Lockdown, a time to develop
DURING THE period of remote learning at Immanuel College, I was touched by the way pupils and staff demonstrated tremendous resilience and care for each other. It has not been easy for staff, trying to juggle live lessons, knowing their three-year-old is in the next room demanding attention, and many pupils really missed physically being in the classroom. It’s been a steep learning curve for all of us; for example, when after two weeks I was bemoaning the fact my class still couldn’t see me during a live lesson, my exasperated husband informed me, “you do know that you actually need to have a webcam for them to be able to see you?”.
At Immanuel College, once we got over the initial shock of schools closing, we pulled together to ensure we could continue operating at maximum capacity, switching to running remotely all our academic courses, several co-curricular activities, pastoral care and Jewish life and learning.
We believe our offer of blended learning — a combination of extensive online provision and live lessons, as well as on-site lessons in the prep school for the final month — gave pupils and parents the best experience possible under the circumstances.
We adapted, with the occasional hiccup, to remote year-group examinations, form times, assemblies, parents’ evenings and Friday staff coffee mornings. Year 11 impressed us by really engaging in an early start to A-levels and the extended project qualification and our year 13s were given material and support to help them with the next stage of their educational journey.
POSITIVE SIDE EFFECTS
One huge, unexpected educational benefit has been the development of “soft skills”, so important in the real world of work. Being in lockdown has allowed pupils to hone these skills.
They have developed resilience by having to cope with the disappointment of examinations or key trips being cancelled, adaptability by moving to new ways of working, creativity by trying out new hobbies or thinking of ways to help their communities.
Some pupils were also creative in learning very quickly how to mute their teachers online — we soon put a stop to that!
Whether organising a toy drive for the charity Gift, baking for the NHS, leading youth clubs remotely or making bouquets for care homes, the pupils’ social
Thriving on school routine and structure at Immanuel College
action has been phenomenal. Pupils have also learnt to help with the household chores, make time for grandparents or read to their younger siblings.
These are all part of the “invisible” education that helps to develop one’s menschiness.
BACK TO SCHOOL
I strongly believe the best therapy for most returning pupils will simply be getting back into a school routine, including more civilised sleeping patterns! We must remember this situation is temporary and should remind our children that, while there will be some changes at school, there will still be a lot of familiarity and structure. Nevertheless, as teachers we need to be vigilant of any unusual behaviour. Just as we show empathy and kindness to new year sevens, we should show compassion to all pupils.
Everyone will have been affected by loss, possibly bereavement, or in terms of routine, structure, friendship and freedom. Some children who find school overwhelming might have preferred being at home and could be anxious about going back. Some may worry about reestablishing friendships. Others may have struggled with remote learning. Some may have faced traumatic experiences. Our pupil wellbeing hub, pastoral team, counsellors and medical team will be trained and available to welcome back and support everyone. Nothing beats being back at school in person and we are working over the summer to ensure a safe return for staff and pupils. We are excited about a full return to the new normal in September.
We are excited about a full return to the new normal in September’
Claire Shooter is deputy head, pastoral at Immanuel College