The current Year 11 students have had a very bad deal. Their education has been severely disrupted, possibly having serious repercussions on their future. Along with this there is some unfairness in the way they have been educated. What should have been a two year GCSE course has turned into a lottery. This hasn’t been helped by a Government that has done little to help and support them. From late decisions to mind changing at the last minute it is no wonder they could become the lost generation.
The GCSE and BTEC course work should take around five terms to cover, giving some time for pre-exam revision. Of the four and a half terms completed, most Year 11 students will only have had two and a half terms of face to face in school teaching, the rest of the time accessing on-line teaching or work packs sent home. Of these two and a half terms, only the first term and a half could be argued to have been proper curriculum course work teaching. The other term, September 2020 to December 2020, a lot of time would have spent assessing to find out what skills and knowledge had been retained during the first lockdown and summer break, as well as playing catch up to re-teach those skills and knowledge that have been lost. Also during that Autumn term many students were sent home as classmates tested positive, so again having no face to face in school teaching. Another unfairness as not all students were sent home but had to attend school, meaning they had more in school teaching than their peers in the same school.
The quality of teaching and learning during all of the lockdowns and isolation periods will put some students at a further disadvantage. In the first lockdown schools had no real guidance or time to prepare. This meant that many had to ‘make it up as they went’ and were under-resourced. The recent lockdown has seen many schools learning from their mistakes and so produce a much more beneficial and fairer learning experience. But again, they have had to work this out for themselves with little guidance or support from Government.
As yet schools, students and parents are unsure of how grades are going to be awarded. I have heard of three schools all having plans to do this in different ways. It didn’t help that a late decision was made to cancel official GCSE exams in England. Earlier decisions being made in Scotland and Wales meant that their schools could work with the relevant examination boards sooner and have a plan in place much earlier. England, again, playing catch up. However, no matter what method is used, there will be a difference from previous years when students have been taught the full curriculum. So, whatever system is put in place it must recognise this and be fair for all students.
When schools do re-open it is likely that time will again be lost to finding out what stage each student is returning at. This will be made harder as many students may find it difficult to return to school. Those who have problems socialising, are being bullied, isolated or have a SEND and have been in a better mental state at home , may not want to return. On the other hand, some students might have been affected by an increase in on-line bullying, something which their usual support networks or agencies may not have been able to detect.
Looking to their future has also been made more difficult. College and sixth form open days and events have had to be cancelled or replaced with on-line events. These, although informative, can’t replace the face-to-face meetings and college tours. Opportunities to find out relevant information and ask pertinent questions will have been fewer. Students may have been put off by on-line events so missing opportunities to find out the finer details of the course or college itself.
For many families their relationships will have suffered. Constantly checking that their children are on line, in a lesson or completing set work will have a wearing down effect and lead to many discussions and arguments. Children feeling that all their parents are doing is nagging them to complete work, parents feeling that their children are not putting in the required effort. This being compounded by the fact that is Year 11, arguably the most important year. On top of this is the frustration of not knowing how their work will be assessed and grades awarded. As well as the impact this could have long-term, on college and work places, leading to university entrance.
Many parents will have found tutors for their children. This in turn leading to misunderstandings and further discussions, the child not seeing the need, the parents wanting to make sure their child has the best opportunities and doesn’t miss any knowledge or skills. In addition, there will be a cost at a time when many families will be having financial difficulties due to their work and income situation. This further widening the gap between poorer and wealthy families and students.
This last year has been difficult for everyone. The impact of disrupted education and uncertainty over assessments and qualifications, as well as the lack of opportunities to fully investigate future college and work placements has made it more difficult for the current Year 11 students. When schools do finally return then it must be that Year 11 students are treated with a high degree of importance and sympathy. Whatever is decided, the massive disruption to their education now and in the future must be taken into consideration. There must be a fairness for all students, considering the disruptions in different areas as well as how these have been dealt with by different schools and authorities. Not an easy task, but something that must be done if these students are not to become a lost generation. These Year 11 students are the future of the country and need to be dealt with fairly and given a future to look forward to.
Man on a bike. 