressing some of these issues and improvements were made. According to Gov.Uk data published in June, over 1.3 million laptops and tablets were provided to schoolchildren during the 2020/21 academic year. Further to this, Ofcom reports that it is likely the proportion of UK homes without internet fell from 11% to 6% during the course of the pandemic so far.

There is a tendency to reduce the disparity to the issue of those who have access to a computer or to reliable internet, but the gap between the haves and have nots is more complicated than this single issue and it is clear that the changes brought by the pandemic, increased this gap. Parental attitudes and support became a significant factor in the online learning experience, often undermining the levelling effect of education provision. Given the enduring social inequalities that education has long sought to address and the failings that remain within the system, the last thing that system needed, was a deepening of the crisis that pandemic brought with it.

Certainly, at the beginning of the pandemic, while the state was reeling and the world was grappling with how to begin to manage this sudden imposition of a new world order, state education looked like a rabbit in the headlights, paralysed by uncertainty. I heard countless stories from parents whose children had been told to just do what they could – anything is better than nothing – at a time when lesson plans were little more than suggestions. While by no means across the board, this was certainly the experience reported by many parents.

Private and public schools were equally wrong-footed, but they were faced with a potential immediate threat of parents removing fees. Staff wages still had to be paid, as well as additional costs for supply staff for quarantine and sickness and the routine expenditure on infrastructure and facilities. The focus on the relationship between customer and service provider is somehow sharpened by the act of handing substantial sums of money, directly to the service provider. Private schools needed to demonstrate that they were providing value – and fast.

During that first week of the first lockdown, I spoke to a friend with children at private school. She told me her WhatsApp parents’ group had suddenly lit up with a frenzy of outraged parents responding to an email from the school confirming that full fees would be charged irrespective of whether the children were receiving their lessons in school or at home. Remember, this was at a time when the concept of lockdown was brand new, we had no idea what it meant or how – or whether our society would cope. Online lessons, GP telephone appointments, Zoom and Teams meetings, interviews and yes, the dreaded virtual quiz nights were not yet part of our vocabulary. The idea that schools would charge fees for a service that children were unable to receive in person, caused uproarious indignation. Private schools had to act quickly – and in a very visible manner – to justify charging for education they were providing. Driven by the need to survive, they had to get their (revolutionised) act together very quickly.

As a result, children attending private schools tended to find themselves required to follow a disciplined structure of education and while the location of the education had changed, the content remained fundamentally the same. Of course, this put an enormous pressure on parents – to police and facilitate this structure and discipline. Let’s face it, this sort of routine is far easier to tackle if at least one parent is not working and there’s enough money available. The amount of support required for this online, home learning cannot be under-estimated – as many exhausted parents of both privately and state educated children, will attest. Considerable resources are obviously required, from reliable internet and device provision and an inexhaustible fridge, to plenty of free-time and a convincing grasp of the education that you’re helping your child to learn.

In that first lockdown, many state school children simply weren’t getting anything like the education that had been provided during in-school learning. One friend recalls:

“My daughter simply couldn’t engage at all with online learning and she was in the year group that missed 202 GCSEs. As a result, she’s now struggling with A-Level content and is still a bit disengaged. And to make it all worse, these will be her first ever proper exams! My other child is a real workhorse, but during the first lockdown, her school wasn’t really doing that much, so she was basically self-teaching her way through her syllabus.

At that stage, only the private schools round here were getting proper online lessons. My partner is a teacher and his children, who both attend private school, had very different experiences. This led to some friction at home, as four kids who were in the same house, seemed to be living in totally different universes – it was like a two-tiered education system in one house. For all of them though, the social isolation has really knocked their confidence and that continues to cause issues for all of them, although they all handle it differently.

Throughout, schools have also had to contend with staff shortages due to sickness and more recently, the ‘pingdemic’. Where additional support tended to be provided by Teaching Assistants (TAs), they are now less available as they’re covering for teachers, who have been stretched beyond capacity, running both online and face-to-face teaching. Special Educational Needs (SEN) children have suffered more than many. One primary school teacher told me, there’s been a huge increase in child protection and SEN issues;

“Domestic violence has risen significantly. Currently, in our small school of 130 children, we have four cases under the care of Social Services. This is up from a year-on-year average of one child only a year ago. Mental Health has such an impact on some families and their children and all our SEN budget goes on this. The waiting lists are unworkable. CAMHS are just now seeing a child I referred in March 2017! I have five other children waiting to be seen……Occupational Therapists have been offering us virtual appointments, but unless they’re in person, they can’t really assess the children – I mean there’s a limit over video to how much you can assess the degree of flexibility in an eight-year old’s ankle and fit support splints. And then there’s the issue of bubbles. You can’t run interventions across bubbles and the gap between pupils with special educational needs and their peers has been exacerbated. It’s complex, but it’s been a nightmare and the kids are suffering.”

The social issues faced by children who’ve spent so much time away from school have also impacted their experience and life-learning. Some have suffered as a result of troubled home-lives from which there is little or no escape; from social isolation and from missing out on developing face to face communication skills. Loneliness, boredom and frustration at being unable to take part in their normal activities has caused or exacerbated many mental health conditions in children and teenagers.

For some, home learning has brought benefits, although there is a feeling this is less common for under-privileged children. Many have learned new skills: cooking at home; improving their IT capabilities and even learning teaching skills as they help older family members, less familiar with modern technology systems. Many children in happy home environments enjoyed a more relaxed way or learning and relished family time. In the case of some children who were bullied at school, lockdown provided a safe haven. It goes without saying that it’s a complex issue and the experience of individual children varies depending on their personal circumstances.

Look out for our upcoming feature on mental health helps for kids trying to cope with the extra pressures caused by the pandemic

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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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