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UCAS Information for Universities

QUESTION ANSWER
How remote education was delivered to sixth form students (year 12) during lockdown. Be specific about expectations for remote work. Lessons were set according to their timetabled allocations. At least one of these lessons per week was delivered by the class teacher. The remaining lessons involved work being set either via Show My Homework or Microsoft Teams, and were structured to enable the students to work through the tasks independently. Staff were able to use formative assessment, both within the lessons, and though the use of quizzes on Forms or Show My Homework. This gave us confidence that teacher judgements were accurate despite the lack of Year 12 mock examinations. Staff were also able to set and assess extended written tasks online. Students were able to contact staff online for individual help and support when completing work. A number of students struggled with digital poverty and online lessons were adapted to enable students to access them effectively via their phones as many did not have access to a laptop or PC, or were sharing a device. Students received weekly contact from the KS5 team three days a week through after school, less formal ‘Tea and Biscuit’ chats, (where students could just discuss well-being issues) and a formal assembly. Students also continued to receive careers guidance and the process for applying through UCAS as well as updates on University webinars and virtual open days. Students were able to contact their tutors and the Head of Sixth Form for support with their personal statements. In term 6 students returned to school in bubbles for one day per week. They were able to access resources at school, particularly those needed for the creative courses. Students were also able to access IT resources and most importantly, were able to come into school for face to face discussions with staff. Attendance within the Year 12 bubbles varied with 41% of students attending 100% of their ‘bubble time’ and 16% who chose not to attend their bubbles. The remaining students varied, (a further 16% attended for over 80% and 9% for over 60%). Every effort was made by the school’s Student Support staff to contact students identified as not engaging with online lessons in an attempt to support their well-being as well as their work.
Please explain how students predicted grades were formed this year? Although students had sat mock examinations in Term 2 of Year 12, this is typically not a valid reflection of their ultimate attainment. Students were due to sit their end of Year 12 mock examinations in June. As these did not take place, prelim examinations were rearranged for the start of Term 1 this academic year. However, given students have been absent from from classrooms for 6 months we are fully aware that these may not truly reflect the potential that students could achieve come their summer examinations. Therefore, teacher judgements have been used to set current predicted grades and teachers have been advised to set regular tests to monitor progress and gather evidence of student attainment throughout the year.
How many less teaching hours did 6th formers receive during lockdown? Live teaching counts as ‘teaching hours’. You could do this by subject if relevant. Students lost approximately 14 weeks of teaching time in total through lockdown. With 9 hours per subject per fortnight, this equates to 63 hours, however there would have been at least 14 hours of live learning, so students lost approximately 49 hours’ face to face teaching time per subject. Across three A-Levels, or on an extended BTEC course, the equivalent of three A-Levels, this equates to 147 hours teaching time. For students on our creative courses, the loss of time also includes loss of workshop time. This means that students are behind on internally assessed work. However, as stated earlier, our remote learning did alleviate this somewhat, but ther is of course no substitution for in-class learning. Staff absence was not a significant issue but in Maths and Media Studies staff absence was a concern that exacerbated these problems further.